Endurance development method

in older school children

in physical education lessons

Completed

Kalashnikov Vasily Petrovich,

physical education teacher

MBOU "Belokolodezyanskaya secondary school

Shebekinsky district

Belgorod region "

1. Endurance concept.
2. Types of endurance.
3. The development of endurance in schoolchildren.
4. Tasks of the development of endurance in children of senior school age.
5. Means for developing the endurance of high school students.

Endurance as the basis of mental harmony and health,

professional development of a person, achievements

in educational and work activities, remains today the main

a factor of successful socialization and self-realization of an individual.

Endurance concept

Different people have different abilities to do different types of work. If a person performs any sufficiently strenuous work, then after a while he feels that it becomes more and more difficult to do it. From the outside, this can be objectively noted by a number of visible signs, such as, for example, the tension of facial muscles, the appearance of perspiration. At the same time, deeper physiological changes occur in the body. Despite the growing difficulties, a person can maintain the same intensity of work for some time due to great volitional efforts.

Some people (including children) have an amazing capacity for work. Sports events are rich in such facts. What allows you to demonstrate such high performance indicators? Endurance. Indeed, the endurance of the human body has great resources that can be realized in certain circumstances. Who is tougher? The one who, under equal conditions, can do physical work more efficiently, or the one who will do more work in a certain amount of time?

There are many different points of view regarding the concept of endurance: it calls endurance - the ability of a person to perform any motor activity for a long time without reducing its effectiveness.

believes that endurance is expressed through the totality of physical abilities that ensure the maintenance of the duration of work in different power zones.

and gave the following definition of endurance - this is the ability to resist physical fatigue in the process of muscle activity.

suggests understanding endurance in physical education - the body's ability to fight fatigue caused by muscle activity.

Various authors give their own definition of endurance, but they all agree that general endurance is understood as a person's ability to perform any work for a long time without a noticeable decrease in working capacity. And the level of endurance is usually determined by the time during which a person can perform a given physical exercise. Long working time, increases the level of endurance. This quality is necessary for long-term running, skiing and when performing shorter-term exercises of a speed and strength nature.

Types of endurance

There are two types of stamina: general and special stamina.

General endurance is the ability of long-term moderate intensity with optimal functional activity of the main life-supporting organs and structures of the body using the entire muscular apparatus. This mode of work is provided mainly by the ability to perform exercises in the zone of moderate loads predominantly depends on the functional capabilities of the autonomic systems of the body, especially the cardiovascular and respiratory systems. In other words, the physiological basis of general endurance is the aerobic capacity of a person.

General endurance plays an essential role in the optimization of vital activity, acts as an important component of physical health and, in turn, serves as a prerequisite for the development of special endurance.

Special endurance means the duration of work, which is determined by the dependence of the nature of fatigue on the content of solving a motor problem. Among the special types of endurance, the most important are speed, strength and coordination. Human speed endurance is his ability to perform muscle work for as long as possible with near borderline and borderline intensity. It is important to ensure the effectiveness of the cyclicity of mobile movements, sports games.

Development of endurance in schoolchildren

In the life of schoolchildren, the level of development of general endurance is of great importance. Schoolchildren who have high indicators of general endurance, as a rule, master general education subjects better, get sick less often during the school year, and pass control standards better. believes that general endurance education should be the most important component of overall physical fitness.

For the rapid adaptation of students to the conditions of a general education school, physical exercises have a great influence. In the general scheme of physical education, a special place is occupied by the development of general endurance. It naturally affects, acts as an important component of the physical health of primary school students. The level of development of general endurance depends on the functional capabilities of the autonomic system of the child's body, the characteristics of the cardiovascular and respiratory systems. Indicators of endurance (especially static and speed) in children of primary school age are insignificant. The power of work, which can be maintained for 9 minutes, in children of 9 years old is only 40% of the power maintained by adults for the same time. By the age of 10, children become capable of repeatedly repeating high-speed actions or work of low intensity without pronounced signs of a decrease in working capacity. The analysis of the dynamics of changes in the indicators of physical fitness of primary school students showed an uneven increase in results. According to research data (the results are taken over several years), changes in endurance development indicators occur in waves: it increases at the end of 1 and. The indicators improve during the first and second quarters of the academic year, in the third quarter there is a decrease in indicators with further increases in the fourth quarter. General endurance should be developed in children already in the 1st grade, since during this period the best result of physical fitness and intensive adaptation of the pupils' body systems to physical activity are observed.

As the organism matures, an ever wider range of exercises is used to develop endurance - cyclic, acyclic and mixed. Moreover, the main organizational and methodological form of using acyclic and mixed exercises for these purposes is circular training according to the method of long-term continuous and intense work.

In the process of fostering endurance in children, it is extremely important to create optimal conditions for the functioning of the body's oxygen supply systems. For this purpose, in unity with the basic endurance exercises, special breathing exercises are used, they strive to conduct classes in an atmosphere rich in oxygen.

However, one of the specific features of the methodology of endurance education in the school period is a gradual transition from influences aimed mainly at increasing aerobic capabilities to the education of social endurance in exercises of a different nature, including submaximal and maximum power.

The general endurance of boys has a high growth rate from 8-9 to 10, from 11 to 12 and from 14 to 15 years. At the age of 15 to 16, the rate of development of general endurance in boys sharply decreases, in other periods there is an average rate of increase in endurance.

The dynamics of the natural increase in endurance in girls differs significantly from boys. They have a high rate of increase in general endurance observed only from 10 to 13 years, then it rises slowly over two years, and at the age of 15 to 17 years it rises on average.

Taking into account the peculiarities of the age dynamics of endurance in girls (the drop in its indicators after 14 years), they are provided with less significant loads on endurance than in boys. Dosing of physical activity is characterized for a teenager by intensive puberty, which significantly affects the level of students' work ability. At the same time, it is also necessary for girls to provide for such a system of exercises that would exclude their endurance at senior school age.

Great world achievements in endurance sports are demonstrated by people aged 20-22 to 30-32 years old. This indicates that the most absolute values ​​of indicators of different types of endurance are observed in individuals who have reached biological maturity.

Tasks of endurance development in children of senior school age

The main task in the development of endurance in children of senior school age is to create conditions for a steady increase in general aerobic endurance on the basis of various types of motor activity, provided for mastering in compulsory physical education programs.

There are also tasks for the development of speed, power and coordination-motor endurance. To solve them means to achieve a versatile and harmonious development of motor abilities in children of senior school age.

Another task arises from the need to achieve the highest possible level of development of those types and types of endurance that play a particularly important role in certain sports.

Stamina training methods for high school students

The main methods for developing general endurance are:

1) the method of continuous exercise with a load of moderate and variable intensity;

2) the method of repeated interval exercise;

3) the method of circular training;

4) play method;

5) competitive method;

6) fartlek.

For the development of special endurance, the following are used:

1) method of continuous exercise (uniform and variable);

2) methods of interval discontinuous exercise (interval and repetitive);

3) competitive and play methods

The continuous method consists in the fact that a prolonged load (at least 20 minutes) is given in a relatively uniform, moderate mode, with a pulse rate in the range of 140 - 150 beats / min. Such work is performed, for example, in the form of cross-country running (from 20-30 minutes to 90-120 minutes), cross-country skiing (up to 2-3 hours), etc. The continuous method can be used throughout all training periods. However, it is most expedient in the first half of the preparatory period.

This method has several advantages. For a long time and relatively moderate, work, firstly, creates favorable conditions for a harmonious and gradual adjustment to the work of all body systems; secondly, it reduces the possibility of overtraining, since it is known that (it is not the distance that kills, but the pace); thirdly, like no other work, it allows you to develop an economical technique, distribute efforts, and relax muscles well.

The impetus for the widespread adoption of the continuous method

were the outstanding successes of New Zealand runners P. Snell, M. Halberg and others, who trained under the guidance of the famous trainer Artois Lidyard.

By the way, Lydyard believes that the main method of running training for young men should be cross-country running. “The duration of a run,” he writes, “can be quite long. For example, a 14 year old teenager can easily withstand a 32 km run, if, of course, there is no excessive stress. "

The interval method involves performing exercises with standard and variable loads and with strictly dosed and pre-planned rest intervals. As a rule, the rest interval between exercises is 1-3 minutes (sometimes 15-30 seconds). Thus, the training effect occurs not only and not so much at the time of execution, but during the rest period. Such loads have a predominantly aerobic-anaerobic effect on the body and are effective for the development of special endurance.

The game method provides for the development of endurance during the game, where there are constant changes in the situation, emotionality. Using one or another method for training endurance, each time specific parameters of the load are determined.

The competitive method involves performing exercises in the form of a competition.

Fartlek is a variable intensity workout.

It is used to develop general endurance. In running, fartlek is a cross-country race lasting from 45 minutes to 1.5-2 hours, conducted mainly in the forest. The running program is arbitrary and consists of a uniform run, alternating (according to health) with accelerations on segments of arbitrary different lengths, run at different speeds. At the first stage of the preparatory period, significantly long stretches are included in fartlek. In this case, the pulse rate should be in the range of 150 - 170 beats / min. Closer to the competition period, the segments become shorter and are overcome at a higher speed. The pulse can rise to 170-185 beats / min.

