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Differentiated learning in physical education lessons. "differentiated approach in teaching physical education"

Differentiated learning in physical education lessons. "differentiated approach in teaching physical education"

10.10.2019

An individual approach to lessons is closely related to the methodology of conducting classes. A physical education teacher needs to plan work, taking into account the age, typical and individual characteristics of children, and conduct training in such a way that the acquisition of knowledge, skills and abilities becomes a need for them, brings joy and inner satisfaction. How to achieve this if there are 30 people in the class with different levels of physical fitness?

If the child is in a preparatory group

Nowadays, many schoolchildren are classified in the preparatory medical group for health reasons. For such students, additional classes should be systematically organized. Lessons with them should be conducted according to a general program, taking into account their characteristics, individualizing the selection of exercises and dosing the load when teaching the technique of program exercises, especially in gymnastics, athletics and ski training, setting reduced standards for them (for each individual) and implementing in this regard special control.

The role of the teacher

Each physical education teacher has his own specific methods of work, but all teachers are united by a sensitive and attentive attitude towards students, an individual approach to each, which is very important for improving academic performance.
A huge role in the work of a teacher, especially with high school students, is played by his personality: pedagogical skill and human qualities cause one or another reaction from students not only to himself, but also to the subject he teaches.
A good attitude towards the physical education teacher contributes to the emergence of interest in physical exercises among many schoolchildren. This especially applies to high school girls if the teacher is a young man.
In order to create such interest among students and maintain it, it is necessary:

1) stimulate students’ curiosity;
2) improve the quality of education by teaching students to work seriously and hard, and not turn the learning process into fun;
3) organize self-training for students so that, upon graduating from school, they can, without outside help, find ways and means to maintain good physical shape.

When physical activity is a joy

Individual circuit training

When schoolchildren have mastered the material well enough, they can organize classes in groups in the main part of the lesson according to the principle of circular training. This allows you to increase the motor density of the lesson, and also gives the teacher the opportunity to see the work of all students, control their actions, give advice and provide timely individual assistance.
This teaching method mainly consists of:

– in the distribution of students into groups and departments, taking into account the level of their physical fitness and health status;
– in performing exercises on gymnastic apparatus, taking into account the level of development of the physical qualities of each student;
– the possibility of using several pedagogical techniques at once.

Group distribution

The distribution of students into groups is usually made depending on their physical fitness, as well as success in a given sport. This allows the teacher to plan teaching methods for the entire group (department), paying attention to each student. However, this distribution may be misunderstood by students. Therefore, so that they do not lose interest in classes, the group must have a leader who the rest of the students will follow.
In sports games and various relay races, it is advisable to make groups and teams mixed (by strength), where each student contributes to the team’s victory. Then the weaker ones will strive to achieve high sports results.

Pedagogical techniques

Motivation for physical exercise and the activity of children in physical education lessons and various sporting events are of great importance. It is necessary to set a goal for students and encourage them to achieve it, to look for new interesting forms and methods of work to introduce them to active physical education. One of the methodological techniques is to transfer students from one department to another as they progress, in order to create interest in them.

Card training

Considering the issue of an individual approach to training and development of motor qualities, it is necessary to say about some techniques and methods used in physical education lessons. One of them is working on task cards. For example, all program material in the “Gymnastics” section can be divided into small portions - tasks. These tasks, as well as information about the development of various physical qualities and the regulatory requirements of this section of the program, are written down on cards.

The cards may not be the same in terms of the volume of material and the complexity of the task, so that each student can choose a task according to his strength and calmly work on it, but at the same time he must complete the material from all cards. This technique allows you not to rush through the exercise, but to postpone it in order to have time to prepare well for the answer.

Throughout the lesson, the teacher advises the children, helps them complete difficult tasks, teaches them new movements, and insures them. With this approach, the teacher has enough time to help less prepared students, and the children, in turn, can independently unite in groups of 2-3 people to work on the exercise together. The guys who complete the tasks on the cards they initially chose move on to the next ones, and so on. The main thing in this method is the general engagement of students in the lesson, the opportunity to master the tasks available at the moment. This increases their interest and improves their emotional state.

Coordination of movements

Coordination of movements plays a significant role in improving the performance of schoolchildren in physical education lessons. To improve it you need:

– gradually increase the dosage of exercises;
– constantly adjust the technique of their implementation;
– widely use lead-up exercises.

Psychological type of a schoolchild

When working individually with students in physical education lessons, it is necessary to take into account the psychological type of the student. Thus, in an unbalanced, easily excitable student with sudden mood swings and frequent nervous breakdowns, one can observe the spasmodic nature of mastering the material. The work of a calm, balanced child proceeds in a completely different way: he learns the educational material evenly, relatively quickly and firmly from lesson to lesson, while an unbalanced student learns much more slowly and not so firmly.

There are three characteristic groups of schoolchildren:

1) quickly and perfectly absorb the material, have good physical fitness and, as a rule, excellent or good academic performance in all subjects;
2) good and excellent, but slowly absorbing material, having average indicators of physical development;
3) mediocre and poorly absorbed material in physical education lessons. The reasons for this, as a rule, lie in insufficient physical development and deviations in health.

Individual approach to high school students

In high school, individual work should be aimed at ensuring that the effect of the loads received in classes is maintained for as long as possible and that the body recovers faster.
It is also important that students do not miss classes, since with long breaks, the physiological reactions caused by physical activity return to their original level, and later, in the absence of load, they even turn out to be lower than the original level. In this case, the conditioned reflex connections that underlie the formation of motor skills and abilities fade away.

Features of the individual approach method

1. Implementing an individual approach requires studying the personality of students and identifying their individual characteristics.

2. An individual approach to students should ensure an increase in the performance of all students, and not just those who are lagging behind.

