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 even 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 in 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. Schoolchildren should not be overloaded with prolonged voltages, static work. 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 deviations in the work of the heart (functional interruptions, etc.), and therefore 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.

Federal Agency for Education GOU VPO

Karelian State Pedagogical Academy

Faculty of Physical Education

Department of sports disciplines

Course work

"Development of endurance in middle-aged and older children"

Petrozavodsk

Introduction

Basic concepts of endurance

1 Endurance and its types

Development of endurance in middle-aged and older children

1 Physiological characteristics of children of middle and senior school age

2 Building endurance

Conclusion

List of sources and literature used

Introduction

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. Endurance is the ability to perform work of a given nature for the longest possible time (Yakovlev N.N., Korobkov A.V., Yananis S.V.).

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, 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.

Endurance is the ability of a person to perform any kind of work for a long time without a noticeable decrease in performance. Endurance level is usually determined by the time during which a person can perform a given physical activity. The longer the running time, the greater the endurance. This quality is necessary when running for a long time, skiing and when performing shorter-term exercises of a high-speed and strength nature.

The complexity and versatility of the problem led to the need to structure the work in the form of a number of separate studies carried out in two main directions.

Considering how important endurance is for health, physical development, work and successful military service, the relevance of this topic is beyond doubt.

In some types of physical exercise, endurance directly determines athletic performance (walking, running at medium and long distances, cycling, long-distance ice 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 level of endurance development is also determined by the coordination of the activities of various organs and systems. An essential role in this is played by the so-called economization of body functions. At the same time, endurance is influenced by the coordination of movements and the strength of mental, especially volitional processes of the athlete.

Developing endurance requires a lot of repetitions of the same exercise. The monotonous load leads to fatigue, and children lose interest in this exercise. Therefore, it is best to use a variety of dynamic exercises, especially in the fresh air: walking, running, skiing, skating, sledding, cycling, swimming, etc. Outdoor games are also useful, which cause positive emotions and reduce the feeling of fatigue. Walking (hiking, skiing) is also recommended, during which exercise alternates with rest. Exercise dosage and duration increase from group to group and this also contributes to the development of endurance.

Effective use of middle-aged and older young athletes in training is played by means and methods that contribute to maintaining health and increasing efficiency.

The topic of this work was not chosen by chance, since it is relevant in modern sports life.

The object of the course work is the system of complex development of endurance in middle-aged and older children.

The subject of the research is a complex of means and methods used in the process of developing endurance, as well as a complex of psychophysiological indicators used in the process of monitoring the development of endurance in middle-aged and older children.

The aim of the course work is to study the development of endurance in middle-aged and older children.

The degree of scientific elaboration of this issue is quite wide, as evidenced by the list of used literature. The methodological basis of this study was the study of primary sources. The degree of development of the topic in domestic science can be traced in the works of S.M. Voitsekhovsky, N.N. Yakovlev, A.M. Makarov, N.G. Ozolin, V.S. Loman. and etc.

Coursework objectives:

explore the types of endurance and methods of developing endurance;

to reveal the features of endurance education in middle-aged and older children;

In the work, the author used a descriptive method and a method of comparative analysis, including the included unstructured systematic observation, used to clarify the general and different in the methods of developing endurance in children.

The work consists of an introduction, two chapters, a conclusion and a list of used literature. The chapters are devoted to the fundamental criteria of endurance.

1. Basic concepts of endurance

1 Endurance and its types

Sports endurance is the body's ability to resist fatigue during prolonged exercise. The level of endurance development is primarily determined by the functional capabilities of the cardiovascular and nervous systems, the level of metabolic processes, as well as the coordination of the activities of various organs and systems. An essential role in this is played by the so-called economization of body functions. At the same time, endurance is influenced by the coordination of movements and the strength of mental, especially volitional processes of the athlete.

The basic physical quality of endurance develops somewhat later than speed qualities. At the same time, with appropriate training, the indicators of speed endurance can be quite high in adolescence.

Endurance is the ability to perform work of a given nature for the longest possible time. One of the main criteria of endurance is the time during which a person is able to maintain a given intensity of activity. Using this criterion, endurance is measured directly and indirectly.

The direct method is when the subject is asked to perform the task and the maximum time for working with a given intensity is determined (before the speed starts to decrease). But it is almost impossible. The indirect method is most often used.

The indirect method is when endurance is determined by the time it takes to cover a sufficiently long distance.

Since working capacity in motor activity depends on many factors, in particular, on speed and power abilities of a person, two types of endurance indicators should be taken into account: absolute and relative, partial.

In practice, there are 2 types of endurance: general and special.

General endurance is the ability to perform muscular efforts of relatively low intensity for a long time. Overall endurance 85-100% sports performance.

One of the most important features of general endurance is the ability to carry a wide range, i.e. general endurance, developed by means of running training and manifested in running, is highly correlated with results in cross-country skiing and walking.

General endurance is considered to be the basis for the development of all other types of endurance manifestations. The manifestation of general endurance depends on sports technique (primarily on the efficiency of working movements) and on the athlete's ability tolerate , i.e. to resist the oncoming fatigue by concentrating volitional efforts.

The biological basis of general endurance is the aerobic capacity of the body of an older and middle-aged child. Special endurance is the ability to exercise muscle efforts in accordance with the specificity (duration and nature) of a specialized exercise. The manifestation of special endurance depends on several physiological and psychological factors. The main physiological factor is anaerobic capacity.

2 Methods for developing endurance in middle-aged and older children

Endurance indicators in middle-aged and older children are insignificant. For example, 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. However, by the age of 10, children become capable of repeatedly repeating high-speed actions (for example, an accelerated 30 m run with short intervals for rest) or low-intensity work (slow, relatively long run) without pronounced signs of a decrease in working capacity.