The uniform method is characterized by continuous continuous operation with uniform speed or effort. At the same time, the student seeks to maintain a given speed, rhythm, constant pace, value

efforts, range of motion. Exercises can be performed at low, medium and maximum intensity.

The variable method differs from the uniform method by consistently varying the load during continuous exercise (for example, running) by directionally changing the speed, tempo, range of motion, amount of effort, etc.

The method of circuit training provides for the implementation of exercises that affect various muscle groups and functional systems in the form of continuous or interval work. Usually 6-10 exercises (stations) are included in the circle, which the practitioner goes through from 1 to 3 times.

When developing general endurance at the stages of "circuit training", it is important to gradually increase the intensity of physical exercise. At the stations of "circular training" you can bring up the main types of special endurance: power, static, speed. With the development of strength endurance, the student is tasked with achieving as many repetitions as possible at each station. With the development of static endurance, the task is to maintain muscle tension in the absence of movement; exercises in hanging, stops, or holding a load are well suited for this. The most effective way to develop speed endurance is sprint running with a gradual increase in the length of the segments, as well as jumping exercises.

Particularly well, as noted, circuit training is used with program material for sports games, ski training and especially gymnastics. The effectiveness of the concentration of the load allows in the shortest possible time to successfully develop general and special physical training.

It is in gymnastics lessons that the relationship between physical qualities and skills is most acutely realized. In gymnastics lessons, where a lot of time is spent on learning new elements and combinations, "circular training" is the necessary form that allows you to effectively combine two processes - training physical qualities and teaching skills and abilities in a short period of time. In the complexes of "circular training" according to the program material of gymnastics, exercises are selected, aimed at the predominant development of the muscles of the shoulder girdle, arms, abdomen, back, increasing the mobility of the joints, as well as training the vestibular apparatus. The number of exercises in the complex depends on the predominant tension of the qualities being developed and ranges from 10 to 15 stations. After difficult, heavy exercises, you should select lighter ones. The number of strength training stations should also be gradually increased. A feature of the gymnastic program is that most of the exercises in it in dynamic and static stops and hangs require coordinated strength and volitional manifestations. For example, when choosing exercises for the development of the abdominal muscles, they should be combined with the positions of the hangs and stops, and exercises for the shoulder girdle, associated with stops and hangs, with the use of weights or body resistance.

The content of the "circuit training" in the game lessons (for example) is (mainly) the game stations. During the assignment, students in a certain sequence move from one station to another, performing game assignments at each of them, interspersed with targeted exercises aimed at teaching, upbringing and improving specific physical qualities. In the process of training, not only the development of physical qualities occurs, but also the technique of playing techniques is being improved. The proposed exercises should be selected so that each of them affects individual muscle groups and is designed to develop certain physical qualities. To improve technical techniques, you can use complex exercises, consisting of previously well-studied game elements. The ratio of the number of stations for the education of physical qualities with playing stations aimed at improving the skills and abilities of technical elements is 1: 3.

Specialized complexes of "circuit training" in light include exercises that contribute to the development of physical qualities: speed, jumping ability, speed strength, general and special endurance, closely related to strengthening the musculoskeletal system. The orientation of the complex is determined by the indicators of students when passing control norms, and here exercises that provide comprehensive physical training should take a predominant position.

Ski training lessons are structured in an interesting and varied way using the "circuit training" method. All organizational issues must be resolved at school or while moving to the place of study. It is important to skillfully locate the stations, taking into account the relief and specific tasks.
"Circular training" on the training track provides for: the presence of a site for the training track, the study of the terrain and the selection of stations for training, preliminary analysis and study of the stations before the practical lesson.

Thus, circular training, introduced into a physical education lesson, promotes the progression of loads, increases the motor density of classes, making the lessons more emotional and varied. They become interesting for students in that they open up scope for individual opportunities and personal initiative.

Practice convincingly shows that you can become hardy with any heredity. It's all about systematic training. Therefore, one of the main tasks of the teacher is to teach the child to work in the classroom. The incentive is traditionally a good and excellent mark. Of course, it’s wrong when the child is working only for the sake of evaluation. But for the current situation, this approach can be justified.

Endurance is necessary in one way or another when performing any physical activity. In some types of physical exercises, it directly determines the sports result (walking, running on medium and long distances, cycling, ice skating for long distances,), in others, it allows you to better perform certain tactical actions (boxing, wrestling, sports games, etc.) .NS.); thirdly, it helps to endure repeated short-term high loads and provides quick recovery after work (sprint running, throwing, jumping, fencing, etc.).

A high level of general endurance is one of the main indicators of the excellent health of a student. That is why the methodology for the development of this physical quality is so important.

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23. Theory and methodology for developing endurance

Chapter I. Theoretical aspects of the problem of interconnection of individual-typological characteristics of schoolchildren with the development of endurance at the lesson of physical culture. ^

1.1. The concept of individual and typological characteristics of a person. ^

1.1.1. Characterization of the constitution of the body, as a factor determining the individual-typological characteristics of a person.

1.1.2. Features of higher nervous activity as a factor of human individuality.

1.1.3. Passport and biological age as a characteristic of the physical development of 29 schoolchildren.

1.2. The concept of endurance and its types.

1.3. Features of the methodology for the development of endurance in senior schoolchildren.

1.4. The state of the problem of the relationship of individual-typological characteristics of senior schoolchildren with the development of endurance at physical education lessons.

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Dissertation introduction (part of the abstract) on the topic "Methodology for the development of endurance in senior schoolchildren on the basis of individual typological characteristics"

The relevance of research. According to the monitoring of the motor abilities of schoolchildren, the level of physical fitness decreases, which indicates the need to change the approaches to the organization and conduct of physical culture lessons. The solution to this problem is especially relevant in senior school age. This age is characterized by active maturation of all body systems. On the one hand, these changes distinguish high school students from middle school students, and on the other hand, they bring them closer to the state of the adult human body. This is especially manifested in pronounced individual differences, in particular in the somatic, mental and biological aspects of human development. So adolescents at the age of 16 - 17 in their morphofunctional and mental state approach the level of adults (N.A. Fomin, V.P. Filin, 1972; A.G. Khripkova, M.V. Antropova, D.A. , 1990), however, the ability to overcome external adverse environmental factors is often not sufficiently developed. Modern senior schoolchildren are subject to psycho-emotional and physical overload, as a rule, during educational and daily activities. Therefore, it is especially important for a high school student to have a high level of performance during the preparation and passing of exams, the choice of a field of professional activity, and the search for a way of self-realization in adult life. The increased requirements of modern schools to the level of knowledge of students lead to overload and overwork of schoolchildren, which, in turn, creates the preconditions for a decrease in the level of health, the acquisition of new diseases or the progression of existing ones. According to the Research Institute of Hygiene and Prevention of Diseases of Children, Adolescents and Young People, in recent years, there has been a tendency towards deterioration of the health of senior schoolchildren, a decrease in the level of their physical development and physical fitness.

According to a number of authors (A.A. Guzhalovsky, 1984; Yu.F. Kuramshin, 1998; V.I. Lyakh, 1998), a sensitive period for the development of endurance begins in senior school age. Currently, there are a large number of methods for the development of endurance in schoolchildren (Yu.V. Zakharov, 1969; A.I. Polunin, 1970; A.N. Makarov, E.I.Stepanov, 1973; A.L. Kacharin, 1974; V.A.Myakishev, 1977; A.B. Chepulenas, 1981; A.P. Matveev; L.M. Kuzemko, 1984; P.K. Prusov, 1988; N.I. Volkov, 1989; V.I. Lyakh, L.L. Golovina, 1998; HA Organovskaya, 1991; V.N. Platonov; T.G. Katsitadze, 1992; Yu.G. Travin, 1993; HA Yablochnikova, 1995; K.F. Shutov, 1997; M.S. Maltseva, 2003; A.S. Zemskov, 2005). However, the level of development of endurance in children remains at a rather low level. This is confirmed by the more frequent deaths of schoolchildren in physical education lessons during endurance exercises. One of the main reasons for this situation is the lack of taking into account the individual-typological characteristics of students on the part of physical culture teachers. Therefore, the study of the relationship between individual typological characteristics and the development of endurance in senior schoolchildren is relevant.

The subject "Physical culture" at school is designed to solve the problems of physical education, health improvement and directed education of the individual by means of physical culture. At the lessons of physical culture, along with the educational and upbringing directions of classes, special attention should be paid to increasing the motor activity of schoolchildren, which determines the requirements for the level of their physical fitness. Physical training of a person is the focus of attention of many specialists and scientists in the field of physical culture (S.P. Letunov, 1941-1967; BC Farfel, 1949 - 1975; V.M. Zatsiorsky, L.P. Matveev, A.D. Novikov B A. Ashmarin, M. Ya. Vilensky, K. Kh. Grantyn,

1967 - 1979; V.M. Vydrin, A.A. Guzhalovsky, V.N. Ridge, 1986; Yu.F. Kuramshin, 2000, 2004, etc.). It is known that its result is optimal physical fitness, which is expressed by a person's high working capacity in a particular activity. N.V. Zimkin (1956) noted that the duration of maintaining a high working capacity and the degree of resistance of the organism to fatigue is characterized as a person's endurance. A high level of endurance development plays a significant role in the optimization of vital activity, acts as an important component of physical health, and also allows a person to master large training and competitive loads, to fully realize their motor abilities in any activity (V.P. Savin, 1990; J. K. Kholodov, BC Kuznetsov, 2001). Taking into account the progressive increase in the loads received by senior schoolchildren in the process of study, the question of finding effective ways to develop endurance at physical education lessons in general education schools becomes urgent, during which it is necessary to take into account the individual characteristics of a senior student in order to obtain the most positive results in physical culture activity.