3. Of particular importance is the choice of the form of organization of children in the lesson.

4. It is advisable to distribute students into departments during physical education lessons taking into account their preparedness.

5. Individualization of teaching methods in physical education lessons should include:

– creating accessible conditions for performing exercises depending on the characteristics of the development of motor qualities;
– methodological sequence of studying educational material in accordance with the level of preparedness of each department.

Photo by N. Zhuravka

Evgeny Litvinov,
Ph.D., Moscow

Municipal State General Educational Institution for children with disabilities "Boarding School" of the Yurga urban district

REPORT ON THE TOPIC:

Differentiated approach to students in physical education lessons.

Physical education teacher

Tartykov Marat Ilyasovich

A differentiated approach to lessons is closely related to the methodology of conducting classes. A physical education teacher needs to plan work, taking into account the age, typical and individual characteristics of children, and conduct training in such a way that the acquisition of knowledge, skills and abilities becomes a need for them, brings joy and inner satisfaction. How to achieve this if there are students with different levels of physical fitness in the class. Each physical education teacher has his own specific methods of work, but all teachers are united by a sensitive and attentive attitude towards students, an individual approach to each, which is very important for improving academic performance.

A huge role in the work of a teacher, especially with senior classes, is played by his personality: pedagogical skill and human qualities that cause one or another

a different reaction of students not only to himself, but also to the subject he teaches. The student should experience only joy from the results of his work and receive a feeling of inner satisfaction. Properly calculated physical activity is an important condition for instilling in children self-confidence and the emergence of a positive psychological attitude necessary to achieve success.

When working individually with students in physical education lessons, it is necessary to take into account the psychological type of the student. So, for an unbalanced person,

excitable, with sudden mood swings and frequent nervous breakdowns

The student can observe the spasmodic nature of mastering the material. Quite

The other is doing better with a calm, balanced child: he learns the educational material evenly, relatively quickly and firmly from lesson to lesson, while an unbalanced student learns much more slowly and not so firmly.

There are three characteristic groups of schoolchildren:

1) quickly and perfectly absorb the material, have good physical fitness and, as a rule, excellent or good academic performance in all

objects;

2) good and excellent, but slowly absorbing material, having average indicators of physical development;

3) mediocre and poorly absorbed material in physical education lessons. The reasons for this, as a rule, lie in insufficient physical development and deviations in health. Individual approach to high school students. In high school, individual work should be aimed at ensuring that the effect of the loads received in classes is maintained for as long as possible and that the body recovers faster. It is also important that students do not miss classes, since with long breaks, the physiological reactions caused by physical activity return to their original level, and later, in the absence of load, they even turn out to be lower than the original level. In this case, the conditioned reflex connections that underlie the formation of motor skills and abilities fade away.

Features of the individual approach method

1. Implementing an individual approach requires studying the personality of students,

identifying their individual characteristics.

2. An individual approach to students should ensure an increase in the performance of all

schoolchildren, and not just those who are lagging behind.

3. Of particular importance is the choice of the form of organization of children in the lesson.

4. Distribution of students into departments during physical education lessons

it is advisable to carry out taking into account their preparedness.

5. Individualization of teaching methods in physical education lessons should

provide:

– creating accessible conditions for performing exercises depending on the characteristics of the development of motor qualities;

– methodological sequence of studying educational material in accordance with the level of preparedness of each department.

Group distribution

The distribution of students into groups is usually made depending on their physical fitness, as well as success in a given sport. This allows

plan teaching methods for the entire group (department), paying attention to each

to the student. However, this distribution may be misunderstood by students. Therefore, so that they do not lose interest in classes, the group must have a leader who the rest of the students will follow. In sports games and various relay races, it is advisable to make groups and teams mixed (by strength), where each student contributes to the team’s victory. Then the weaker ones will strive to achieve high sports results.

Lesson plan.

4th grade.

Topic: Basketball.

Objectives: Development of motor qualities.

Goal: Studying tactical and technical actions in basketball.

Location: Gym.

Equipment: Basketballs, jump ropes.

During the classes.

1. Introductory part (12m). Formation, greeting, conduct a health survey, remind about compliance with safety precautions. Announce the topic and purpose of the lesson, conduct a warm-up, general physical training, exercise in moving in a circle, changing into a column in

4. Perform exercises starting with self-massage, warming up the hands,

circular exercises, exercise in pairs with resistance, dribbling a basketball in a circle with the left and right hand, throwing around the hoop from two steps.

2. Main part (30m). Explain the tactical and technical actions when dribbling the ball, passing, shooting around the ring. Divide into teams and conduct a counter relay race with elements of leading in movements. When performing tasks, observe safety precautions. Using game moments in the game to divide teams according to a mixed principle: two boys and two girls in one team. Game duration is 2x5; at the end of the game and at the end of playing time, perform free throws and indicate the correct placement of the hand. During the game, follow the rules of the game, and if violated, point out errors and methods for eliminating them.

3. Final part (3 min.).

Carry out exercises to restore breathing and relax muscles. Summarize the lesson, what worked, what didn’t work. Conduct a survey about the importance of this sport. Make plans for subsequent lessons. Proceed to the locker room in an orderly manner.

Self-analysis of the lesson.

4th grade

Lesson topic: Sports games - basketball with physical education and recreation

direction.

Purpose of the lesson: preparing students to study educational material in tactical, technical and health-improving directions in the sports game.

Educational tasks in the lesson are aimed at developing students’ knowledge and methods of solving problems of tactical and technical actions and competition rules.