The development of endurance, like other physical abilities, at different stages of the body's maturation is uneven.

The measure (measurement) of endurance is the time during which muscular activity of a certain nature and intensity is carried out. For example, in cyclic types of physical exercises (walking, running, swimming, etc.), the minimum time to overcome a given distance is measured. In game types of activity and single combats, the time is measured during which the level of the given efficiency of motor activity is realized. In complex coordination activities associated with the fulfillment of the accuracy of movements (gymnastics, figure skating, etc.), the endurance indicator is the stability of the technically correct performance of the action.

The first significant increase in the duration of running with the specified intensity is observed in girls at 9 years old, in boys at 10 years old; then at 12 and, respectively, at 13 years old.

Contrary to the previously widespread point of view, modern research and practice of children's sports convince that already at a young age it is necessary to influence the development of different types of endurance, primarily endurance in work of moderate and variable intensity, which does not impose special requirements on the anaerobic-glycolytic capabilities of the body.

It is necessary to pay sufficient attention to the education of endurance in all forms of work on physical education with children - in general physical training according to the school curriculum, in extracurricular activities and especially in sports training of young athletes.

An effective means of developing special endurance, speed, strength, coordination, etc. are specially preparatory exercises, i.e. exercise in your sport; special exercises performed in difficult, complicated, lightweight and normal conditions, as close as possible to competitive ones in form, structure and characteristics of the impact on the functional systems of the body.

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.

Naturally, when solving the problem of endurance education in middle and older age, it is necessary to carefully take into account the large age differences in the adaptive reactions of the body to increased physical exertion. Prolonged loads can slow down the weight gain of a growing organism, suppress the functions of the endocrine glands, and cause a number of pathological processes. Loads aimed primarily at developing endurance are permissible only with systematic qualified medical and pedagogical supervision.

When developing endurance in middle-aged children, they are most often used by outdoor games, including short-term intense repetitive motor actions with plot pauses, and then games with increased motor density. With a sufficiently skillful regulation of the regimen of children's motor activity, games, especially sports, can significantly contribute to the development of various types of endurance, including endurance in continuous work of a cyclical nature. This effect is most significantly manifested in the first stages of physical education. However, playing activity does not allow for a sufficiently directed and strictly dosed effect on individual factors that determine various types of endurance. Hence, the desire to use, already at the first stages of endurance education, a number of such means and methods that make it possible to provide precisely dosed effects (running at various distances, skiing and other cyclic exercises, as well as serially performed gymnastic and other general preparatory exercises, organized in form circuit training.

According to research data, it is advisable to start training endurance in running in children of 11-12 years old with cross training and even running at a speed of 2-3 m / s 200-400 meters distance repeatedly in alternation with accelerated walking. As a rule, as a result of regular engagement with such exercises in 1-2 months, it is possible to significantly increase the duration of the distances run. With systematic training, the total mileage covered in such exercises can reach 2-3 km in some sessions, and the length of the cross distance - 10 km (for boys 11-12 years old).

As the body matures, an ever wider range of exercises is used to develop endurance - cyclic (running at various distances, skiing, skating, cycling, rowing, etc.), 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 intensive work.

In the process of developing endurance in middle-aged and older children, it is extremely important to create optimal conditions for the functioning of the oxygen supply systems of the body. To this end, in unity with the basic exercises endurance use special breathing exercises, strive to conduct classes in an atmosphere rich in oxygen (in an open area, in a park, in a hall with powerful ventilation, etc.).

One of the defining features of the endurance training methodology in this age period is a gradual transition from influences aimed primarily at increasing the body's aerobic capabilities to training special endurance in exercises of a different nature, including submaximal and maximum power. Endurance education among young athletes is carried out at the same time, naturally, depending on the specifics of sports specialization.

Taking into account the peculiarities of the age dynamics of endurance in girls, noted above (the drop in the indicator occurs after the age of 14), less significant loads are provided for them endurance than among boys (for example, if the initial TRP standard in cross-country running for boys and girls 10-11 years old is almost the same, but in swimming it does not differ at all, then for girls 16-18 years old it is not only two times less than that for boys , cross distance, but also a lower speed of overcoming it - 0.5 and 1 km at a speed of about 4.2 4.8 m / s, respectively). At the same time, it is also necessary for girls to provide for such a system of exercises that would exclude a regression of endurance in them at an older age.

2. Development of endurance in middle-aged and older children

2.1 Physiological characteristics of children of middle and senior school age

School age, starting from 6-7 years old, lasts (with 10-11-year education and with the transition to 12-year education) up to 17-19 years. Middle school age (from 10 to 13-14 years old) and senior school age (up to 17-19 years old) differ sharply in morphofunctional and psychophysiological characteristics. These stages of schooling cover partly the second childhood (10-12 years), adolescence (girls from 12 to 15 years old and boys from 13 to 16 years old) and partly adolescence (girls from 16 to 17-19 years old and boys from 17 to 19 years).

In connection with the significant changes in the organism associated with puberty at this stage of ontogenesis, the so-called transition period or puberty is especially distinguished. It distinguishes between the following stages:

) prepubertal period (10-12 years);

) the pubertal period itself, proceeding in 2 phases: 1st phase - girls 11-13 years old and boys 13-15 years old, 2nd phase - girls 13-15 years old and boys 15-17 years old;

) postpubertal period (adolescence).

The duration of the transition period is controlled genetically and has a significant individual variation. For some children, it can take about a year, while for others it can take up to several (3-5) years.