One of the tasks in the development of endurance in school-age children is to create conditions for a constant increase in aerobic loads on the basis of various types of physical activity (educational, play, competitive), the volume of which is provided for by school educational programs. However, this is not enough to solve the problem of developing endurance in schoolchildren, since the content of the proposed program exercises requires basically the performance of a large volume and rather monotonous work. Basically, this is cross training from 1000 to 5000m. Due to the differences in the individual-typological characteristics of schoolchildren, not all of them manage to perform the necessary amount of work that contributes to the development of endurance. In addition, special requirements are created for the volitional qualities of the individual, the willingness to endure heavy feelings of fatigue during physical activity, so many students try to avoid lessons in the process of which tasks of developing endurance are solved, where it is necessary to perform a monotonous long-term load. In the field of physical education, there are many recommendations for the development of endurance in various fields of activity. In the works studied by us, general provisions on the development of endurance are presented, in particular, the theoretical foundations and methodological approaches for its development.

Especially deeply, the issues of endurance development have been studied in works on sports (V. Saltin, LB Rowell, 1980; JT.B. Zhestyanikov, Roberts D., Norton A., Sinclair A., ​​Lavkins P. 1987; TB Nikiforova, N.E. Khromtsov, 1993; K.F.Shutov, 1997; AM Alansari, V.A.Klimachev, 2000; T. Bompa, 2003, etc.). The peculiarities of the development of endurance in the age aspect have been studied less. Thus, the methods of developing endurance at a younger age (I.G. Maltseva, 1988; HA Yablochnikova, 1995, etc.), in middle school age (M.P.Bandakov, 1993), issues of increasing the physical performance of students (AB Lotonenko, 1981 ; S.A. Gudyma, 1991). The ability to demonstrate endurance in older students is considered extremely rarely. More often, there are works of an applied orientation on the example of specific activities (S.S.Kvetinsky, 1993), less often, works that take into account the individual characteristics of those involved (S.I. Shablyko, 1991).

Nevertheless, many authors point out the influence of individual characteristics of people on the degree of endurance development (N.G. Ozolin, 1945 - 1970; B.S. Voronin, V.S. Gerasimov, Ya.A. Egolinsky, 1953; N.V. Zimkin, 1956; G.S. Tumanyan, E.G. Martirosov, 1976; V.A.Vyatkin, 1980; V.I. Lyakh, 2000, etc.). However, studies of the relationship of individual-typological characteristics including somatotype, type of higher nervous activity, biological age for the development of endurance in older schoolchildren were not found by us.

Taking into account the factor of interconnection between individual-typological characteristics and the development of endurance in senior schoolchildren in the selection of means and methods of physical training will lead to an increase in the developmental effect of physical culture lessons. This explains the relevance of the study.

Thus, a clear contradiction has developed between the need to search for new effective ways to develop endurance in senior schoolchildren, based on the implementation of individual and differentiated approaches, and the lack of research that makes it possible to take into account the relationship of individual typological characteristics (somatotype, type of higher nervous activity and biological age) in the process of lessons. physical culture in secondary schools.

The purpose of the study is theoretical and experimental substantiation of the methodology for the development of endurance in senior schoolchildren at physical culture lessons, taking into account their somatotype, the type of higher nervous activity and biological age.

Research hypothesis. It was assumed that the development and use of a methodology for conducting physical education lessons based on the use of individual and differentiated approaches, taking into account the somatotype, the type of higher nervous activity, the biological age of the trainees, will increase the level of endurance manifestation among senior schoolchildren.

The object of the research is physical education lessons in the senior grades of a comprehensive school.

The subject of the research is the methodology of endurance development in senior schoolchildren at physical culture lessons, taking into account individual-typological characteristics.

The theoretical and methodological basis of the research was: - an activity approach (AN Leontiev, G.Yu. Ksenzova);

The doctrine of the types of higher nervous activity (I.P. Pavlov, B.M. Teplov, V.D. Nebylitsin, V.M. Rusalov);

Pedagogical theory of a personality-oriented approach (E. V. Bondarevskaya, I. S. Yakimanskaya) and a personality-differentiated approach (V. V. Guzeev), based on an individual account of personality development;

Individual and differentiated approaches to the organization of physical exercises (BA Ashmarin, M.Ya. Vilensky, K.Kh. Grantyn, LP Matveev, VV Zaitseva);

The doctrine of the human body constitution (M.V. Chernorutsky, V.V.Bunak; E. Krechmer; WH Sheldon; V.P. Chtetsov; G.S. Tumanyan, E.G. Martirosov, B.A. Nikityuk; R N. Dorokhov, V.P. Guba).

Theoretical and methodological features of endurance development (B.C. Farfel, L.P. Matveev, N.G. Ozolin, N.V. Zimkin, V.M. Zatsiorsky, Yu.F. Kuramshin, V.N. Platonov).

The scientific novelty of the work lies in the fact that for the first time:

In the course of the research, the features of endurance manifestation in senior schoolchildren of various individual-typological groups in conditions of a physical culture lesson were determined;

The relationship between the individual-typological characteristics of senior schoolchildren and the development of endurance has been determined;

A methodology for the development of endurance has been developed, based on the differentiation of students according to their biological age, taking into account their somatotype and the type of higher nervous activity in the process of selecting and performing physical activity aimed at developing endurance;

The effective influence of the experimental methodology on the level of endurance development in the conditions of a physical culture lesson was revealed;

The theoretical significance of the work lies in the fact that the results of the studies carried out expand the idea of ​​the presence of the problem of endurance development in the practice of school physical culture, taking into account the individual-typological characteristics of senior schoolchildren (somatotype, type of higher nervous activity and biological age) in the process of physical culture lessons, which is contribution to the development of the theory and methodology of non-special physical education.

The practical significance of the study lies in the development of a methodology for the development of endurance in senior schoolchildren, based on the differentiation of students based on biological age and the use of means and methods aimed at developing endurance, taking into account their somatotype and the type of higher nervous activity.

The results of the research were introduced into the practice of the pedagogical process of the MOU TSSh No. 14; # 2; No. 17 of Tiraspol. The main provisions of the dissertation research are used in the educational and scientific work of the Faculty of Physical Culture and Sports of the Pridnestrovian State University and the Pridnestrovian State Institute for the Development of Education.

The reliability and validity of the research results were ensured by adherence to the initial methodological provisions, the use of research methods adequate to the purpose and objectives of the work, experimental verification of the hypothesis with a sufficient duration of the experiment and a representative sample of subjects, the correct application of the methods of mathematical statistics.

The main provisions for the defense:

1. In senior school age, with an increase in the level of social and physical stress on adolescents, the indicators of the ability to withstand various types of fatigue decrease. The lack of a systematic impact on the development of endurance does not contribute to its development, and the lack of implementation of individual and differentiated approaches in the process of physical culture lessons negatively affects the effectiveness of pedagogical influences.

2. It is advisable to improve the effectiveness of the pedagogical process aimed at developing endurance in senior schoolchildren by applying a methodology based on differentiating students according to biological age. The means and methods of its development should be used taking into account the somatotype and type of higher nervous activity of adolescents.

3. The experimental methodology provides a reliable increase in the physical fitness indicators of senior schoolchildren, increases the effectiveness of competitive activity and improves the general condition of adolescents. Taking into account the individual-typological characteristics (somatotype, type of higher nervous activity and biological age) of senior schoolchildren in the process of developing endurance allows for a high-quality pedagogical process that meets the natural needs of adolescents in physical and mental development.

Approbation of work. The main provisions of the dissertation and the results of the research are presented in reports at meetings of the Department of Theory and Methods of Physical Education and Sports of the Pridnestrovian State University, at all-Russian, international scientific and practical conferences and in 10 publications.

The structure and scope of the thesis. The work contains an introduction, four chapters, conclusions, practical recommendations, bibliography, applications; is presented on 198 pages of typewritten text, includes 32 tables, 22 figures and 19 appendices. The list of cited literature includes 264 sources, of which 256 are domestic and 8 are foreign.

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Senior school age (youth) covers children from 16 to 18 years old (grades 9-11).

In older school age, young men, in comparison with previous age groups, have a decrease in the increase in the development of coordination (speed of restructuring of motor actions, coordination, the ability to voluntary muscle relaxation, vestibular stability, etc.) and conditioning (speed, flexibility and speed-strength) abilities ... At the same time, considerable reserves remain for the education of endurance, especially if this is done systematically and in a targeted manner.