Carrying out all safety measures during classes (warm-up during the game). When performing various exercises: outdoor games, relay races with a ball, the strengths and weaknesses of each student are revealed. In this class, the leading mass is made up of boys; 2 of the girls have a disability for health reasons, but they also strive to show their skills and knowledge in basketball. During the warm-up, I take into account the load for health reasons, based on medical examination data, and give recommendations for performing special exercises in a gentle manner. During the lesson, I limit the playing time and often change teammates and alternate workload with rest. When performing free throws, I show how to correctly perform throws, positioning of the arms, legs, and torso, while correcting errors. Repeated repetition makes it possible to improve tactical and technical actions in basketball, which corresponds to the objectives of this lesson. In sports lessons, paying attention to the development of practical skills necessary in various life situations. Equipping students with deep knowledge of moral quality in practice, using a variety of teaching methods and techniques. Along with combined lessons, I conduct game lessons and competition lessons. During the lesson, I encourage students to be independent in solving assigned problems, relying on knowledge of previously studied material. I pay attention to individual work with students, which allows students to improve technically. I follow the time schedule for the preparatory part of the lesson - 12 minutes, the main part - 30 minutes, the final part - 3 minutes.

All components of the lesson correspond to the objectives. I spend 20 minutes on mastering new material, 10 minutes on consolidating old material, and 10 minutes on preparing to master the material.

8, for recovery - 1-2 and for tactical actions - 3-5 minutes. Time was used rationally, the class actively completed tasks, and a logical connection was provided between parts of the lesson. Control of the assimilation of knowledge, abilities, skills is organized on the principle of pushing, jumping, passing, how to act, pointing out mistakes. The time spent noticing and correcting errors does not affect the time allotted for the game. In the final part I conduct a game for attention. The lesson was held at a high emotional level, which prevents fatigue. Due to the game orientation, students acquire knowledge and skills for their further development after lessons. When reviewing results and assigning grades, I comment on this or that grade. I am conducting a survey about the importance of this sport and the need for further training.

Motivation for physical exercise and the activity of children in physical education lessons and various sporting events are of great importance.

It is necessary to set a goal for students and encourage them to achieve it,

look for new interesting forms and methods of work to introduce them to active

physical education classes. One of the methodological techniques is to transfer students from

one branch to another according to their success.

Card training.

Considering the issue of an individual approach to training and development of motor qualities, it is necessary to say about some techniques and methods used

in physical education lessons. One of them is working on task cards.

For example, all program material in the “Gymnastics” section can be divided into small portions - tasks. These tasks, as well as information about the development of various

physical qualities and regulatory requirements of this section of the program are recorded

on cards. The cards may not be the same in terms of the volume of material and the complexity of the task, so that each student can choose a task according to his strength and calmly work on it, but at the same time he must complete the material from all cards. This technique allows you not to rush through the exercise, but to postpone it in order to have time to prepare for the answer. Throughout the lesson, the teacher needs to advise children, help them complete complex tasks, teach them new movements, and insure them. With this approach, the teacher has enough time to help less prepared students, and the children, in turn, can independently unite in groups of 2-3 people to work on the exercise together. The guys who complete the tasks on the cards they initially chose move on to the next ones, and so on. The main thing in this method is the overall engagement of students in the lesson, the opportunity to master the tasks available at the moment. This increases their interest and improves their emotional state.

Forms and methods of work in physical education lessons.

Using game and competitive methods to increase motor activity and achieve satisfaction with physical education lessons. Most teachers believe that when they come to school, children become adults (they had to play in kindergarten) and in the lesson they must strictly follow everything

requirements put forward by the teacher to achieve a certain goal. We often forget that even adults love to play, and children, even more so, regardless of whether

the age they are at.

One of the most important functions of the game is pedagogical; it has long been one of the main means and methods of education. The concept of the game method in the field of education reflects the methodological features of the game. At the same time, the gaming method is not necessarily associated with any generally accepted games, for example, football, basketball or elementary outdoor games. In principle, it can be applied on the basis of any physical exercise, provided that it can be organized in accordance with the characteristics of this method. In a game, there are almost always different ways to win, allowed by the rules of the game. The players are given scope for creative solutions to motor problems; a sudden change in the situation during the game obliges them to solve these problems in the shortest possible time and with full mobilization of motor abilities. Most games recreate rather complex and highly emotionally charged interpersonal relationships such as cooperation, mutual assistance, mutual assistance, as well as rivalry and confrontation, when opposing aspirations collide. The gaming method, due to all its inherent features, evokes a deep emotional response and makes it possible to fully satisfy the motor needs of those involved. Thus, it contributes to the creation of a positive emotional background in the classroom and the emergence of a feeling of satisfaction, which in turn creates a positive attitude of children towards physical exercise.

The competitive method has the same ability to create a positive emotional background and a positive attitude towards physical exercise as the game method. The competitive method in the process of physical education is used both in relatively elementary forms and in expanded form. In the first case, we are talking about it as a subordinate element of the general organization of the lesson, in the second - about an independent relative form of organization of the lesson. The main purpose of physical education at school is to accustom students to an active lifestyle and encourage them to play sports in their free time, and then throughout the rest of their lives. It turns out that in order for physical education to become an enjoyable and interesting lesson for children, the teacher needs to focus more attention on the personal achievements of students, rather than comparing children with each other.

“Implementation of an individually differentiated approach in physical education lessons”

Differentiation translated from Latin “difference” means division, stratification of the whole into different parts, forms, steps.
Differentiated approach to training – this is the creation of a variety of learning conditions for various schools, classes, groups in order to take into account the characteristics of their contingent and a complex of methodological, psychological, pedagogical and organizational measures that ensure learning.

The technology of differentiated learning is a set of organizational solutions, means and teaching methods that cover a certain part of the educational process.

The target orientations of this technology are: training everyone at the level of their capabilities and abilities; adaptation (adaptation) of teaching to the characteristics of different groups of students.