1. Development of the central nervous system, higher nervous activity and sensory systems.

In middle and senior school age, significant development is noted in all higher structures of the central nervous system. By the period of puberty, the weight of the brain compared with the newborn increases 3.5 times in boys and 3 times in girls. The development of the diencephalon continues until the age of 13-15. There is an increase in the volume and nerve fibers of the thalamus, differentiation of the nuclei of the hypothalamus. By the age of 15, the cerebellum reaches its adult size. The period from 9 to 12 years is characterized by an increase in the relationship between various cortical centers, mainly due to the growth of neuronal processes in the horizontal direction. This creates a morphofunctional basis for the development of integrative brain functions, the establishment of intersystem relationships. At the age of 10-12 years, cortical-subcortical relationships close to the adult type are formed with the leading role of the cerebral cortex and the subordinate role of the subcortical. 13-year-old adolescents significantly improve their ability to process information, make quick decisions, and increase the effectiveness of tactical thinking. The time for solving tactical problems for them is significantly reduced in comparison with 10-year-olds. It changes little by the age of 16, but still does not reach adult values. The immunity of behavioral reactions and motor skills reaches the adult level by the age of 13. This ability has large individual differences, it is controlled genetically and changes little during training.

A smooth improvement in brain processes in adolescents is disturbed as they enter puberty - in girls at 11-13 years old, in boys at 13-15 years old. The activity of the sympathetic part of the nervous system and the concentration of adrenaline in the blood increase. The blood supply to the brain is impaired. Such changes disrupt the coordination of movements, worsen the memory and sense of time. The behavior of adolescents becomes unstable, often unmotivated and aggressive, the formation of conditioned reflexes, the consolidation and alteration of dynamic stereotypes becomes difficult. Sleep disorders are observed.

Hormonal and structural changes during the transition period slow down the growth of the body in length, reduce the rate of development of strength and endurance. With the end of this period of rearrangements in the body (after 13 years for girls and 15 years for boys), the increased level of cortical excitability decreases and the processes of higher nervous activity normalize.

The activity of the central nervous system is very close to the adult level. However, it is still distinguished by lower functional reserves, lower resistance to the action of high mental and physical stress.

At the middle school age (by the age of 12-14), the maturation of all sensory systems basically ends.

The visual sensory system reaches functional maturity at the age of 10-12. By this time, the functions of its cortical representation are being improved, a system of more and more complex neurons-detectors is developing, providing a high level of visual perception, allowing visual impressions to be integrated into the general system of behavior regulation.

The throughput of the visual sensory system grows with age, corresponding to the adult level by the age of 10-11 (about 2-4 bits / s). Girls have a larger field of vision and bandwidth than boys, and the eye is less pronounced. The pupillary reflex to light reaches adult values ​​in senior school age. Improvement of the visual sensory system can significantly improve orientation in space. This, in turn, increases the accuracy and coordination of movements, expands the scope of the growing organism.

The maturation of the auditory sensory system (mainly its cortical region) is completed by the age of 12-13. The thresholds of audibility of sounds are sharply reduced, especially in the speech range (1000-4000 Hz). The speed and accuracy of speech perception improves, and the ear for music develops. By the age of 11, the accuracy of assessing the length of the sound of various signals and the duration of sound intervals increases, which is important for the formation of a sense of time in adolescents, and the improvement of binaural hearing at this age improves spatial orientation. At the same time, in adolescents and young men, the perception of high frequencies begins to decrease, this process continues further into adulthood and as the body ages.

The vestibular sensory system matures by the age of 14. However, about 40% of adolescents are characterized by instability to the action of accelerations. At the age of 15-16, insufficient ability to maintain balance on a movable support is often manifested. After age 16, the ability to maintain balance improves and stabilizes significantly. With the onset of the ovarian-menstrual cycle in girls 12-13 years old, vestibular stability becomes cyclical, decreasing in the premenstrual and menstrual phases and improving in the postmenstrual and postovulatory phases.

In adolescence and adolescence, as a result of vestibular loads, various (positive or negative) emotional reactions arise, which must be taken into account when working with children, and the course of subjective time also slows down, which violates the assessment of time intervals.

The development of the motor sensory system occurs continuously, significantly increasing at the age of 7-8 to 13-15 years, when the optimal level of its development is reached. At the age of 16, the accuracy of distinguishing muscle tensions practically does not differ from the level of adults. The ability to control not only individual muscles, but even individual motor units increases.

Physical development and musculoskeletal system.

With the end of the second childhood, the deployment of the transition period and the onset of adolescence, the growing organism undergoes significant changes in the length, mass, composition and proportions of the body, in the functioning of various organs and systems. The formation of the dental apparatus is coming to an end. In the bone tissue, the process of ossification continues, which is mainly completed in adolescence. The incomplete process of ossification of the spine can lead to various injuries in adolescents and young men under heavy loads. Finally, the process of ossification of the skeleton is completed by the age of 25.

The usual proportions of the body and coordination of movements are temporarily disturbed. Excess or underweight are manifested. In adolescence, the transverse dimensions of the body increase, its individual characteristics are established, and harmonious proportions are achieved.

The gradual and gradual strengthening of bones, ligaments and muscle mass in a teenager makes it necessary to constantly monitor the formation of his correct posture and the development of a muscular corset, to avoid prolonged use of asymmetric postures and one-sided exercises, excessive weights.

Maturation of the musculoskeletal system and central regulatory mechanisms ensures the development of the most important qualitative characteristics of motor activity. In middle and senior school age, there are sensitive periods in the development of strength, speed, agility and endurance.

In the first phase of puberty, there is a deterioration in motor functions and the manifestation of physical qualities. Teenagers during this period are awkward and angular. Their movements are insufficiently coordinated. In all their actions, there is an abundance of unnecessary movements. Energy consumption for work has been increased.