Senior school age is characterized by the continuation of the process of growth and development, which is expressed in its relatively calm and uniform course in individual organs and systems. At the same time, puberty ends. In this regard, gender and individual differences are clearly manifested, both in the structure and in the functions of the body. At this age, the growth of the body in length and the increase in its size in width, as well as the increase in weight, slow down. Differences between boys and girls in body size and shape are maximized. Boys surpass girls in height and body weight. Boys (on average) are 10-12 cm taller than girls and 5-8 kg heavier. The mass of their muscles in relation to the mass of the whole body is 13% more, and the mass of subcutaneous adipose tissue is 10% less than that of girls. The torso of the boys is slightly shorter, and the arms and legs are longer than those of the girls.

In older schoolchildren, the process of ossification of most of the skeleton is almost completed. The growth of tubular bones increases in width and slows down in length. The chest develops intensively, especially in young men. The skeleton is capable of withstanding significant loads. The development of the bone apparatus is accompanied by the formation of muscles, tendons, ligaments. Muscles develop evenly and quickly, in connection with which muscle mass increases and strength grows, which creates favorable opportunities for developing muscle strength and endurance. In boys, in contrast to girls, there is a significantly greater increase in muscle mass and is noticeably ahead of the shoulder girdle in development.

At this age, there is an asymmetry in the increase in muscle strength of the right and left half of the body. This involves a targeted impact (with a large bias on the left side) with the aim of symmetrical development of the muscles of the right and left sides of the trunk. Overloading schoolchildren with prolonged voltages and static work should not be allowed. Such an overload can adversely affect the development of the entire musculoskeletal system - delay the growth of bones, cause irreversible deformations of bones and joints.

At the same time, feasible exercises, in which muscle tension alternate with their relaxation, and the work of some muscles - with the rest of others, stimulate the development of bones and muscles, contribute to their strengthening.

Of particular importance when engaging in physical exercises (in particular for determining the degree of physical activity on the body of schoolchildren) is taking into account the peculiarities of the development of the cardiovascular and respiratory systems.

The functional capabilities of the circulatory and respiratory organs in high school students are close and reach the indicators of adults.

By adolescence, the cardiovascular system is already sufficiently developed, so one of the indicators of cardiac activity - the heart rate (HR) at rest is 65-75 beats per minute, i.e. practically does not differ from the heart rate of an adult.

It should be borne in mind that the endurance of the heart in relation to physical activity is limited, therefore, prolonged excessive physical and mental stress can cause various abnormalities in the work of the heart (functional interruptions, etc.), in connection with which they should be alternated with special soothing exercises and deep breathing movements. At the same time, correct and systematic exercise not only strengthens the heart and improves its work, but also has a positive effect on changing the composition of the blood and improving its protective properties.

On the part of the respiratory organs in senior school age, the chest reaches a significant size, its circumference and excursion increase, the lungs are sufficiently developed, the vital capacity of the lungs, the strength of the respiratory muscles, maximum pulmonary ventilation and the volume of oxygen consumption.

Taking this into account, at the lessons of physical culture, it is necessary to constantly take care of setting the most rational, uniform and deep breathing, which successfully provides the body with oxygen, has a positive effect on the respiratory system, blood circulation and the whole body as a whole. For this purpose, exercises of a predominantly cyclical nature are used, causing uniform and deep breathing (walking, running, skiing, etc.).

Thus, physical work and sports have a positive effect on all functional indicators of the circulatory and respiratory organs.

Report by T.N. Bozhko on the topic "DEVELOPMENT OF ENDURANCE IN SENIOR SCHOOLS ON THE BASIS OF SOMATOTYPE".
According to the monitoring of the motor abilities of schoolchildren, the level of physical fitness decreases, which indicates the need to change the approaches to the organization and conduct of physical culture lessons. The solution to this problem is especially relevant in senior school age. Modern senior schoolchildren are subject to psycho-emotional and physical overload, as a rule, during educational and daily activities. Therefore, it is especially important for a high school student to have a high level of performance during the preparation and passing of exams, the choice of a field of professional activity, and the search for a way of self-realization in adult life.
Taking into account the factor of interconnection between individual-typological characteristics and the development of endurance in senior schoolchildren in the selection of means and methods of physical training will lead to an increase in the developmental effect of physical culture lessons. This explains the relevance of the study.
The aim of the study is to substantiate the methodology for the development of endurance in senior schoolchildren, taking into account their somatotype.
Research hypothesis. It was assumed that the development and use of a methodology based on the use of individual and differentiated approaches, taking into account the somatotype, of those involved would increase the level of endurance manifestation in senior schoolchildren.
The object of the research is the process of physical education among senior schoolchildren.
The subject of the research is the methodology for the development of endurance in senior schoolchildren, taking into account the individual-typological characteristics.
Research objectives:
1. To reveal the individual-typological characteristics of high school students and their influence on the development of endurance.
2. Theoretically and experimentally substantiate the methodology of endurance development in high school students, taking into account their somatotype.
3. To determine the effectiveness of the developed methodology for the development of endurance among high school students, taking into account their individual and typological characteristics.
Research methods
To solve the set tasks, the following research methods were used:
-theoretical analysis and generalization of literary sources;
- pedagogical supervision, expert assessment;
-testing of the level of endurance development in senior schoolchildren;
-anthropometry;
-pedagogical experiment;
-methods of mathematical statistics.
To determine the dynamics of the functional state of the cardiovascular and respiratory systems, as well as the performance of schoolchildren, the methods of functional diagnostics were used: Harvard step test, heart rate and respiratory rate.
Cooper's 12 Minute Running Test - The essence of testing is to cover perhaps a greater distance in 12 minutes walking or running. The purpose of the test is to determine the general endurance of older students. Test run - 500m., 1000m. pull-up on the bar from the hanging position. raising straight legs to an angle of 90 ° "shuttle run" 5x10 m.
The main difference between the methodology for the development of endurance in older schoolchildren of the experimental groups was:
-differentiation of subjects according to biological age into groups to take into account the actual sensitive period of development of the corresponding type of endurance;
-application in each of the groups of an individually-differentiated approach based on taking into account the individual-typological characteristics (somatotype, tapa of higher nervous activity) of senior schoolchildren, to the selection of methods for performing and dispensing developmental physical activity aimed at developing endurance in physical culture lessons at school.
To determine the effectiveness of the experimental technique developed by us, we compared the data obtained before and after the experiment in the control and experimental groups.
The resulting material was processed using the methods of mathematical statistics.
The obtained research results and their analysis make it possible to develop and propose the following conclusions:
To distinguish from the structure of the individual-typological characteristics of senior schoolchildren such characteristics of the organism as the somatotype, which makes it possible to comprehensively take into account the individual-typological profile of the adolescent.
To determine the somatotype of senior schoolchildren, anthropometric studies should be carried out, on the basis of which the somatotyping technique should be applied for mass examinations.
To determine the adequacy of developing physical activity aimed at endurance and changes in the level of adaptation processes in the body under its influence, it is necessary to use the following diagnostic methods: Harvard step test, heart rate monitoring, respiratory rate and collection of subjective data on well-being during classes.
For a complex effect on the development of endurance and its types, it is recommended to use the following exercise options in the content of a physical culture lesson:
-for accelerators:
-in the preparatory part: slow running 800-1200 and exercises for stretching the muscles of the legs and back, special running exercises: running with an acceleration of 6x60 m, or running from a high start 3-4x10 m, or 3-4x20 m; running on the move: 2-3x20-30m with a 30m takeoff run or interval running: 4-6x150 m (90-85%) after 4 minutes of walking;
-in the main part: jumping out of a semi-squat with a load on the shoulders 810x 3-4 series (boys); standing jumps - 5-6 times; pulling up on a high bar of a young man and from a "hanging lying" position of a girl, exercises on the abdominal press and back;
- at the end of the main part: slow running from 500 to 1000 m, stretching and relaxation exercises;
-for medians:
-in the preparatory part: Running with an acceleration of 5x60 m. Variable running: 8-10x100 and (in 3/4 strength) after 100 m. slow running;
- in the main part: jumping from a spot - 8-10 times, or jumping over track and field hurdles - 5-8 hurdles (76-100 cm in height) x 8-10 times; abdominal and back exercises;
- at the end of the main part: slow running from 500 to 1000 m, stretching and relaxation exercises;
- for retardants:
-in the preparatory part: running with an acceleration of 3-5x60 m. Fast running: 5x100 m, or 2-3x200 m or 300m + 200m + 100m, or 200m + 100 m + 100 m (90-95%), alternating 3-4 minutes of rest;
- in the main part: exercises on the abdominal press and back, pulling up or bending the extension of the arms in a lying position with a hold of effort up to 30 seconds;
- at the end of the main part: slow running from 400 to 800 m, stretching and relaxation exercises.
As a result of the ascertaining pedagogical experiment, it was found that, when testing the level of endurance development, differences were noted in the subjects in the ability to perform one or another motor test aimed at a certain type of it, which is associated with the biological age of adolescents and, as a consequence, an excellent sensitive period of development of physical abilities;
The methodology for determining the individual-typological profile (somatotype) of adolescents in a general education school, and the methodology for developing endurance, taking into account the individual-typological characteristics of senior schoolchildren, is based on:
taking into account the peculiarities of the biological age of the adolescent when choosing the direction of the developmental load corresponding to the sensitive period of the type of endurance according to the actual age;
taking into account the somatotype when determining the dose of the developmental load;
As a result of the formative pedagogical experiment, the necessity of taking into account the individual-typological characteristics (somatotype) of senior schoolchildren in the process of endurance development at physical culture lessons was proved. Reliable data have been obtained, indicating:
- on increasing the level of endurance development, general physical fitness and the effectiveness of participation in urban competitions of senior schoolchildren due to the systemic effect on increasing the aerobic capabilities of the body, the adequacy of the physical load of the biological maturity of the body and its compliance with the capabilities of the students;
When comparing the results of the experimental and control groups, it was revealed that the generally accepted methodology for the development of endurance gives an insignificant increase in endurance indicators mainly in schoolchildren who initially have a sufficient level of its development, in the rest it remains at the same level. In addition, such lessons reduce the developmental effect, develop a negative attitude to the lessons of physical culture and physical culture practice, and, therefore, do not contribute to the formation of physical culture of the personality of a teenager.

