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DIDACTIC BASIS OF TEACHING PHYSICAL EXERCISES
Kholova Shakhnoza Mardonovna
Uzbek-Finland Pedagogical Institute, Faculty of Pedagogy and Physical Culture,
Teacher of the Department of Physical Culture and Sports
Musaeva Ma'mura
Uzbek-Finland Pedagogical Institute, Faculty of Pedagogy and Physical Culture,
3rd year student of the Physical Education in Preschool and Primary Education
Annotation:
This article discusses the didactic principles of teaching physical
exercises, the role of pedagogical methods in their effective implementation, the need
to take into account age-specific characteristics and plan the content of classes. It also
bases the step-by-step teaching approach to the formation of movement skills in
students.
Keywords:
physical exercise, didactics, pedagogy, movement skills, teaching
principles, methodology, age characteristics.
Introduction
The main goal of physical education classes is to form healthy lifestyle skills in
students, to educate them as active, strong-willed and capable of working in a team.
An effective way to achieve these goals is to teach physical exercises correctly and on
a scientific basis. This process requires a deep analysis of pedagogical and didactic
approaches.
DIDACTIC (from Greek didacticos - teacher, educator) is a branch of pedagogy.
It deals with the theory of education. The term "didactics" was first used in Europe in
the 17th century by scientists who created works on teaching and the educational
process. The Czech pedagogue Jan Amos Komensky developed the didactic aspects of
educating and educating children and adolescents in his work "Great Didactic".
Didactics is a general theory of education and training, which also plays an
important role in the process of teaching physical exercises. Physical education
didactics is based on the following basic principles: consistency, conscious teaching,
activity and independence, individualization,
demonstration, and repetition.
Step-by-step teaching
Movement skills are formed step by step:
1. Explaining and demonstrating a new movement;
2. Gradually repeating the movement;
3. Strengthening the movements through practice;
4. Applying them in practical situations.
Each of these stages should be adapted to the age, physical development, and
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psychological state of the student.
The purpose of teaching physical exercises, like any pedagogical process, is to
organize the planned activities of students under the guidance of teachers to form
movement skills, competencies, and acquire special knowledge.
In the process of teaching physical exercises, the following main tasks are
achieved: forming movement skills that are important for the general movement and
sports preparation of students;
- developing physical qualities such as strength, speed, flexibility, agility, and
endurance;
- formation of professional and pedagogical skills (for students of special
educational institutions).
In the process of teaching physical exercises, the specific tasks that are performed
are determined on the basis of assessing the structure of the movement in a specific
movement, the characteristics of the conditions for its implementation and the level of
preparation of students. Teaching a specific physical exercise can be conditionally
divided into three stages that are interconnected.
The first stage is the formation of a general initial idea of \u200b\u200bthe
movement (initial teaching), which is achieved on the basis of conscious mastery of
what kind of movement activity. As a result of the initial information about the new
movement (its form, volume, direction of action, specific movements and movements)
and the accumulated movement experience in the student's memory, general
connections are established that ensure the formation of the initial program of the future
movement activity.
The second stage is the acquisition of the basics of direct movement technique (a
thorough study of the exercise). As a result of the active work of the teacher and the
student at this stage, the idea of \u200b\u200bthe exercise is determined, errors are
eliminated, and independent performance of the exercises under strict control is
ensured.
The third stage is the consolidation and improvement of the movement technique.
This inevitably brings the level of movement control to the level of an automated skill,
due to which the student can perform the exercises in different conditions (competitions
and other performances) for a long time.
The first condition. The first condition for the successful organization of physical
education is an accurate assessment of the student's level of readiness. The nature of
the assessment of the student's movement depends on what exercise is being studied at
the moment. Gymnastics exercises are complex in nature, therefore, in each specific
case when a new movement is being studied, the determination of the student's
capabilities may change.
The second condition is to draw up a training program based on the analysis of
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the structure of movements and knowledge of the individual characteristics of the
student. The training program is written in the form of an algorithmic task: a linear or
network program. As the technique of physical exercises becomes more complex, the
effectiveness of training programs increases.