One of the main types of differentiation is individual training.

Improving a physical education lesson and increasing its effectiveness is impossible without developing the issue of differentiated teaching. The most important requirement of a modern lesson is to ensure a differentiated and individual approach to students, taking into account their state of health, gender, physical development, motor readiness, and characteristics of the development of mental properties. When starting work, you first need to determine what kind of students you will be working with over the course of several years. At the beginning of the school year, it is necessary to identify the level of physical fitness and health status of students (according to medical examinations). An idea of the degree of preparedness of students in mastering a certain motor action can be obtained by observing the ability to reproduce a task or exercise at a given tempo, rhythm, and with a given amplitude.

Differentiated and individual approaches are important for students with both low and high results in the field of physical education. A low level of development of motor qualities is often one of the main reasons for a student’s failure in physical education. In addition to dividing students into main, preparatory and special groups, in almost every class children can be conditionally divided into several more groups (categories):

poorly physically developed children who are afraid of ridicule become withdrawn;

well physically developed children who may lose the desire to study in class if it is very easy and uninteresting for them.

Therefore, it is necessary to differentiate the tasks, the content, the pace of mastering the program material, and the assessment of achievements.

And here we need to dwell on the technology of differentiated physical education (TDFO ), which is fundamental in the educational process. How are the issues of optimizing the educational process in physical education resolved when using the technology of differentiated physical education?

1. Learning motor actions.

Training is carried out using a holistic method, followed by differentiation (selecting out the details of a technique and “separating” them by complexity) and then integrating (combining) these parts in different ways, depending on the level of technical preparedness of the students in order to perform the exercises better. Learning motor actions provides the opportunity to select operations to solve certain motor problems. In this case, each student can master a motor action in his preferred set of operations, which will become the basis for the formation of an individual, most effective style of activity. Students in strong groups within a class master educational material on average two lessons faster than average and weak students. It is necessary to regulate the different pace of learning by differentiating practical teaching methods, when learning each motor action ends for strong groups with performing the studied exercise in competitive conditions and the process of developing physical qualities through the studied exercise, and for students of weak and average groups more time is devoted to performing the exercise parts and repeated execution under standard conditions. Proof of the effectiveness of this approach in teaching motor actions is the change in the quality of academic performance in terms of technical readiness. Determining the complexity of the parts of a technique and how to combine them is the essence of differentiated training in motor actions.

However, the organization of students in the main part may vary depending on the stage of training.

First stage – familiarization with new educational material.

The lesson is held simultaneously with the whole class, everyone receives the same task, for example, to perform new exercises shown by the teacher.

Second phase – mastering and consolidating educational material.

It is rational to give different educational tasks to each group: one - preparatory or lead-in exercises performed in easier conditions; the other – complicated lead-up exercises; the third – the action as a whole, but in a lighter version, etc.

Third stage – improvement of motor action.

It may turn out that for the least prepared students there will be no third stage at all - they have not mastered the educational material well enough. These children continue the work of the second stage, although somewhat more complicated. More prepared children perform exercises in competitive conditions.

During the lesson, it is necessary to carry out individual work with students who are unable to perform one or another motor action. These children receive individual assignments, both in class and homework on this motor action. Individual work with students at different stages of the lesson helps maintain the physical, moral and social health of students.

2. Development of physical qualities

Differentiated development of physical qualities in groups of different preparedness is carried out using both the same and different means and methods, but the amount of load is always planned to be different, as a result of which the level of physical fitness of students significantly improves compared to the initial level. In weaker groups, children finish tasks earlier and have more time for rest and recovery.

During lessons, it is advisable to use non-standard equipment and small equipment (gymnastic sticks, jump ropes, hoops, dumbbells, rubber and spring expanders, etc.), conduct lessons with musical accompaniment, include elements of aerobic gymnastics, rhythms, muscle relaxation exercises, breathing exercises. This allows you to increase the motor density of lessons and make them more interesting.

In the preparatory part of the lesson, tasks are completed by all children, but for the weaker ones, simpler introductory and preparatory exercises are given, and rest breaks are allowed to be made more frequent and longer.

In the practice of physical culture and health work, competitive and gaming technologies are widely used, helping to solve not only the problems of motivation and student development, but also health preservation and socialization. It is in the game that various muscle groups work, regardless of the child’s consciousness, which also has a beneficial effect on health.

When conducting exercises in a game or competitive form, weak students are distributed among all teams.

In relays, more advanced students start and finish the relays and do two repetitions if necessary. When performing tasks in pairs, children should be matched according to their strengths and given exercises of varying difficulty. Pay special attention during the lesson to overweight children and weak children who do not want to study because of their awkwardness. Good results can be obtained if such children are first involved in helping with outdoor games and relay races. At first, they help in refereeing, then, getting involved in the events, they take part in the game and cease to be embarrassed by their motor awkwardness. By continuing to engage in lessons in this way, these children gain confidence in their abilities and gradually become involved in regular classes. In the final part of the lesson, the class is united into one group, all students perform the same exercises. Exceptions are those cases when, according to the schedule, the physical education lesson is the last and at the end of it a game of great mobility can be played; the participation of less prepared children in such a game is limited.

Conduct daily briefings on safety rules in classes and rules of conduct for students in gyms.

3. Differentiated marking according to the physical and technical readiness of students.

When assigning a mark in physical education, theoretical knowledge, the technique of performing a motor action, diligence, and skill are taken into account. It is necessary to use methods of encouragement and verbal approval. Some children need to be convinced of their own capabilities, reassured, encouraged; others - to restrain from excessive zeal; third - to interest. All this forms in schoolchildren a positive attitude towards completing assignments and creates the basis for social activity. All marks must be justified.