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• CONTENT
• INTRODUCTION
• 1.8 Control exercises (tests) to determine the level of endurance development
• 2. ORGANIZATION AND METHODS OF RESEARCH
• 2.1 Research methods
• 2.2 Organization of the study
• 3. RESULTS OF STUDY OF LITERARY DATA
• CONCLUSION
• LIST OF USED SOURCES
• ANNEXES

INTRODUCTION

Being a multifunctional property of the human body, endurance integrates a large number of processes occurring at various levels: from the cellular to the whole organism. However, as the results of modern scientific research show, in the overwhelming majority of cases, the leading role in the manifestations of endurance belongs to the factors of energy metabolism and autonomic systems for its provision - the cardiovascular and respiratory, as well as the central nervous system.

A decrease in the level of a person's physical and mental performance leads to a drop in the effectiveness of his activity, which results in a low ability for self-realization. In this regard, the need to educate endurance is of particular importance - one of the most important qualities of a person, which, in the most general sense, is the ability to effectively resist unfavorable factors of the external and internal environment and maintain working capacity.

Endurance is the most important physical quality that manifests itself in professional, sports activities and in everyday life of people. It reflects the general level of human performance.

School years are one of the most important stages in the formation of a person as an active member of society. During this period, the development of physiological systems, including the locomotor apparatus, is completed. That is why in these years a solid foundation must be created for strengthening the health and physical improvement of a person. The formation of basic motor qualities and skills in the process of physical education can be more successful if the means and methods of physical culture are reasonably used, as well as the intensification of physical loads, requiring intense activity of all physiological systems. However, it is necessary to take into account the age-sex and individual characteristics of children and adolescents, as well as the reserve capabilities of their body at different stages of development.

Senior school age is favorable for the development of physical abilities (speed and coordination abilities, the ability to perform cyclic actions for a long time in modes of moderate and high intensity).

A characteristic feature of the modern approach to the development of endurance is the desire to improve the aerobic and anaerobic mechanisms of energy supply. However, the dynamics of development is not determined by any one feature and is associated with a set of operating factors.

The relevance of the study lies in the fact that in modern conditions, children of senior school age receive very heavy loads in the development of the cognitive sphere, their leading type of activity is associated with the development of a professional orientation. However, their physical capabilities are not fully developed, although physical education plays a significant role in general education institutions, but the indicators of such qualities as endurance and flexibility are quite low.

Today, the theory of physical education has little information about education and the formation of this quality. Thus, it seems interesting to us to identify the characteristics of the formation and development of endurance in senior schoolchildren.

The aim of the course work is to study the process of development of endurance in children of senior school age in the process of physical education.

Based on the set goal, we solved the following tasks:

1) Analyze the scientific and methodological literature on the topic of the course work.

2) Identify the main criteria of endurance in schoolchildren.

3) To study the basic requirements for testing the endurance of children of senior school age.

The object of research is physical quality - endurance.

The subject of the research is the means and methods of endurance development.

endurance senior student

1. ENDURANCE AS A PHYSICAL QUALITY OF A MAN ACCORDING TO THE DATA OF SPECIAL LITERATURE

1.1 The concept of endurance and its types

The concept of "endurance" has long been associated with a person's ability to continue more or less effectively to perform an activity despite the onset of fatigue.

According to L.P. Matveev By "endurance" in the most generalized sense is meant a complex of properties of an individual that decisively determine his ability to withstand fatigue in the process of activity. In short, it is the ability to resist fatigue.

Endurance as a motor quality is a person's ability to perform any motor activity for a long time without reducing its effectiveness.

Endurance is the ability to perform work without changing its parameters (for example, without reducing the intensity, accuracy of movements, etc.).

Endurance is the ability to resist physical fatigue during muscular activity.

An even more open definition of endurance is given by NG Ozolin. He believes that, in general, endurance is characterized as the ability to perform work for a long time at the required level of intensity, as the ability to fight fatigue and effectively recover during and after work.

Proceeding from different points of view of the authors and proceeding to a holistic understanding of various scientific knowledge about endurance as a physical ability, and on the basis of this it can be concluded that the duration of work is ultimately limited by the onset of fatigue, then endurance can also be defined as the body's ability to overcome the onset of fatigue.

Fatigue is a functional state of the body that occurs as a result of prolonged and strenuous activity and is characterized by a temporary decrease in working capacity, changes in body functions and the appearance of a subjective feeling of fatigue. Fatigue occurs after a certain period of time after the start of work and is expressed in a decrease in strength and endurance of muscles, a deterioration in coordination of movements, in an increase in the energy expended when performing the same work, in a slowdown in the speed of information processing, memory impairment, difficulty in concentrating, switching attention and etc., i.e. in increased difficulty or inability to continue activities with the same efficiency.

Fatigue is the subjective experience of signs of fatigue. It occurs either as a result of fatigue of the body, or as a result of monotony of work. The reason for this is the different levels of endurance. For the development of endurance, it is important to form a positive attitude towards the appearance of fatigue in athletes and to teach psychological techniques to overcome it.

There are four types of fatigue:

1. Mental (solving problems in mathematics, playing chess, etc.);

2. Sensory (fatigue of analyzer activity. Example: fatigue of the visual analyzer in shooters, etc.);

3. Emotional (as a result of emotional experiences. The emotional component of fatigue always takes place after performances at important competitions, exams associated with overcoming fear, etc.);

4. Physical (as a result of muscle activity), divided into:

a. Local (local) fatigue - when less than 1/3 of the total volume of body muscles took part in the work;

b. Regional fatigue - muscles are involved in the work, constituting from 1/3 to 2/3 of the total volume of the muscles of the body;

v. General (global) fatigue - when working more than 2/3 of the muscles of the body.

The duration of motor activity fulfillment until the development of complete fatigue can be divided into two phases:

1. The phase of compensated fatigue, characterized by progressively deepening fatigue, despite increasing difficulties, a person can maintain the same intensity of work for some time due to greater, than before, volitional efforts and partial changes in the biomechanical structure of motor actions (for example, a decrease in the length and an increase in the pace of steps during running);

2. The phase of decompensated fatigue, when a person, despite all efforts, cannot maintain the required intensity of work. If you continue to work in this state, then after a while there will be a "refusal" to perform it;

The ratio of the duration of these two phases is different: in people with a strong nervous system, the second phase is longer, with a weak nervous system, the first phase. In general, the endurance of both can be the same. From what has been said, the most important role of the athlete's volitional qualities follows, for they are the result of his conscious activity. Volitional tension, due to which the intensity of work is maintained, is a common component for all types of endurance. And therefore volitional qualities to a large extent determine the effectiveness of training and the success of participation in competitions that require great, sometimes extreme endurance.

Endurance is necessary in one way or another when performing any physical activity. In some types of physical exercises, it directly determines athletic performance (walking, running at medium and long distances, cycling, long-distance skating, cross-country skiing), in others, it allows you to better perform certain tactical actions (boxing, wrestling, sports games etc.); thirdly, it helps to endure repeated short-term high loads and provides quick recovery after work (sprint running, throwing, jumping, weightlifting, fencing, etc.).

The measure of endurance is the time during which muscular activity of a certain nature and intensity is carried out.

Distinguish between general and special endurance. The first is a part of the general physical fitness of an athlete, the second is a part of special fitness. Let's consider these concepts in more detail.

General endurance is a person's ability to continuously and effectively perform any work of moderate intensity, involving the global functioning of the muscular system (more than 2/3 of the muscles of the body are involved in the work) and making rather high demands on the cardiovascular, respiratory, central nervous system, etc. systems. Secondly, it is the ability to perform work with low intensity for a long time due to aerobic sources of energy supply. Therefore, it is also called aerobic endurance. Thirdly, Matveev L.P. believes that the term "general endurance" means the totality of the functional properties of the organism, which constitute the nonspecific basis of the manifestations of working capacity in various types of activity. Fourthly, it is a person's ability to perform long-term and effective work of a non-specific nature, which has a positive effect on the development of specific components of a person's working capacity, due to an increase in adaptation to stress and the presence of the phenomena of "transfer" of training from non-specific types of activity to specific ones. For example, a person who can withstand a long run at a moderate pace for a long time is able to perform other work at the same pace (swimming, cycling, etc.), since the level of development of the body's aerobic capabilities is a decisive factor in them.