The third condition is to skillfully manage the process of mastering the exercise.
This is done by analyzing the teacher's activity and selecting teams and control tasks
that clarify the task.
The fourth condition is the availability of appropriate conditions and training
tools. These include the following training place (classroom, hall, playground), main
and auxiliary equipment, methodological training tools (tables, pictures, kinograms,
models of the human div), technical support means: film and photo cameras, video
recorders, dictaphones and shock absorbers.
When organizing the physical training process, the didactic principles of training
are considered the main activity guide.
The principle of consciousness and activity. Physical exercises make great
demands on the physical and volitional qualities of athletes. The principle of awareness
and activity in the process of mastering new exercises requires students to first of all
understand and learn the movement, to be interested in solving the task and to be
creative in their attitude.
The principle of demonstration. To achieve demonstration in teaching, the teacher
uses a number of tools and techniques at his disposal.
Demonstrating the perfect execution of the movement, showing film and photo
materials, pictures, tables and "standard" models.
Verbal description of the details of the technique of individual movement tasks
and comparison with other movements.
Demonstrating the technique of the exercise or its elements being studied on
simulators, human div models and mannequins.
In particular, the acceleration of the movement with special attention as a result
of special stops, imitation, assistance and other facilitated movements.
The principle of ease requires that the participants be given tasks that correspond
to their strength. Otherwise, students will lose interest in the lesson. However, the
principle of ease does not completely negate the need to teach athletes to overcome
difficulties.
The principle of systematicity implies a certain consistency in the study of motor
activity.
Regular improvement of the movement technique and learning new exercises to
develop the ability to perform various motor tasks.
In order not to reduce the participation and activity of teachers, it is necessary to
alternate work with rest during the teaching process.
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Methodological methods for teaching gymnastic exercises are diverse in purpose.
The following are among the most effective and most frequently used in teaching
experience.
Methods that stimulate and clarify imagination in the form of a partnership
technique:
a) the teacher's interaction with students through speech, such as telling,
discussing, explaining, debating and other forms, is most effective and effective only
when each word is clear and figurative, and the phrases are short and understandable;
in this case, the teacher can successfully conduct preparatory work directly before
learning a new exercise, thereby controlling the teaching process;
b) demonstration of visual aids (contour diagrams, tables, film clips, flat wire and
other models of the human div, cartoons and sketches), the demonstration of the
exercise by the person performing it, the use of various reference points (see the table);
c) modeling the elements of exercise techniques in the form of graphic images -
re-depicting successive movements on a model of the athlete's div, describing the
movement technique verbally or in writing, re-depicting certain parameters of the
movement using technical means - this activates the student's activity and helps to
facilitate the formation of movement skills, which is the main task of teaching.
Methods of assistance and checking. There are various ways in which the teacher
can assist the student. For example, telling what to do during the exercise, giving
advance instructions on the result of the movement task or the method of its execution,
and giving instructions.
A special group of methods of assistance and checking is associated with the
situation of joint activity of the teacher and the student. For example, when the student
begins to perform movement tasks in practice, he needs physical assistance to correct
a mistake, clarify technical details, or ensure safety. For this purpose, the teacher helps
the student to independently record a standing position, repeat the sequence of
movements, and complete the exercise. In this case, the teacher slows down the
student's movements, accelerates artificial resistance, and provides checking.
The use of additional landmarks primarily facilitates the mastering of new
gymnastic exercises. Such landmarks clarify the idea of the parameters of the
movement, help to correctly perform the movement activity, and accurately assess the
results of the performed movement.
The following are usually used as visible landmarks: certain parts of the
projectiles, certain parts of the student's div, medical landmarks (objects near the
place where the exercise is performed), additional objects (balls, sticks, ropes, etc.), as
well as specially drawn (scaled and simple) signs.
An example of this is the task given to the student to perform acrobatic exercises
according to the signs on the side of the acrobatic track or to land accurately on the
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ground within a certain limit after jumping from the projectile.
Certain sound signals (claps, whistles, and claps) can accompany the movement
or set the pace and rhythm.