2 Building endurance

Endurance indicators in middle-aged children are negligible. For example, the power of work that 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. However, by the age of 10, children become capable of repeatedly repeating high-speed actions (for example, an accelerated 30 m run with short rest intervals) or low-intensity work (a slow, relatively long run) without pronounced signs of a decrease in working capacity.

Endurance develops only in those cases when a certain degree of fatigue is overcome in the process of training. In this case, the body adapts to functional shifts, which outwardly manifests itself in improving endurance. The magnitude and direction of the adaptive changes correspond to the degree and nature of the reactions caused by the loads.

When developing endurance with the help of cyclic and a number of other exercises, the load is relatively fully determined by the following five factors:

the absolute intensity of the exercise (movement speed, etc.); - the duration of the exercise;

the duration of the rest intervals;

the nature of the rest (active or passive and forms of active rest); - the number of repetitions of the exercise.

Depending on the combination of these factors, not only the magnitude, but also the qualitative characteristics of the body's responses will be different.

The absolute intensity of the exercises is directly related to the peculiarities of the energy supply of the activity. At a low speed of movement, when the energy consumption is low and the amount of oxygen demand is less than the aerobic capacity of a young athlete, the current oxygen consumption fully covers the needs - the work takes place in a true steady state. Such speeds are called subcritical. In the zone of subcritical speeds, oxygen demand is approximately proportional to the speed of movement. If the athlete moves faster, then he reaches a critical speed, where the oxygen demand is equal to his aerobic capacity. In this case, work is performed under conditions of maximum oxygen consumption. The critical speed level is the higher, the greater the breathing capacity of the child. Speeds above critical are called supercritical. Here, oxygen demand exceeds the athlete's aerobic capacity, and work takes place in conditions of oxygen debt at the expense of anaerobic energy suppliers.

The duration of the exercise is related to the speed of movement. Changing the duration has a twofold meaning. Firstly, the duration of the work depends on the expense of which energy suppliers the activity will be carried out. If the duration of work does not reach 3-5 minutes, then the respiratory processes do not have time to intensify sufficiently and anaerobic reactions take over the energy supply. As the duration of work decreases, the role of respiratory processes decreases more and more and the importance of glycolytic reactions increases.

Secondly, the duration of work at supercritical speeds determines the amount of oxygen debt, and at subcritical speeds, the duration of intense activity of the systems that ensure the delivery and utilization of oxygen. The coordinated activity of these systems for a long time is very difficult for the body.

The duration of the intervals of rest during repetitive work, as already noted, plays an important role in determining both the magnitude and the nature of the body's responses to the load.

In exercises with subcritical and critical speeds and at long intervals of rest, sufficient for the relative normalization of physiological functions, each subsequent attempt begins on approximately the same background as the first. This means that at first the phosphocreatine mechanism of energy metabolism will come into operation, then 1-2 minutes later glycolysis will reach a maximum, and only by 3 - 4 minutes the respiratory processes will unfold. With a short duration of work, they may not have time to come to the required level and the work will actually be carried out under anaerobic conditions. If we reduce the intervals of rest, then the respiratory processes in a short period will not decrease much and the subsequent work will immediately begin with a high activity of the oxygen delivery systems (blood circulation, external respiration, etc.).

In interval exercise at subcritical and critical speeds, reducing the rest intervals makes the load more aerobic. On the contrary, at supercritical speeds of movement and intervals of rest, which are insufficient to eliminate the oxygen debt, the latter accumulates from repetition to repetition. Therefore, under these conditions, a reduction in the rest intervals will increase the proportion of anaerobic processes - making the load more anaerobic.

The nature of the rest, in particular, filling pauses with additional activities (for example, starting a run jogging between the main races), has a different effect on the body, depending on the type of main work and the intensity of the additional. When working at speeds close to critical, additional work of low intensity makes it possible to maintain respiratory processes at a fairly high level and thereby avoid abrupt transitions from rest to work and back. This is one of the characteristic aspects of the alternating exercise method.

The number of repetitions determines the total value of the impact of the load 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 cardiovascular and respiratory systems for a long time. Under anaerobic conditions, an increase in repetitions sooner or later leads to the depletion of anoxic mechanisms. Then the work either stops or its intensity drops sharply.

This is, in a schematic form, the influence of each of the named factors. In reality, the picture is much more complicated, since often not one factor changes, but all five. This allows you to provide a wide variety of effects on the body. Ways of directed increase in the aerobic and anaerobic capabilities of the body. Ways to increase aerobic capacity. Influencing the aerobic capabilities of the body in the process of physical education, the following tasks are solved:

increasing the maximum level of oxygen consumption

development of the ability to maintain this level for a long time - an increase in the speed of deployment of respiratory processes to maximum values

Means of increasing respiratory capacity include those exercises in which the maximum values ​​of cardiac and respiratory performance are achieved and a high level of oxygen consumption is maintained for a long time. Lessons, if possible, are best transferred to the natural conditions of the area, to places rich in oxygen (forest, river).

Since the level of critical speed depends on the magnitude of the maximum oxygen consumption and the economy of movements, it is different for all children. Therefore, the speed of movement should be different. So, for beginners, the speed of running when mobilizing aerobic capabilities should approximately correspond to running 1000 m in 5-7 minutes, for qualified athletes - in 3.5 - 4.5 minutes. Exercises at intensities far below critical (such as walking calmly) are not effective enough. This does not allow to actively influence the cardiovascular and respiratory systems.

Regular, continuous, repetitive, and alternating exercise techniques are used as the main methods for increasing aerobic capacity. Uniform continuous exercise is especially widely used in the initial stages of general endurance education.