The level of development and manifestation of general endurance is determined by the following components:

· Aerobic capabilities of energy supply sources (due to the use of oxidative reactions of oxygen);

Aerobic capacity depends on:

a. aerobic capacity, which is determined by the absolute and relative value of the maximum oxygen consumption (MOC);

b. aerobic capacity - the total amount of oxygen consumption for the entire work.

· The degree of economization of the technique of movements (biomechanical);

· The level of development of volitional qualities.

Various authors give their own definition of endurance, but they all agree that general endurance is understood as the ability of a person to perform any work for a long period of time and without reducing its performance efficiency.

According to Zh.K. Kholodov, V.S. Kuznetsov. consider that general endurance is the basis of high physical performance required for successful professional activity; plays a significant role in optimizing life, acts as an important component of physical health, and besides, general endurance serves as the basis for the development of special endurance, which means that it is necessary for every athlete, as a solid foundation, a base on which to go to any another type of activity of a narrower focus.

Special endurance is the ability to effectively perform work in a certain work or sports activity, despite the arising fatigue. Secondly, the term "special endurance" means the ability to resist fatigue under specific loads, especially with the maximum mobilization of the body's functional capabilities for achievements in the chosen sport. Thirdly, Ozolin N.G. believes that special endurance is not only the ability to fight fatigue, but also the ability to complete the task most effectively in conditions of a strictly limited distance (running, skiing, swimming and other cyclic sports) or a certain time (football, tennis, boxing, water polo, etc.). Fourthly, it is endurance in relation to certain motor activity.

Special endurance is a multi-component concept because the level of its development depends on many factors and is determined by the peculiarities of the requirements for the athlete's body during exercise in the chosen sport, and is determined by the specific preparedness of all organs and systems of the athlete, the level of his physiological and mental capabilities in relation to the type of motor activity.

The level of development and manifestation of special endurance depends on a number of factors:

1. General endurance;

2. The speed of expenditure of resources of intramuscular energy sources;

3. Of particular importance is the ability of an athlete to continue the exercise in case of fatigue due to the manifestation of volitional qualities;

4. Techniques for mastering a motor action associated with the rationality, economy of technique and tactics, i.e. technical and tactical skill.

5. The capabilities of the neuromuscular apparatus;

5.1. Speed ​​capabilities (speed and flexibility of working muscles);

5.2. Coordination abilities (accuracy of movements);

5.3. Power qualities and development of other motor abilities;

According to Zh.K. Kholodov, V.S. Kuznetsov. special endurance is classified:

1. According to the signs of a motor action, with the help of which a motor task is solved (for example, jumping endurance);

2. On the basis of motional activity, in the conditions of which a motional task is solved (for example, game endurance);

3. By signs of interaction with other physical qualities (abilities) necessary for the successful solution of a motor task (for example, strength endurance, speed endurance, coordination endurance, etc.).

However, there are no such motor actions that would require the manifestation of any form of endurance in its pure form. When performing any motor action, various forms of endurance are manifested to one degree or another. Each form of manifestation of endurance, in turn, can include a number of species and varieties. Naturally, endurance is unique in different sports. In practice, it is often called endurance speed, play, swimming, power, jumping, etc. Analysis of literary sources shows that at present more than 20 types of special endurance can be named.

Speed ​​endurance is manifested mainly in activities that make increased demands on the speed parameters of movements in the zones of submaximal and maximum power of work, for a long time without reducing the effectiveness of actions.

Strength endurance is the ability to perform work for a long time without reducing its effectiveness, requiring a significant manifestation of strength. Secondly, it is the ability to overcome a given force voltage for a certain time. Depending on the mode of muscle work, static and dynamic strength endurance can be distinguished.

Static strength endurance is the ability to maintain muscle tension for a long time without changing posture. Usually, only certain muscle groups work in this mode. Here there is an inverse relationship between the magnitude of the static effort and its duration - the greater the effort, the shorter the duration.

Dynamic strength endurance is usually determined by the number of repetitions of an exercise and significant muscle tension at a relatively low speed of movement. With age, strength endurance to static and dynamic strength efforts increases.

Coordination endurance is endurance, which is manifested mainly in motor activity, characterized by the performance of a long time by a variety of complex technical and tactical actions (sports games, gymnastics, figure skating, etc.).

There are also playing, jumping, swimming endurance and other types of special endurance, each of which is characteristic of some kind of labor, household, motor action or sports exercise.

Different types of endurance are independent or little dependent on each other. For example, you can have high strength endurance, but insufficient speed or low coordination endurance.

1.2 Anatomical and physiological characteristics of endurance

The physiological basis of endurance is the aerobic capabilities of the body, which provide a certain amount of energy during work and contribute to the rapid restoration of the body's working capacity after work of any duration and power, ensuring the fastest elimination of metabolic products.

Anaerobic alactic energy sources play a decisive role in maintaining performance in exercises of maximum intensity with a duration of up to 15-20 seconds.

Anaerobic glycolytic sources are the main ones in the process of energy supply of work, lasting from 20 s to 5-6 minutes.

Factors of functional and biochemical enonomization determine the ratio of the result of the exercise and the cost of achieving it. Usually, efficiency is associated with the energy supply of the body during work, and since the energy resources (substrates) in the body are almost always limited either due to their small volume, or due to factors that complicate their consumption, the human body seeks to perform work at the expense of a minimum of energy consumption. At the same time, the higher the qualifications of an athlete, especially in sports requiring the display of endurance, the higher the efficiency of the work performed by him.

Economization has two sides: mechanical (or biomechanical), depending on the level of technique mastery or rational tactics of competitive activity; physiological and biochemical (or functional), which is determined by what proportion of the work is performed due to the energy of the oxidative system without the accumulation of lactic acid, and if we consider this process even deeper, then due to what proportion of the use of fats as a substrate for oxidation.

Factors of functional stability make it possible to maintain the activity of the functional systems of the body in the event of unfavorable shifts in its internal environment caused by work (an increase in oxygen debt, an increase in the concentration of lactic acid in the blood, etc.). The ability of a person to maintain the given technical and tactical parameters of activity, despite the growing fatigue, depends on functional stability.

Psychological factors have a great influence on the manifestation of endurance, especially in difficult conditions. These include the motivation to achieve high results, the stability of the attitude towards the process and the results of long-term activity, as well as such volitional qualities as purposefulness, perseverance, endurance and the ability to endure unfavorable changes in the internal environment of the body, to perform work through “I can’t”.

Genotype (heredity) and environmental factors. General (aerobic) endurance is moderately strongly conditioned by the influence of hereditary factors (heredity coefficient from 0.4 to 0.8). Genetically, the factor significantly affects the development of the anaerobic capabilities of the organism. High heredity rates (0.62-0.75) are found in static endurance; for dynamic strength endurance, the effects of heredity and environment are approximately the same.

Hereditary factors have a greater effect on the female body when working at submaximal power, and on the male body when working at moderate power.

Special exercises and living conditions significantly affect the growth of endurance. The indices of endurance of this motor quality among those who go in for various kinds of sports significantly (sometimes 2 times and more) surpass similar results of those who do not go in for sports. For example, endurance running athletes have maximum oxygen consumption (MOC) values ​​that are 80% or more higher than the average of ordinary people.

1.3 The relationship between personal characteristics of a person and physical abilities

In today's world, a person is needed with the maximum development of all human forces: physical, emotional, mental, intellectual, etc. In the field of non-professional physical education (preschool, school, university), its low efficiency is traditionally noted. Many schoolchildren, students, and on a national scale, the majority of the population lacks the level of health, physical development and physical fitness, physical education illiteracy, lack of need for physical exercises, the development of diverse values ​​of physical culture. We can agree that the reasons for this were partly the shortcomings inherent in the former system of general education: ideologization and nationalization, dehumanization, and an increasing lag behind science.

Among the many reasons for the discrepancy between the development of physical culture and the objectively increasing requirements of society and the individual, one of the most important is the insufficient development of its theoretical and methodological foundations. At the present time, apparently, it is already necessary to finally recognize that the shift in emphasis mainly on the development of a person's physical abilities, leaving aside his personal development (that is, breaking his somatopsychic and socio-cultural unity), does not give tangible results in the formation of a person's true physical culture, needs for it. In this case, a "dismembered" person is brought up, divided into separate and independent parts, which contradicts the concept (idea) of his integrity, integral individuality, where anatomical-physiological, psychodynamic, psychological, personal, socio-psychological levels of organization are distinguished in unity person. In the future, this approach will meet with increasing difficulties, and in fact today in many aspects it has already exhausted its potentialities.

Physical culture should not only be interpreted as an equal type of general culture of a person and society, where all its types (material, spiritual, physical ...) interdependent, mutually support, interpenetrate each other, but where its content characteristics should be based on the philosophical understanding of culture.

Physical culture activity (and its specific types) as a condition for human reproduction in all the integrity of his spiritual and physical existence is the essence and basis of the formation of physical culture. It is one of the fundamental types of human activity throughout a person's life, playing a different but significant role at different stages of his development (ontogenesis).

