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JISMONIY MASHQLARGA O`RGATISHNING ASOSLARI
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
Abstract
The article analyzes effective methods of teaching physical technique. The main
didactic measures taken in the process of gradually teaching children to see and
develop their skills, the methodology of the exercises depending on the type and
content of the exercises are highlighted. Methods such as partial demonstration of
movement, repetition, assistance in recovery and independent maintenance are
revealed.
The article emphasizes that teaching physical exercises takes into account age-
specific physiological and medical support, and methodological recommendations for
educators and trainers are given.
Keywords:
physical exercises, technique, teaching methods, pedagogical
methods, seeing movement, repetition method, demonstration, age-appropriate,
educator, training.
All pedagogical requirements for teaching all knowledge also apply to physical
education as a pedagogical process. However, only in physical education, movement
activities are the source of the subject of training in the physical and mental
development of a person, and this determines the nature of the teaching process. That
is, if other knowledge uses words and writing, then physical education uses
movements.
In the process of physical education, its main feature is the active motor activities
of students. Through this, a person grows physically and mentally, and students acquire
special knowledge about physical education. Teaching in physical education is a
process organized to master and impart a system of special knowledge about motor
activities. The result of teaching in physical education is physical enlightenment.
Teaching motor activities (or teaching physical exercises, if it is understood as
specific motor activities) consists of a short pedagogical task. The term "training in
movement activities" is used when providing theoretical knowledge about specific
movement activities. It is known that movement activities mean the movement
structure that is included in them, in this case the term "training in movements" is used,
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which has the same meaning.
During the training in movement activities, movement skills are formed, at the
same time, movement abilities, strength, speed and other qualities are also developed
(see the section "Movement qualities"). The two processes are inseparable, but they are
not the same in method, sometimes in source. Therefore, in a specific pedagogical
process, attention is paid to training (improving skills) or developing movement
qualities (see "Teaching structure").
In the process of teaching motor activities, not only educational and upbringing
tasks, but also health-improving ones are carried out together. In no other general
education subject is the health-improving task so clearly revealed. The educational task
in teaching motor activities also has its own characteristics. The main component
(constituent part) of the process of mastering educational material is the active motor
activities of students. Their educational and labor activities require the expenditure of
potential physical forces.
Therefore, in order to understand some of the laws of students' educational
activities, it is necessary to take into account their general working capacity. Working
capacity depends on several factors: hereditary, acquired in the process of life, and the
method of managing activity in specific conditions. The more developed these factors
are, the more a person's working capacity increases.
Under normal conditions, a person does not use his full working capacity, he
keeps part of it in reserve (in reserve), using it only when necessary. Another feature
of teaching motor skills is the formation of a system of motor skills.
Only the system of motor skills determines the physical fitness of the student.
However, there are many system options. They are selected depending on the purpose
of physical education and its specific task.
The main feature is the connection with the development of a set of motor
skills, which is carried out in two directions:
1) the formation of motor skills is inextricably linked with the simultaneous
development of motor skills;
2) the specific development of motor skills is effectively carried out
simultaneously with the development of other qualities. For example, when teaching
short-distance running, speed is developed, but speed itself occurs through the effective
development of strength and endurance.
The result of teaching motor skills is determined by the level of results achieved
in physical education and physical development. Through the proper organization of
the pedagogical process, there is a definite increase in the mastery of the knowledge
system and motor skills, as well as in physical development indicators.
Teaching theoretical knowledge. When teaching each movement activity,
students rely on the knowledge that they already have and are learning. Special
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knowledge in physical education is the laws underlying the existing information system
and a properly organized physical education. The content and volume of theoretical
information in general education schools is determined by the Unified State Program
for Physical Education.
The following points should be included in the approximate methodology
developed by the teacher:
1) analysis of the specified and required movement activities;
2) the volume of physical exercises to be taught and the standard characteristics
of the information content;
3) determination of the curriculum, general education subject;
4) determination of the topics of the general education subject that have been
studied and will be studied by students;
5) determination of the volume of theoretical information to be expressed in the
lesson series.
Special information about physical education is conditionally divided into three
groups:
a) information about the social existence of physical education; b) about the rules
for applying physical exercises;
d) information of a medical-biological nature.
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