A great effect on the development of aerobic capacity is given - although at first glance it seems paradoxical - anaerobic work performed in the form of short repetitions, separated by small intervals of rest (methods of repeated and alternating interval exercise). The products of anaerobic decomposition, formed during intense short-term work, serve as a powerful stimulator of respiratory processes.

If a repeated load is given at a time when these indicators are high enough, then from repetition to repetition the consumption will increase until it reaches a maximum.

With a certain ratio of work and rest, a balance can come between the body's oxygen demand and the current oxygen consumption. Then the repetitive work can continue for a very long time. With repeated loads, the values ​​of oxygen consumption fluctuate all the time, sometimes reaching the maximum level, then somewhat decreasing. Waves of increased consumption, caused by repeated exercise, sometimes even exceed the maximum consumption level characteristic of a given young athlete, which serves as a powerful stimulus to increase breathing capacity.

When using repetitive and repetitive exercise techniques for this purpose, the main challenge is finding the best combination of work and rest.

3 Experimental substantiation of the development of endurance in middle-aged and older children

The problem of improving endurance from childhood is one of the most important in physical education and sports training.

Education of endurance for sports purposes should contribute to the massive strengthening of the health of the younger generation, which is especially important in connection with the hypokinesia that occurs in middle-aged and older children, aggravated by the acceleration of physical development.

It is well known that the achievement of high sports results in most sports, especially those associated with prolonged cyclic locomotor activity, is impossible without a high level of endurance development.

The search for the most effective training regimes for the development of motor qualities is one of the main tasks of physical education of schoolchildren. By now, more and more data are accumulating that the physical qualities of children should be developed as fully as possible already at a young and middle age. The possibility of purposeful development of endurance in middle-aged children is emphasized. To substantiate the training regimen of endurance development in children of 7-10 years old, at the first stage of the study, the age pattern of autonomic reactions and a number of biomechanical parameters of work was considered when performing bicycle ergometric loads of different intensities. It was found that from 7-8 to 9-10 years, endurance increases only to loads performed in the mode of aerobic energy supply, i.e. to those, the maximum duration of which is more than 2.5 minutes. The maximum operating time at 70% load increases over this period by an average of 2.5 minutes, and at 50% load - by 4 minutes. An analysis of the natural increase in endurance to loads of different intensity by the age of 9-10 indicates that in boys of the age under consideration, endurance increases more intensively to physical exertion of high power and less to moderate loads. At the age of 7-8, a slightly more intense activity of the systems providing oxygen transport, and its less efficient utilization from ventilated air under aerobic loads, was noted. The shorter maximum duration of work for schoolchildren of 7-8 years when performing 70% of the load is combined with a less effective oxygen productivity of the respiratory and cardiac cycles.

Thus, the results of studying the age dynamics of the natural development of indicators of working capacity of schoolchildren of 7-8 and 9-10 years old and the peculiarities of adaptation of their respiratory and circulatory systems give reason to believe that the use of high and moderate intensity loads will increase the effectiveness of physical culture lessons aimed at developing endurance. junior schoolchildren.

These experimental studies show that such a structure of long-term training corresponds to the age characteristics of a growing organism, promotes all-round physical development necessary for successful labor activity, and the achievement of high sports results.

endurance physical education

Conclusion

The development of endurance in middle and older age is brought up if, during classes, the body of students is brought to the stage of fatigue. Static and dynamic endurance can be developed from primary school age, which greatly contributes to improving performance. This is confirmed by one of the theoretical definitions of the concept itself: endurance - the body's ability to fight fatigue.

The study of the adaptation of physiological systems to physical loads of different power in middle-aged and older children is of great importance for understanding the age-sex patterns of the functioning of regulatory systems during muscle activity and normalization of loads. As a result of the complex study, it was possible to elucidate and reveal the age-related characteristics of a number of adaptive reactions of the motor system, central, regional blood circulation and respiration, which provide an increase in the process of individual development of a person's physical working capacity.

Based on the material presented, it can be concluded that the author has revealed all the tasks assigned to him:

Explore the types of endurance and methods of developing endurance;

To reveal the features of endurance education in middle-aged and older children;

to analyze the experimental substantiation of endurance development in young athletes.

The chapters of the course work are devoted to disclosing the general concept of endurance, methods of development, ways of educating endurance in middle-aged and older children and the experimental substantiation of the development of endurance in young athletes.

The author also analyzed that the sequence of predominant effects on various aspects of endurance in the process of physical education should be as follows: first, on the development of respiratory capabilities, then - glycolytic and, finally, capabilities determined by the ability to use the energy of the creatine phosphokinase reaction. This applies to entire stages of physical education (for example, stages of sports training). With regard to individual exercise, the reverse sequence is usually appropriate.

In conclusion, I would like to note that, being a multifunctional property of the human body, endurance integrates a large number of processes occurring at various levels: from the cellular level to the whole organism.

List of sources and literature used:

1. Abdulova A.M., Orlova R.V., Tennova V.P., Shenkman S.B., Bolotnikov P.G. Athlete's book. - M .: Physical culture and sport, 1999 .-- 212 p.
2. Boyko A.F. Athletics Fundamentals. - M., Moscow State University: Physical culture and sport, 2004 .-- 329 p.
3. Vaytsekhovsky S.M. Trainer's book. - M .: Physical culture and sport, 2001 .-- 197 p.
4. B.V. Valik Coaches of young athletes. - M., Physical culture and sport, 1994 .-- 253 p.
5. Jaeger K., Oelshlegel G. About training for young athletes. - M .: Physical culture and sport, 2005 .-- 129 p.
6. Zhevnovata Zh.D., Zayarin G.A., Korotkova T.P., Rybkovsky A.G. Methods of teaching types of athletics. - Donetsk: DonGU, 2001 .-- 337 p.
7. Loman V. Running, jumping, throwing. - M .: Physical culture and sport, 1994 .-- 159 p.
8. Makarov A. Medium and long distance running. - M .: Physical culture and sport, 1996 .-- 247 p.
9. Matveev L.P., Novikov A.D. Theory and methodology of physical education. - M .: Physical culture and sport, 2004 .-- 421 p.
10. Ozolin N.G., Voronkina V.I., Primakova Yu.N. Athletics. - M .: Physical culture and sport, 1999 .-- 324 p.
11. Penzulaeva L.I. Anatomical and physiological characteristics of children. - M .: PROMO, 1984 .-- 327 p.
12. Yakovlev E.N. Endurance and defining factors in sports. - M., 2005 .-- 354 p.