The modern understanding of the essence of physical exercise (the main element of physical culture activity) should be considered in the unity of its motor and invariably spiritual sides (cognitive, project-semantic, emotional-evaluative, etc.), which have great opportunities for the development of both the body and the personality of those involved, those. in the upbringing of an integral person.

The object of TPA is physical culture, forms and types of physical culture of a person and society; its subject area is the formation of physical culture (and its types) of a person and society; subject - features (patterns) of development, cognition and functioning of physical activity and its types in the practice of forming physical culture of a person and society (and its types and forms).

The goal of physical culture is all-round assistance to the formation of a person with the harmonious development of physical and spiritual forces (abilities) on the basis of a comprehensive improvement of his personal abilities in the process of physical culture activity, which is necessary for full-fledged individual life and progress of society as a whole (i.e., in fact, we are talking about formation of personal physical culture).

Creation and development in the field of physical culture improvement of people of material and spiritual values ​​necessary for their all-round physical and spiritual development.

Mastering, improving, maintaining and restoring material and spiritual values ​​in the field of physical culture improvement of a person for the self-realization of his spiritual and physical abilities associated with their intrinsic value and fulfillment of duties in society.

Ensuring the transfer of material and spiritual values ​​in the field of physical culture improvement of people to the next generations in order to maintain continuity and progress in the development of physical culture of society and the individual.

Full realization of the goal and objectives can be achieved only when the students (especially young people) have a stable, conscious-spiritual need for physical culture (and its types) on the basis of the implementation of the following general principles in practical activity:

1) the integrity of a person, his somatopsychic and socio-cultural unity, the integrative impact on him of physical activity and its main element - physical exercise;

2) the realization of physical as a personal in the process of continuous use of types of physical activity in connection with the formation of physical culture of a person at different age stages (periods) of her life;

3) the interdependence and relationship of physical culture and its types with all types of culture in the process of physical culture improvement of a person.

The formulated categorical apparatus of TFK, taking into account the above provisions, as well as the relationship of the concepts of the philosophical and cultural level with the fundamental concepts in the field of physical culture)], having a methodological character, contributes to the solution (both in theory and in practice) of many of its substantive problems from the standpoint of cultural conformity ... In many ways, it also determines the ways of improving the functioning of physical culture in the main spheres of human and society life (education, work, leisure), taking into account the tendencies of their development.

Today, in the system of physical education, without rejecting knowledge concerning the development of the bodily-motor (somatopsychic) ​​component of physical culture, a deeper substantiation of its sociocultural component is required, the establishment of a single relationship between the components in the real pedagogical process. It is especially important to form the interest and need in the development of the diverse values ​​of physical culture among the students. In this regard, the relationship between students and teachers is advisable to build taking into account their transfer from the object-subject form to the subject-subject mutually motivated creative pedagogical activity. Students should be active subjects of physical culture and education, where it is necessary to combine its ideal (spiritual) and practical (visually perceived motor) activity, in the process of which it is important to harmoniously engage and develop all essential human forces (intellectual, psychoemotional, moral, spiritual, physical) as indivisible integrity with the decisive role of spiritual-value consciousness and creative style of thinking, i.e. predominantly "socio-cultural" component of physical culture. This requires the teacher (who conveys the values ​​of physical culture to students) to create a special "spiritual substance" - an image of a pedagogical situation for solving specific problems (where he interacts with students, their interpersonal relationships in joint collective activities), which should be characterized by independence, originality, creativity, individuality. The pedagogical effect (as the implementation of the basic functions of education: research, evaluative-selective, projective, orientational-regulatory, constructive-transformative, etc.) should not only consist in the acquisition of new physical culture knowledge, the formation of motor skills and abilities, the development of physical abilities and positive motivational and need-based attitude to physical culture, but also to be expressed (and this is the main thing) in their turn towards self-development, self-expression, self-esteem, self-control, self-knowledge, self-education, self-regulation, self-determination, self-education, self-improvement, i.e. to self-realization, which is the most important cultural phenomenon. At the same time, the spiritual and moral personality of the teacher-teacher should be revived in the student.

Thus, in the system of non-special physical education, a transition should be made from the traditional translation of motor experience (in the form of physical qualities, motor skills and abilities) of past generations to future generations, at the same time to the development and creation by a person of diverse spiritual values ​​of physical culture (in the form of developing a culture of thinking , imagination, feelings, artistic creativity, etc.) in relation to the development of his corporeality, on the creative basis of the phenomenon of culture, which most fully forms the value-normative sphere of personality consciousness.

The integrative essence of physical culture, affecting all aspects of a person's development (his intellectual, socio-psychological and motor spheres), should, of course, have a significant impact on his labor activity, in the process of which in the modern period a person should manifest himself holistically. It is a person who has mastered the diverse spiritual and physical values ​​of physical culture, sports, who has many professional qualities that are necessary for a specialist in labor at the stage of scientific and technological revolution and emerging market relations, and therefore is capable of fully realizing his potential. At the same time, directly in the production process, when using the means of physical culture, it is necessary to go from understanding its true cultural essence, intrinsic value associated with the self-realization of all essential, spiritual-bodily forces of a person. And only then focus on its economic efficiency, the adaptation of a person to specific processes of labor activity. In real practice, in production, almost always traditionally proceeded from utilitarianism, the application of physical culture, little affecting the spiritual, personal sphere of a person. Apparently, this was one of the essential factors of "non-survival" of many forms of physical culture at work.

Physical culture in relation to labor activity by its own means, methods must first of all neutralize the negative influence of its specific factors on a person, maintain his psychophysical state at an optimal level. Physical exercises within the framework of specific types of physical activity, having a corrective ability, eliminating the one-sidedness of production activities, become in this case an important means of humanization of labor, harmonious development of a person, and this, of course, also has significant economic significance. The guarantee of the survival of many forms of physical culture in production is the formed human need for mastering its values, the optimal development of all his essential forces in the process of non-special physical education. These questions are also related to the problem of workers' free time.

Physical culture, due to its multifunctionality, permeates all levels of leisure and is an integral component of free time. It plays a significant role not only in the restoration, maintenance, development, but also in the improvement of the physical and spiritual abilities of a person. Thus, she takes part in the implementation of the main functions of free time: anthropological (associated with the restoration of physical and mental balance), social (associated with the awareness and satisfaction of more complex needs), cultural and educational (contributing to the improvement of general culture, the formation of moral and aesthetic principles and etc.). As you can see, here, too, an approach to free time is traced, associated with the realization within its framework of all the essential forces of a person. The main problem of physical culture within the framework of leisure is to increase its prestige among the population as a spiritual-physical phenomenon. This places increased demands on the institutes of physical education, the family, as well as the effective work of the media.

Thus, the spheres of education, labor, free time (leisure within its framework) in terms of opportunities for the implementation of physical culture in them should mutually complement each other with the aim of physical and spiritual improvement of each member of society.

1.4 Analysis of means of training endurance

The means of developing general (aerobic) endurance are exercises that cause maximum performance of the cardiovascular and respiratory systems. Muscular work is provided by a predominantly aerobic source; the intensity of work can be moderate, large, variable; the total duration of the exercise is from several to tens of minutes.

In the practice of physical education, a variety of physical exercises of a cyclic and acyclic nature are used, for example, long running, cross-country running (cross-country), skiing, ice skating, cycling, swimming, games and play exercises, exercises performed by the method of circular training (including 7-8 or more exercises performed at an average pace in a circle), etc. The main requirements for them are as follows: exercises should be performed in zones of moderate and high power of work; their duration is from several minutes to 60-90 minutes; work is carried out with the global functioning of muscles.

Most types of special endurance are largely determined by the level of development of the anaerobic capabilities of the body, for which they use any exercises that include the functioning of a large muscle group and allow you to perform work with extreme and near-limit intensity.

An effective means of developing special endurance (speed, strength, coordination, etc.) are specially preparatory exercises that are as close as possible to the competitive ones in form, structure and features of the impact on the functional systems of the body, specific competitive exercises and general preparatory means.

To increase the anaerobic capacity of the body, the following exercises are used:

Exercises primarily to enhance alactic anaerobic capacity. Duration
work 10-15 s, maximum intensity. Exercises are used in repetitive execution mode, in series.

alactate and lactate anaerobic capacity. Duration of work 15-30 s, intensity 90-100% of the maximum
affordable.

Exercise to improve lactate anaerobic capacity. Duration of work 30-60 s, intensity 85-90% of the maximum available.

Exercises to improve in parallel
alactate anaerobic and aerobic capabilities. The duration of the work is 1-5 minutes, the intensity is 85-90% of the maximum available.

1.5 Analysis of methods of training endurance

The main methods for developing general endurance are:

1) the method of continuous (continuous) exercise with a load of moderate and variable intensity;

2) the method of repeated interval exercise;

3) the method of circular training; 4) play method; 5) competition method (see Appendix A).

For the development of special endurance, the following are used (see Appendix B): 1) methods of continuous exercise (uniform and variable); 2) methods of interval discontinuous exercise (interval and repetitive); 3) competitive and play methods.

The uniform method is characterized by continuous continuous operation with uniform speed or effort. At the same time, the student seeks to maintain a given speed, rhythm, constant pace, amount of effort, amplitude of movement. Exercises can be performed at low, medium and maximum intensity.