It is necessary to constantly orient strong children to the fact that they are obliged to help the weak, invite them to prepare a weaker friend to successfully complete the exercise and give them a high mark for this.

Providing a differentiated approach to students, taking into account their physical development and motor readiness; achieving dynamism, emotionality, educational and instructive orientation of lessons; developing students' skills and abilities to engage in independent physical exercise - all these are the most important requirements of a modern physical education lesson.

Author of the experience:Mutalupov Yuri Fevzievich, physical education teacher at Volodarskaya Secondary School, who has experience in using the technology of a differentiated approach in physical education lessons as a means of increasing students’ physical fitness.

Objectives of the experience: create optimal conditions for increasing the physical fitness of students.

The Essence of Experience: consists of providing a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor readiness, and characteristics of the development of mental properties.

The chronology of the compilation and formation of experience is presented by successive stages of work in a rural school (MOU Volodarskaya Secondary School)

Stage 1 (2010)highlighting the problem of a differentiated approach in the classroom.

Stage 2 (2011)analysis of theoretical and methodological literature on the identified problem.

Stage 3 (2012)testing of work experience in a rural school (Municipal Educational Institution Volodarskaya Secondary School)

Stage 4 (2013)generalization of the teacher’s work experience at the district level at the methodological association of physical education teachers. Consistently high results in district sports competitions for schoolchildren, zonal and regional sports competitions attracted the attention of physical education teachers and additional education teachers.

Stage 5 (2014)providing experience to the Main Attestation Commission.

Experience Objectives:

To study the features of a differentiated approach to organizing classes for teaching motor actions.
Differentiated development of physical qualities of students.
Improving health and achieving certain sports results.
Creating conditions for students' self-expression.

Leading pedagogical idea consists of a systematic presentation of the theoretical and practical aspects of a differentiated approach in a physical education lesson as a means of increasing the physical fitness of students.

Experience Rangeapplies to all forms of physical education and sports activities for schoolchildren.

Theoretical basis of experience is a development based on the theory of educational activity, developed in 1974 by D.B. Elkonin and V.V. Davydov, which shows that a feature of educational activity is that in it the student masters generalized methods of orientation in the field of physical education and solving problems in mastering movements.

Stability of experience is characterized by the improvement of physical skills of schoolchildren, which in turn are a catalyst for the formation of physical fitness of students.

Conclusion:I believe that providing a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor readiness, and characteristics of the development of mental properties, helps to increase the physical fitness of students.

However, a system of work is needed for at least 4-5 years, and not sporadically. The achievements of students largely depend on the creativity of the teacher himself, his ability to organize students in lessons and extracurricular activities.

Introduction

Currently, the education sector is experiencing a period of qualitative transformation.

Improving a physical education lesson and increasing its effectiveness is impossible without developing the issue of differentiated teaching. The most important requirement of a modern lesson is to ensure a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor readiness, and characteristics of the development of mental properties. When starting work, you first need to determine what kind of students you will be working with over the course of several years. At the beginning of the school year, it is necessary to identify the level of physical fitness (using tests) and the state of health of students (according to medical examinations). An idea of the degree of preparedness of students in mastering a certain motor action can be obtained by observing the ability to reproduce a task or exercise at a given tempo, rhythm, and with a given amplitude.

Differentiated and individual approaches are important for students with both low and high results in the field of physical education. A low level of development of motor qualities is often one of the main reasons for a student’s failure in physical education. And a high-level student is not interested in a lesson designed for an average student. In addition to dividing students into main, preparatory and special groups, in almost every class children can be conditionally divided into several more groups (categories):

perfectly healthy, but “fat” children who do not want to work;
children who temporarily transferred to the preparatory group due to illness;
poorly physically developed children who are afraid of ridicule become withdrawn;
well physically developed children who may lose the desire to study in class if it is very easy and uninteresting for them.

Therefore, it is necessary to differentiate the tasks, the content, the pace of mastering the program material, and the assessment of achievements.

1. Features of a differentiated approach to organizing classes for teaching motor actions

In order to implement a differentiated approach to the organization of physical education lessons, all school students according to their level of health and physical fitness are divided into three medical groups - basic, preparatory and special medical.

Classes in these groups differ in curriculum, volume and structure of physical activity, as well as requirements for the level of mastery of educational material.

When developing practical tasks, it is necessary to implement a differentiated approach to students, taking into account their health status, level of physical development and physical fitness.

In the process of learning motor actions, a person must master their dynamic and rhythmic parameters.

By the 6th and 7th grade, interest in physical education lessons disappears. Having analyzed the situation, we can conclude: weak students lack skills, so they cannot cope with the task, and hence they do not want to find themselves in a situation of failure in the lessons. As a result, their interest in physical education is significantly reduced. For strong students, on the contrary, the learning task is too easy, and therefore does not develop their cognitive interest. Students with an average level of preparedness turn out to be insufficiently motivated under the influence of the general mood. Based on this, it became necessary:

1 to create a methodology that would take into account all three groups of students, and with the possibility of students moving from one group to another;

2 to find means and methods that promote the development of not only children’s motor functions, but also the development of a sustainable interest in physical education.

A big role is given to planning the preparatory and final parts of the lesson, since the success of the lesson depends on how the lesson began and how it was completed. One of the effective means of promoting interest in physical education is outdoor games, so they must be included in the preparatory and final parts of the lesson. Positive emotions not only make a person happy, but at the same time effectively stimulate his muscle activity.

SOUTH. Kodzhaspirov said: “It would be good to study against the backdrop of positive emotions, and not force yourself and your children to work against your will, through “I don’t want to!”, gritting your teeth and mobilizing all your willpower. To have a happy opportunity to teach and learn with pleasure, and not under duress.