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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 activities, 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 educational 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 to us interesting to identify the characteristics of the formation and development of endurance in older schoolchildren.

The aim of the course work is to study the process of developing 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) Reveal the main criteria of endurance in schoolchildren.

3) To study the basic requirements for testing the endurance of older schoolchildren.

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 HUMAN ON 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 performance, 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 muscle strength and endurance, 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 in athletes a positive attitude towards the appearance of fatigue and to teach psychological techniques for overcoming it.

There are four types of fatigue:

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

2. Sensory (fatigue of the activity of analyzers. 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, making up 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 on 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 oxygen oxidative reactions);

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 onset of fatigue. Secondly, the term “special endurance” means the ability to resist fatigue under conditions of 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 rationality, efficiency 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 problem (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 display 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 for 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, physical activity or sports exercise.

The 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 in the process of 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 strives 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 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 done 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 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 shifts 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 more affect the female body when working at submaximal power, and on the male - 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, athletes who train in endurance running 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, there is physical illiteracy, lack of need for physical exercises, the development of various 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, an increasing lag behind science.

Among the many reasons for the discrepancy between the development of physical culture and the objectively growing 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 (i.e., 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 stand out 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 exercises (the main element of physical culture activity) should be considered in the unity of its motor and invariably spiritual sides (cognitive, design-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 tasks 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 respects, it 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 socio-cultural component is required, the establishment of a single relationship between the components in the real pedagogical process. It is especially important to form the students' interest and needs in the development of various values ​​of physical culture. 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 use and develop all essential human forces (intellectual, psycho-emotional, 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, has many professional qualities that are necessary for a specialist in work 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 humanizing labor, harmonious human development, 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 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 exercises 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-term 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 increase 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
alactic 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 one by sequential variation of the load during continuous exercise (for example, running) by means of a directed change in speed, tempo, range of motion, magnitude of efforts, 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 6-10 exercises ("stations") are included in the circle, 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 capabilities 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 the 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
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 consists 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 using 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 Safety Precautions When Performing Exercises

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 performance of the exercises either stops or their intensity decreases sharply.

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 length 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 trainee's subjective feelings, 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 teaching (training) of schoolchildren and young athletes, to identify the advantages and disadvantages of the means, methods and teaching, forms of organization of classes; finally, to substantiate the norms (age, individual) of the physical fitness of adolescents.

In addition, testing tasks are reduced to the following:

Teach 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 among 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 developed a battery of tests in which:

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MINISTRY OF BRANCH OF RUSSIA

FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"BASHKIR STATE PEDAGOGICAL

UNIVERSITY IM M. AKMULLA "

FACULTY OF PHYSICAL CULTURE

Department of Theory and Methods of Physical Culture and Sports

Direction

Pedagogical education, profile physical culture 3 course

methodological features of upbringing in senior school children involved in the athletics section

COURSE WORK

by discipline: "Theory and methodology of physical culture and sports"

KANYBEKOV VENIAMIN VIKTOROVICH

Scientific adviser: Ph.D. Emeleva T.F.

INTRODUCTION

Relevance. In the system of physical education of young people and adults, athletics is one of the leading places. Athletics is the most affordable and popular sport, thanks to the variety of its types, a huge number of easily dosed and learnable exercises that can be practiced anywhere and at any time of the year.

B.A. Ashmarin notes in his work that running is one of the most popular sports and is widespread throughout the world. Running is an effective and accessible means of physical improvement for all ages, contributing to the improvement of health and harmonious development, the improvement of motor qualities and skills necessary for a person's daily activities. The main goal of athletics is to achieve physical perfection and the highest results while participating in competitions. Achieving high sports results in most types of athletics, especially those associated with prolonged cyclic locomotor activity, is impossible without the required level of endurance development. With the development of endurance, the performance of all organs and systems of the athlete increases, the body begins to work harmoniously, the pulse rate decreases, the state of health improves, physical activity is better tolerated, which proves the improvement in sports form. All this happens with a rational and expedient planning of the training process, where the development of endurance is given due attention, especially when working with beginners. The problem of organizing and planning the preparation of middle distance runners in athletics becomes more urgent every year, especially in connection with the current trend towards earlier sports specialization.

Therefore, one of the most important tasks of sports training of a middle-distance runner in athletics sections is to increase endurance. Because endurance is one of the most valuable qualities. Developing endurance in athletes, they solve important tasks: developing a stable ability to perform cyclical work in an intensive mode, the ability to work with high productivity. While developing endurance, strength is brought up at the same time, the ability to endure high loads, the desire to be the first among equals.

A.A. Guzhalovsky writes that at present, exercises for physical training of athletes are used in different ways and in different sequences, with different dosages; at the present stage of development of athletics, there is a lack of provision of the training process in sections aimed at developing physical qualities with specific, clearly dosed and structured exercises. which leads to the irrational use of students in the competition of their capabilities.