The variable method differs from the uniform method by consistently varying the load during continuous exercise (for example, running) by directionally changing the speed, tempo, range of motion, amount of effort, etc.

The interval method involves performing exercises with standard and variable loads and with strictly dosed and pre-planned rest intervals. As a rule, the interval of rest between exercises is 1-3 minutes (sometimes 15-30 seconds). Thus, the training effect occurs not only and not so much at the time of execution, but during the rest period. Such loads have a predominantly aerobic-anaerobic effect on the body and are effective for the development of special endurance.

The method of circuit training provides for the implementation of exercises that affect various muscle groups and functional systems in the form of continuous or interval work. Usually, the circle includes 6-10 exercises ("stations"), which the practitioner goes through from 1 to 3 times.

The competitive method involves performing exercises in the form of a competition.

The game method provides for the development of endurance during the game, where there are constant changes in the situation, emotionality.

Using one or another method for training endurance, each time specific parameters of the load are determined.

For the development of general endurance, the most widely used cyclic exercises lasting at least 15-20 minutes, performed in an aerobic mode. They are performed in the mode of standard continuous, variable continuous and interval loads. In this case, the following rules are adhered to.

1. Availability. The essence of the rule lies in the fact that the load requirements must correspond to the abilities of the trainees. Age, gender and level of general physical fitness are taken into account. In the course of training, after a certain time, changes in the physiological state will occur in the human body, i.e. the body adapts to stress. Therefore, it is necessary to revise the availability of the load in the direction of its complication. Thus, the availability of the load means the difficulty of the requirements, which creates the optimal prerequisites for the impact of all on the body of the student without prejudice to health.

2. Consistency. The effectiveness of exercise,
those. their effect on the human body is largely determined
system and sequence of impacts of load requirements. It is possible to achieve positive changes in the education of general endurance if the strict repetition of load requirements and rest, as well as the continuity of the training process, is observed. In work with beginners, the days of physical exercises for education of endurance should be combined with days of rest. In the case of running
it must be combined with walking, i.e. walking here acts as a rest before the next run.

3, Gradual. This rule expresses a general tendency
systematic increase in load requirements. Significant functional changes in the cardiovascular and respiratory systems can be achieved if the load is gradually increased. Therefore, it is necessary to find a measure of the increase in loads and a measure of the duration of the consolidation of the achieved rearrangements in various systems of the body. Using the method of uniform exercise, it is necessary first of all to determine the intensity and duration of the load. Work
is carried out on the pulse of 140-150 bpm. For schoolchildren aged 8-9 years, the duration of work is 10-15 minutes; 11-12 years old - 15-20 minutes; 14-15 years - 20-30 minutes

With practically healthy people, work is carried out at a speed of 1 km in 5-7 minutes. For people with good physical fitness, the speed fluctuates within 1 km in 3.5-4 minutes. Duration of work from 30 to 60-90 minutes.

In classes with trained people, the alternating exercise method is used. The essence of this method lies in changing the speed in certain sections and in the inclusion of spurts and accelerations in certain sections of the distance, combined with uniform work. This allows you to master large volumes of load at a sufficiently intense level of exposure. The work is gradually brought to 120 minutes, if necessary. Variable continuous work places more demanding demands on the cardiovascular system than uniform work. When using the method of alternating continuous exercise, oxygen debt is formed in some sections of the distance, which must be repaid in the next section of the distance.

A significant effect in the development of general endurance is given by the method of interval exercise. Anaerobic work is a strong irritant that stimulates functional changes in cardiac activity. Oxygen consumption increases, stroke volume of blood increases, etc. The main difficulty in applying this method lies in the correct selection of the best combinations of load and rest.

If the intensity of work is higher than the critical one (75-85% of the maximum), and the pulse rate at the end of the load is 180 beats / min, then repeated work is given when the heart rate drops to 120-130 beats / min. The duration of repeated work is 1-1.5 minutes, the nature of the rest is active. The number of repetitions is determined by the ability to maintain the achieved level of BMD (3-5 repetitions). The Interval Training Method is used only with suitably qualified athletes. Its use for more than 2-3 months is not recommended.

1.6 Exercise safety

When performing most physical exercises, their total load on the body is quite fully characterized by the following components: 1) the intensity of the exercise; 2) the duration of the exercise; 3) the number of repetitions; 4) the duration of the rest intervals; 5) the nature of the rest.

The intensity of exercise in cyclic exercises is characterized by the speed of movement, and in acyclic exercises - by the number of motor actions per unit of time (pace). The change in the intensity of the exercise directly affects the work of the functional systems of the body and the nature of the energy supply of motor activity. With moderate intensity, when the energy consumption is not yet great, the respiratory and circulatory organs provide the body with the necessary amount of oxygen without much stress. A small oxygen debt, formed at the beginning of the exercise, when the aerobic processes are not yet fully operational, is repaid in the process of performing the work, and then it occurs in a true steady state. This exercise intensity is called subcritical.

With an increase in the intensity of the exercise, the body of the practitioner reaches a state in which the need for energy (oxygen demand) will be equal to the maximum aerobic capacity. This exercise intensity is called critical. To

Exercise intensity above critical is called above critical. With such an intensity of exercise, the oxygen F demand significantly exceeds the aerobic capabilities of the body, and the work takes place mainly due to anaerobic energy supply, which is accompanied by the accumulation of oxygen debt.

The duration of the exercise has a relationship that is inverse to the intensity of its implementation. With an increase in the duration of the exercise from 20-25 s to 4-5 minutes, its intensity decreases especially sharply.

A further increase in the duration of the exercise leads to a less pronounced, but constant decrease in its intensity. The type of energy supply depends on the duration of the exercise.

The number of repetitions of exercises determines the degree of their effect on the body. When working in aerobic conditions, an increase in the number of repetitions makes it necessary to maintain a high level of activity of the respiratory and circulatory organs for a long time. In the anaerobic regime, an increase in the number of repetitions leads to the depletion of oxygen-free mechanisms or to their blocking of the central nervous system. Then the exercise either stops, or their intensity sharply decreases.

The duration of the rest intervals is of great importance for determining both the magnitude and especially the nature of the body's responses to the training load.

The duration of the rest intervals should be planned depending on the tasks and the training method used. For example, in interval training aimed at primarily increasing the level of aerobic performance, you should focus on rest intervals at which the heart rate decreases to 120-130 bpm. This makes it possible to cause shifts in the activity of the circulatory and respiratory systems, which in the greatest measure contribute to an increase in the functional capabilities of the heart muscle. The planning of rest pauses, based on the subjective feelings of the trainee, his readiness to effectively perform the next exercise, forms the basis of a variant of the interval method, called the repetitive one.

When planning the duration of rest between repetitions of an exercise or different exercises in the same session, three types of intervals should be distinguished.

Full (ordinary) intervals guaranteeing to the moment
the next repetition is practically the same restoration of working capacity, which was before its previous execution, which makes it possible to repeat the work without additional stress of functions.

Intense (incomplete) intervals at which the next
the load falls on a state of some underrecovery.
In this case, there will not necessarily be a significant change in external quantitative indicators (within a certain time), but the mobilization of the physical and mental reserves of the human body will increase.

Minimax interval. This is the smallest interval of rest between exercises, after which increased performance (supercompensation) is observed, which occurs under certain conditions due to the regularities of recovery processes in the body.

The nature of the rest between individual exercises can be active, passive. With passive rest, the student does not perform any work, with active rest, he fills in the pauses with additional activity.

When performing exercises at a speed close to critical, active rest allows you to maintain respiratory processes at a higher level and excludes abrupt transitions from work to rest and vice versa. This makes the exercise more aerobic.

1.7 Pedagogical control in the development of endurance in children of senior school age

Testing of human motor abilities is one of the most important areas of activity of scientific workers and sports teachers. It helps to solve a number of complex pedagogical problems: it reveals the levels of development of conditioning and coordination abilities, allows to assess the quality of technical and tactical readiness. Based on the test results, it is possible to: compare the readiness of both individual students and entire groups, conduct sports selection for practicing a particular sport, for participating in competitions; to carry out to a large extent objective control over the education (training) of schoolchildren and young athletes, to identify the advantages and disadvantages of the means used, methods and teaching, forms of organization of classes; finally, to substantiate the norms (age, individual) of the physical fitness of adolescents.

In addition, the testing tasks are reduced to the following:

To teach the schoolchildren themselves to determine the level of their physical fitness and plan the necessary complexes of physical exercises;

Stimulate students to further improve their physical condition (form);

Know not so much the initial level of development of the motor ability as its change over a certain time;

Stimulate high-performing students, but not so much high-level students, for the planned increase in personal results.

One of the reasons that over the past 25 years, the level of physical fitness in children and adolescents in the United States has not increased, but even decreased, a well-known specialist R.E. Kraft calls the traditional approach to testing, where the results of standardized tests and standards are compared with the displayed result, which can cause negative attitudes in most students about testing. Testing should help increase students' interest in physical exercise, bring them joy, and not lead to the development of an inferiority complex. In this regard, the scientist speaks of the need to revise the organization of testing. He has developed a battery of tests in which:

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