Therefore, work should be based on a differentiated approach to students. At the beginning of passing the program material by sections, students need to be divided into departments, each of which would have children of different levels of preparedness, and the work should be organized as follows:

a) staffing of departments was carried out based on the interests and capabilities of the child;

b) a squad leader was chosen, and in each series of lessons he changed and as a result, everyone played the role of a squad commander;

c) the task of the squad commander was to provide insurance, help, and correct the mistakes of his squad comrades;

d) the level of tasks (combinations) was selected taking into account the individual abilities of the children;

e) if a student from a weak group succeeded in combinations on apparatus, then he was asked to perform the exercises of the next middle group, etc. for other groups.

Warm-up begins with running - the most monotonous activity that needs to be varied. A good technique to stimulate students is games aimed at solving problems in running exercises.

In the final part of the lesson, games of medium and low mobility are played, their task is to bring the body into a relatively calm state, promoting active relaxation after intense exercise in the main part of the lesson. By resorting to the game method of teaching a lesson, the course of the lesson is not disrupted, and the children are activated to complete the task, and interest in completing the task increases. Children begin not only to perform, but also to think.

Also, when conducting physical education lessons, it is necessary to use music as a stimulant of performance in the process of educational activities. By performing physical exercises to the accompaniment of pleasant, specially selected music, practitioners involuntarily begin to experience the feelings and moods expressed in it and associate them with the work being performed, which begins to seem much more pleasant, attractive and less tiring than usual. The role of positive emotions in a physical education lesson, through outdoor games and musical accompaniment, as a means of increasing performance and at the same time instilling a sustainable interest in activities is great.

The program for passing the educational material for a specific section includes four types of gymnastic exercises: for girls uneven bars, acrobatics, balance beam exercises and vault; for boys on the horizontal bar, acrobatics, parallel bars, vault. Combinations are made not only for girls and boys, but also for weak, average and strong students.

Based on the theory of educational activity, developed in 1974 by D.B. Elkonin and V.V. Davydov, the main features of the experimental methodology for teaching motor actions based on the theory of educational activity were that the provisions of this theory suggest building training “from the general to the specific.” In the pedagogical experiment, the previously developed main stages of a new approach to teaching movements were applied. First, the main motor abilities for this type of motor actions (locomotion) were identified; To create the prerequisites for learning, these motor abilities (speed-strength, speed, endurance) developed over a certain period of time, which prepared the general basis for mastering this class of movements. Then the students were taught the patterns common to all locomotion. To develop interest in the movements being studied, students, with the help of the teacher, explored the genesis of certain types of locomotion (walking, running, skiing). There was an appeal to the origins of motor action, and in order to arouse interest in the movements being studied and to more fully understand their foundations, children repeated the path of formation of these movements in play. Next, students, with the help of the teacher, identified the general biomechanical foundations of movement techniques (modeling was used and diagrams were used), after which they mastered these key points.

To increase the effectiveness of teaching motor actions, a methodology is proposed that was developed and tested during a natural pedagogical experiment. This methodology includes the following main stages of educational work with children.

1. Formation of educational and cognitive motives:

a) conversation with students in order to give them the necessary theoretical knowledge;

b) children, with the help of a teacher, identify general motor abilities: speed, speed-strength, strength and endurance. This creates the basis for learning motor actions and the prerequisites for learning certain types of movements;

c) children study the origin of each type of movement;

d) repetition of these movements in the form of a game in order to improve them (in this way, students develop an interest in the motor actions being studied).

2. Setting and solving the educational task of mastering motor actions through educational actions and operations:

a) at the very beginning of solving a learning problem, students discover the principle of solving a whole class of concrete practical motor problems (this principle consists of the relationship between effort and movement);

b) formation of knowledge about the general biomechanical principles of movements;

c) improving the technique of a specific type of movement by modeling it in graphical form (using graphs and diagrams of movements of the arms and legs);

d) teacher control over students when mastering movements and control over movements in a team (students control the correctness of each other’s movements, compare them);

As a result of the correct organization of a differentiated approach to teaching, the following increases: positive motivation for physical education lessons; effectiveness of the educational process; creative activity of students in lessons, children's interest in learning movement techniques as a way to achieve results.

How are the issues of optimizing the educational process in physical education resolved when using the technology of differentiated physical education?

2. Learning motor actions

Training is carried out using a holistic method, followed by differentiation (selecting out the details of a technique and “separating” them by complexity) and then integrating (combining) these parts in different ways, depending on the level of technical preparedness of the students in order to perform the exercises better. Learning motor actions provides the opportunity to select operations to solve certain motor problems. In this case, each student can master a motor action in his preferred set of operations, which will become the basis for the formation of an individual, most effective style of activity. Students in strong groups within the class master educational material on average two lessons faster than average and weak students. It is necessary to regulate the different pace of learning by differentiating practical teaching methods, when learning each motor action ends for strong groups with performing the studied exercise in competitive conditions and the process of developing physical qualities through the studied exercise, and for students of weak and average groups more time is devoted to performing the exercise parts and repeated execution under standard conditions. Proof of the effectiveness of this approach in teaching motor actions is the change in the quality of academic performance in terms of technical readiness. Determining the complexity of the parts of a technique and how to combine them is the essence of differentiated training in motor actions.

To consolidate and improve motor skills and develop corresponding coordination abilities in the lesson, it is necessary to repeatedly use special preparatory exercises, purposefully and often change individual movement parameters, their combinations, and the conditions for performing these exercises.

Very effective in the main part of the lesson is the group method of work, when the class is divided into groups depending on their readiness to master a specific section of the program. However, the organization of students in the main part may vary depending on the stage of training.