Tactile signals can be used in cases where it is difficult for a student to visually
find a reference point when performing an exercise. The fact that the student is leaning
on something (projectile, reference point) while performing the exercise helps him
compare the movement with the result of the activity and make corrections to the
movement, which helps him choose rational methods for continuing to study the
exercise.
In the process of learning new physical exercises, the addition of various
additional reference points is one of the requirements of the teaching methodology.
The use of technical means of training allows, in addition to assessing the quality
of the result of the exercise, to obtain accurate quantitative information and correct
errors in the program of future movements. The following are technical means: the
simplest measuring instruments (stopwatches, centimeter tapes, calipers and calipers),
recording and recording devices (video recorders, dictaphones, film cameras, cameras,
dynamographs and calipers); program and control information devices. sequence of
movement rhythm (individual movements) within a certain time perception of light and
sound programs repetition in a candle An example of the use of technical means in
teaching physical exercises: in this case, a candle is used to stimulate imagination at
the beginning of the training exercise, and a candle is used to obtain immediate
information in the form of the results of the exercise during the performance of the
exercise, which facilitates the management of the training process.
The process of teaching physical exercises is a manifestation of the consistent
activity of the teacher and the student, and is determined by the nature of the tasks and
learning conditions at each stage of the activity.
At the beginning of the lesson, the teacher must determine how ready the student
is to master a new
exercise. To do this, the teacher;
Takes into account all the
exercise experience and individual characteristics of the student in the process of
learning the exercises;
Observes the student's behavior, talks with him, and assesses his current state of
health and mood;
Studies the data of medical observations to get an idea of the capabilities of the
student's functional systems;
Selects control tasks to assess one of the aspects (mobility, physical or other) that
indicate the student's readiness or gives a task to repeat previously familiar exercises
similar to the exercises.
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2. The teacher, based on the student's knowledge of the material and the new
exercise technique, draws up a plan, selects the teaching method and methods.
3. The teacher introduces the student to the new movement. This is where the
direct contact between the teacher and the student begins in order to form movement
skills.
4. The further work of the teacher and the student is aimed at teaching the basics
of the exercise technique being studied: demonstration, explanation, demonstration of
the movement structure on models, and other similar appropriate methods.
This preparation of the teacher and the student prepares the ground for the
subsequent practical implementation of movement tasks.
5. After that, the teacher offers the student to perform the exercise, including:
Imitate the movement or a separate movement;
Perform the exercise at a slow pace with assistance to highlight certain phases of
the movement;
Repeat the movement in the most easy conditions, for example, on a simulator.
6. During the student's exercise, the teacher should:
monitor the execution of the movements, provide assistance using various
methods and techniques, analyze the results of the task, and, if necessary, correct the
student's movements during the execution.
The main task at this stage is to correct errors that occur during the execution of
the movement in a timely manner. The following may cause errors: unclear
understanding of the movement technique; inconsistency of the students' subjective
assessments of their movements with their sensations of movement; inconsistency of
the complexity of the movement task with the student's capabilities; the negative
impact of the completed exercises on the new exercise, the lack of sufficient courage
and determination during the movement activity, and shocks.
Activities aimed at in-depth study of the exercise allow the basic technical
movements to be brought to an automated level, which is manifested in the independent
and technically correct performance of the exercise.
7. To consolidate and improve the exercise technique, the teacher continues to
perform the movement independently under the guidance of the student.
Taking into account age-related characteristics
Since the level of physical and psychological development of students, attention
and memory capacity, and coordination abilities are different, teaching methods should
also be adapted. For example, if teaching through games is effective for primary school
students, competitive methods are preferable in higher grades.
1.
Pedagogical methods
2.
The following methods are used in the training:
3.
• Instruction and explanation;
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4.
• Practical implementation (individual or in a group);
5.
• Game forms;
6.
• Analysis through intermediate and final evaluation.
7.
Conclusion
Teaching physical exercises involves not only technical skills, but also
educational, social and psychological goals. To successfully implement this process,
teachers must have a deep understanding of didactic principles and be
methodologically prepared. Effective results can be achieved through an individual
approach, taking into account the capabilities of each student.
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