The above data testifies to the fact that scientific and methodological support is currently insufficiently disclosed on this issue. Therefore, the development of a set of exercises aimed at developing the endurance of senior schoolchildren involved in the athletics section is relevant.

Purpose of the research: To determine the methodological features of endurance education in children of senior school age in the track and field athletics section.

1. To determine the forms of endurance manifestation in children of senior school age in the track and field athletics section.

2. To identify methods and means of endurance education in children of senior school age in the section on athletics

CHAPTER 1. ANALYSIS AND GENERALIZATION OF SCIENTIFIC METHODOLOGICAL LITERATURE ON THE PROBLEM OF RESEARCH

1.1 Characteristics of endurance

Physical qualities are understood as certain socially - conditioned sets of biological and mental properties of a person, expressing his physical readiness to carry out active motor activity.

Any personality traits are based on the leading functions of a person, which are basically the interaction of morphological, physiological, biochemical and mental processes of the corresponding motor activity, including training and competitive, we are not dealing with individual muscles, internal organs or biochemical reactions, but with a holistic a living organism, which is a motor functional system (DNS).

The main physical qualities include: physical strength, speed, endurance, flexibility, agility.

Endurance is the ability to maintain a given load power necessary to ensure professional activity and to withstand fatigue that occurs in the process of performing work.

There are also types of endurance: general and special.

General endurance is a set of functional capabilities of an organism that determine its ability to perform long-term work with high efficiency of moderate intensity and constitute a nonspecific basis for the manifestation of working capacity in various types of professional or sports activities.

General endurance plays a significant role in the optimization of vital activity, acts as an important component of physical health. (5) It can also be formed as the final result of specific types of special endurance, it is determined by the functional capabilities of the body's autonomic systems (CVS, respiratory), therefore it is called aerobic.

The main indicator of aerobic endurance is the maximum oxygen consumption (MOC) - an indicator characterizing the ability of an athlete to perform long-term work at near-limiting power.

Special endurance is the ability to endure long-term stresses characteristic of a particular type of professional activity. Special endurance is a complex, multicomponent motor quality. By changing the parameters of the exercises performed, you can selectively select the load for the development and improvement of its individual components. Each profession or groups of similar professions may have their own combinations of these components.

Special endurance depends on the capabilities of the neuromuscular system, the speed of expenditure of resources of intramuscular energy sources, on the technique of mastering the motor action and the level of development of other motor abilities.

There are several types of manifestation of special endurance: to complexly coordinated, power, speed-power and glycolytic anaerobic work; static endurance associated with a long stay in a forced posture in conditions of low mobility or limited space; endurance for long-term performance of work of moderate and low power; to long-term operation of variable power; as well as to work in conditions of hypoxia (lack of oxygen); sensory endurance - the ability to quickly and accurately respond to external environmental influences without reducing the effectiveness of professional actions in conditions of physical overload or fatigue of the body's sensory systems. Sensory endurance depends on the stability and reliability of the functioning of the analyzers: motor, vestibular, tactile, visual, auditory.

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

Endurance comes in two main forms:

1. In the duration of work at a given power level until the first signs of pronounced fatigue appear.

2. In the rate of decrease in working capacity upon the onset of fatigue.

Fatigue is a temporary decrease in performance. There are four types of fatigue: mental, sensory, emotional, physical.

1.2 Means and methods of endurance education in children of senior school age in the section on athletics

endurance nurturing speed aerobic

Concept and types of endurance

There are many different points of view regarding the concept of endurance, in our work we will consider some of them.

Smirnov V.I. calls endurance - a person's ability to perform any motor activity for a long time without reducing its effectiveness.

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

Kholodov Zh.K. and Kuznetsov V.S. gave the following definition of endurance - this is the ability to withstand physical fatigue in the process of muscle activity.

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

Since the duration of work is ultimately limited by the onset of fatigue, endurance can also be defined as the body's ability to resist fatigue. Fatigue is a state of the body that "arises as a result of prolonged or strenuous activity and is characterized by a decrease in working capacity. It occurs after a certain period of time after the start of work and is expressed in increased difficulty or inability to continue activities with the same efficiency. The development of fatigue passes through 3 phases:

The phase of compensated fatigue, when, despite the 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.

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

The phase of complete exhaustion. 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 on 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 ); thirdly, it helps to endure repeated short-term high loads and provides quick recovery after work (sprint running, throwing, jumping, weightlifting, fencing).

The degree of endurance development can be judged on the basis of two groups of indicators:

External (behavioral), which characterize the effectiveness of human motor activity during fatigue.

Internal (functional), which reflect certain changes in the functioning of various organs and systems of the body, ensuring the implementation of this activity.

In any physical exercise, an external indicator of a person's endurance is the magnitude and nature of changes in various biomechanical parameters of a motor action (length, frequency of steps, repulsion time, accuracy of movements, etc.) at the beginning, middle and end of work. Comparing their values ​​in different periods of time, determine the degree of difference and give a conclusion about the level of endurance. As a rule, the less these indicators change towards the end of the exercise, the higher the level of endurance. Internal indicators of endurance: changes in the central nervous system, cardiovascular, respiratory, endocrine and other systems and organs of a person under conditions of fatigue.

Endurance - depends on the level of development of a person's other physical abilities. In this regard, it is proposed to use two types of indicators:

1. Absolute - without taking into account the level of development of power, speed and coordination abilities.

2. Relative - taking into account the development of power, speed and coordination abilities.

The duration of mechanical work until complete fatigue can be divided into three phases: initial fatigue, compensated and decompensated fatigue. The first phase is characterized by the appearance of initial signs of fatigue, the second - by progressively deepening fatigue, maintaining a given intensity of work due to additional volitional efforts and a partial change in the structure of motor action (for example, a decrease in the length and an increase in the pace of steps when running). The third phase is characterized by a high degree of fatigue, leading to a decrease in the intensity of work until it stops.