First stagefamiliarization with new educational material.

The lesson is held simultaneously with the whole class, all departments receive the same task, for example, to perform new exercises shown by the teacher.

Second phasemastering and consolidating educational material.

It is rational to give different educational tasks to each group: one preparatory or lead-in exercises performed in easier conditions; other complicated lead-up exercises; third the action as a whole, but in a lighter version, etc.. For example, forward somersault: poorly prepared students perform it on an inclined plane under easy conditions, and well-prepared students perform it on gymnastic mats under normal conditions. Lifting upside down: the strongest group exercises independently on the crossbar; less prepared with the help of a teacher on a high pole of uneven bars (a horse is placed in front of the pole), the flip is performed with pushing off the horse with the feet in easier conditions; The weakest students perform tasks on the gymnastic wall at this time to test the strength of their arms and abdominals . High jump: a quadrangular jumping pit is equipped, along each side of which bars of different heights are installed on racks, so 4 groups of different readiness can work simultaneously, the bars are raised for each group separately. This creates optimal learning conditions for all students. Students assigned to the preparatory group for health reasons can perform feasible tasks and exercises recommended by doctors and specialists.

Third stageimprovement of motor action.

It may turn out that for schoolchildren who are the most poorly prepared, there will be no third stage at all they have not mastered the educational material well enough. These children continue the work of the second stage, although somewhat more complicated. More prepared children perform exercises in competitive conditions or changing complicated conditions (use of weights, increased support, various resistances), and the number of repetitions and the number of laps is increased for them. Less prepared students work under standard conditions.

In gymnastics classes, you can allow children to add their own elements to combinations and change the height of the apparatus and the distance to the bridge in the vault. Each type can contain both a basic component and a variable part, which provides for an in-depth study of the technique of acrobatic and other exercises.

3. Differentiated development of physical qualities

For students who have an insufficient level of physical fitness, you can use individual task cards indicating the exercises, the sequence of their implementation, and dosage. The task card exercises become more complicated with age.

Be sure to monitor your physical activity by checking your heart rate before and after the lesson. To determine the functional state of students during physical activity of various types, not only compare the magnitude of pulse shifts with the nature and magnitude of the loads, but also monitor the speed of pulse recovery during rest. Children whose heart rate is above 80 beats/min before the lesson, and less prepared children, should be placed on the left flank when forming. For such students, using restraints, you can make an inner circle with a smaller radius, where they can perform individual exercises, breathing and relaxation exercises, walking, jogging, etc. (island of health).

In the preparatory part of the lesson, tasks are completed by all children, but for the weaker ones the load is reduced, the time for completing tasks, their volume, intensity, number of repetitions, and pace of movement are reduced; Simpler introductory and preparatory exercises are given, and rest breaks are allowed to take longer and more frequently.

In the practice of physical culture and health work, competitive and gaming technologies are widely used, helping to solve not only the problems of motivation and student development, but also health preservation and socialization. In play and through playful communication, a growing child develops and develops a worldview, a need to influence the world, and to adequately perceive what is happening. It is in the game that various muscle groups work, regardless of the child’s consciousness, which also has a beneficial effect on health.

When conducting exercises in a game or competitive form, weak students are distributed across all teams and these players are replaced more often.

If there is an obstacle course, some of them are excluded for weak children.

Pay special attention during the lesson to overweight children and weak children who do not want to study because of their awkwardness. Good results can be obtained if such children are first involved in helping with outdoor games and relay races. At first, they help in refereeing, then, getting involved in the events, they take part in the game and cease to be embarrassed by their motor awkwardness. By continuing to engage in lessons in this way, these children gain confidence in their abilities and gradually become involved in regular classes. The motor mode with weak children is carried out at a pulse rate of up to 130-150 beats/min. At this stage, the training regime for different groups should be different: training, toning or gentle.

In the final part of the lesson, the class is united into one group, all students perform the same exercises. Exceptions are those cases when, according to the schedule, the physical education lesson is the last and at the end of it a game of great mobility can be played; the participation of less prepared children in such a game is limited.

4. Formation of knowledge and methodological skills of schoolchildren in organizing independent forms of physical exercises

The technology of differentiated formation of knowledge and methodological skills involves: 1) identifying the levels of schoolchildren’s training in the field of knowledge and methodological skills using a diagnostic test (conducted at the end of each topic and serves as the basis for dividing students into groups of different preparedness). 2) “dividing” the tasks of studying the topic according to the levels of schoolchildren and groups of different preparedness; 3) “dilution” of the program content.

Students are offered tasks of varying complexity, content, and volume. This could be: short messages, more detailed reports, project activities (presentations), drawing up a set of morning exercises or warm-ups, exercises with objects.

Enough time in lessons in grades 1-4 is devoted to the prevention of flat feet, the formation of correct posture, and the development of morning exercises. During the exercises, familiarize students with the effects of this or that physical exercise (posture, strength, agility, etc.), pay attention to the technique and safety precautions when performing the exercises; give a general analysis of the exercises and pay attention to technical errors.

Conduct daily briefings on safety rules in classes and rules of conduct for students in gyms.

5. Differentiated marking according to the physical and technical readiness of students

When assessing physical fitness, both the maximum result and the increase in result are taken into account. Moreover, individual achievements (i.e., increase in results) have priority. When assigning a mark in physical education, theoretical knowledge, technique of performing motor actions, diligence, and the ability to carry out physical education and health activities are taken into account. Widely use methods of encouragement and verbal approval. Some children need to be convinced of their own capabilities, reassured, encouraged; others restrain from excessive zeal; third to interest. All this forms in schoolchildren a positive attitude towards completing assignments and creates the basis for social activity. All marks must be justified.

Temporarily released children and students assigned to a special medical group for health reasons must be present in lessons: help in preparing equipment and judging. In games they are interested in feasible roles, in relay races they can be appointed team captains to organize children and help with discipline, they can take part in acceptable tasks, get acquainted with theoretical information in lessons, with the technique of performing certain motor actions that do not require large energy expenditures, can perform exercises recommended by a doctor. This work of students can also be assessed.

Constantly orient strong children to the fact that they are obliged to help weak ones, invite them to prepare a weaker friend to successfully complete the exercise and give them a high mark for this.

When assessing the activities of students, focus not only on the child’s acquisition of knowledge, skills and abilities, but also on the formation of his motivational sphere of hygienic behavior in the implementation of acquired knowledge and ideas.

A comprehensive study of schoolchildren and a comparison of various data makes it possible to identify the causes of children’s lag, establish the main ones of these reasons and carry out pedagogical influence based on the methodology of differentiated teaching.

This technology facilitates the learning process; the student approaches the intended goal with a gradual accumulation of motor skills, from which the desired action is formed. The wealth of exercises, forms and methods of their application makes the lessons more diverse and the learning process more interesting. Students study willingly, perceive feasible and varied tasks with interest, carry them out consciously, and experience pleasure from the process of completion.

Providing a differentiated approach to students, taking into account their physical development and motor readiness; achieving high motor density, dynamism, emotionality, educational and instructive orientation of lessons; developing students' skills and abilities to engage in independent physical exercise - all these are the most important requirements of a modern physical education lesson.

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Yu. F. Mutalupov, MBOU Volodarskaya Secondary School, Volodarskogo village, Leninsky district, Moscow region

The role of physical education and sports lessons is constantly growing every day. In the computerized age, it is difficult to force children to engage in active sports such as football, running, etc., because... children prefer to spend time watching TV or playing computer games. The role of physical education lessons in this situation is to make children fall in love with sports and make a choice in its direction.

But how to attract a child to play sports? First of all, you need to make physical education lessons interesting and educational. This can be achieved only by carefully preparing for each lesson and individually approaching each student.

An individual approach to lessons is closely related to the methodology of conducting classes. A physical education teacher needs to plan work, taking into account the age, typical and individual characteristics of children, and conduct training in such a way that the acquisition of knowledge, skills and abilities becomes a need for them, brings joy and inner satisfaction. How to achieve this if there are 30 people in the class with different levels of physical fitness?

I, like every physical education teacher, have my own specific methods of work, but all teachers are united by a sensitive and attentive attitude towards students, an individual approach to each, which is very important for improving academic performance.

A huge role in the work of a teacher, especially with high school students, is played by his personality: pedagogical skill and human qualities cause one or another reaction from students not only to himself, but also to the subject he teaches.

In order to create such interest among students and maintain it, it is necessary:

stimulate students' curiosity;
improve the quality of education by teaching students to work seriously and hard, and not turn the learning process into fun;
organize self-training for students so that, upon graduating from school, they can, without outside help, find ways and means to maintain good physical shape

The student should experience only joy from the results of his work and receive a feeling of inner satisfaction. Properly calculated physical activity is an important condition for instilling in children self-confidence and the emergence of a positive psychological attitude necessary to achieve success. New exercises should be explained and demonstrated to the whole class at the beginning of the main part of the lesson. This will give the teacher the opportunity to immediately see the quality of the students’ exercises and the personal characteristics of each. In developing a student as a person, outdoor games are of great importance. After all, in terms of their physical strength and character, children are different - desperate, awkward, quarrelsome, clumsy, etc.. The teacher must take into account all the characteristics of the children when distributing teams. Through play, children develop missing qualities.

In my lessons, the distribution of students into groups is usually made depending on their physical fitness, as well as success in a given sport. This allows you to plan teaching methods for the entire group (department), paying attention to each student. However, this distribution may be misunderstood by students. Therefore, so that they do not lose interest in classes, the group must have a leader who the rest of the students will follow.

When working individually with students in physical education lessons, it is also necessary to take into account the psychological type of the student. So, for an unbalanced person,
An easily excitable student with sudden mood swings and frequent nervous breakdowns, one can observe the spasmodic nature of mastering the material. The work of a calm, balanced child proceeds in a completely different way: he learns the educational material evenly, relatively quickly and firmly from lesson to lesson, while an unbalanced student learns much more slowly and not so firmly.

In my lessons, I identify three characteristic groups of schoolchildren:

quickly and perfectly absorb the material, have good physical fitness and, as a rule, excellent or good academic performance in all subjects;
good and excellent, but slowly absorbing material, having average indicators of physical development;
mediocre and poorly absorbed material in physical education lessons. The reasons for this, as a rule, lie in insufficient physical development and deviations in health.

The peculiarity of the individual approach method is as follows:

Implementing an individual approach requires studying the personality of students and identifying their individual characteristics.
An individual approach to students should ensure an increase in the performance of all students, and not just those who are lagging behind.
Of particular importance is the choice of the form of organization of children in the classroom.
It is advisable to distribute students into departments during physical education lessons taking into account their preparedness.
Individualization of teaching methods in physical education lessons should include:

creating accessible conditions for performing exercises depending on the characteristics of the development of motor qualities;
methodological sequence of studying educational material in accordance with the level of preparedness of each department.

Taking into account the above, the role of an individual approach in physical education lessons cannot be underestimated. When working personally with students in a lesson or training, it is important to teach each of them to act independently, determining the load according to their strength and preparedness, and to perform exercises that have a diverse effect on the body, strengthening not only muscles, but also developing internal organs. Working individually with students, it is necessary to systematically check the results of the exercises performed and, therefore, control the level of physical fitness. It is these opportunities that the method of individual approach to students has.