The measure of endurance is the time during which muscular activity of a certain nature and intensity is carried out. For example, in cyclic types of physical exercises (walking, running, swimming), the minimum time to overcome a given distance is measured. In game types of activity and single combats, the time is measured during which the level of the given efficiency of motor activity is realized. In complex coordination activities related to the fulfillment of the accuracy of movements (gymnastics, figure skating), the endurance indicator is the stability of the technically correct performance of the action.

Tasks for the development of endurance. The main task for the development of endurance in school-age children 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. Finally, one more task arises from the need to achieve the highest possible level of development of those kinds and types of endurance that play a particularly important role in sports chosen as a subject of sports specialization.

In practice, the abundance of all forms of endurance manifestation is usually reduced to two of its types: general, special.

General endurance 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 increased adaptation to stress and the presence of the phenomena of "transfer" of training from non-specific types of activity to specific ones.

General endurance is also understood as long-term performance of work with optimal functional activity of the main life-supporting organs and structures of the body. The ability to perform work for a long time that involves many muscle groups and places high demands on the cardiovascular and respiratory systems. This mode of operation is provided mainly by the ability to perform motor actions in the zone of moderate loads.

General endurance, in another way it is also called aerobic endurance. A person who can withstand a long run at a moderate pace for a long time is able to do other work at the same pace (swimming, cycling). The main components of general endurance are the capabilities of the aerobic energy supply system, functional and biomechanical economization.

Endurance in relation to a certain activity, chosen as a subject of specialization, is called special. There are as many types of special endurance as there are types of sports specialization. The 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.

Special endurance is the ability to efficiently perform work and overcome fatigue in conditions determined by the requirements of a particular type of activity.

Special endurance is characterized by the duration of work, which is determined by the dependence of the degree of fatigue on the content of solving a motor problem,

Special endurance is classified: a) according to the signs of a motor action, with the help of which a motor task is solved (for example, jumping endurance); b) according to the signs of motor activity, in the conditions of which the motor task is solved (for example, game endurance); c) according to the signs of interaction with other physical qualities (abilities) necessary for the successful solution of a motor task (for example, strength endurance).

Physiological and psychological rationale for endurance

The concept of "endurance" is used in everyday speech in a very broad sense in order to characterize a person's ability to continuously perform this or that type of mental or physical (muscular) activity.

The characteristic of endurance as a motor physical quality (ability) of a person is relative: it refers only to a certain type of activity. In other words, endurance is specific - it is manifested in each person when performing a certain, specific type of activity.

Depending on the type and nature of the physical (muscular) work performed, the following are distinguished:

1.static and dynamic endurance, i.e. the ability to perform static or dynamic work for a long time, respectively;

2. local and global endurance, that is, the ability to carry out for a long time, respectively, local work (with the participation of a small number of muscles) or global work (with the participation of large muscle groups - more than half of the muscle mass);

3. strength endurance, that is, the ability to repeatedly repeat exercises that require the manifestation of great muscle strength;

4. anaerobic and aerobic endurance, that is, the ability to perform long-term global work with a predominantly anaerobic or aerobic type of energy supply.

In sports physiology, endurance is usually associated with the performance of such sports exercises that require the participation of large muscle mass (about half or more of the entire muscle mass of the body) and continue continuously for 2-3 minutes or more due to the constant consumption of oxygen by the body, which provides energy production in the working muscles. predominantly or completely aerobic way. In other words, in sports physiology, endurance is defined as the ability to perform long-term global muscle work of a predominantly or exclusively aerobic nature.

Sports exercises that require endurance include all aerobic exercises of a cyclic nature, in particular athletics running at distances from 1500 m, race walking, road cycling, cross-country skiing at all distances, ice skating at distances from 3000 m, swimming at distances from 400 m, etc.

Zones of relative power

It is possible to characterize the manifestation of endurance most fully on the basis of taking into account the nature and characteristics of the activity, the requirements imposed by this activity on various physical abilities and the level of its intensity. It is necessary to distinguish between general speed endurance for work of maximum intensity from general speed endurance for work of submaximal or high intensity. Each form of display of endurance, in turn, can include a number of species and varieties. These forms of endurance manifestation are based on various factors. Therefore, the methodology for their development will be different.

Upbringing of endurance is carried out by solving motor tasks that require the mobilization of mental and biological processes in the phase of compensatory fatigue or at the end of the previous phase, but with the obligatory exit to the phase of compensatory fatigue. The conditions for solving problems should provide a variable nature of work with necessarily changing loads and the structure of motor action (for example, overcoming obstacles while running over rough terrain).

The leading physical abilities, expressing the quality of endurance, include endurance to loads in the maximum, submaximal, large and moderate load zones. All these abilities have a single measure - the maximum operating time before the start of its power reduction.

Endurance in conditions of maximum loads in primary school age increases gradually. The main means for its development include cyclic exercises, the duration of which does not exceed 5-10 s, which can be compared with running segments of 20-40 m at maximum speed. As a rule, these exercises are performed by a repetitive method, in series. Rest intervals between running exercises are usually 30-45 seconds, and between series 1.2-2 minutes. Rest pauses are filled with relaxation exercises, walking, alternating with breathing exercises. Active rest accelerates the recovery of the body for subsequent work. The number of series or running exercises in a series is determined by the well-being of schoolchildren and their functional state. Here the teacher can focus on two main indicators: heart rate (HR) and running speed. In younger schoolchildren, repeated loading is allowed at a heart rate of no more than 116-120 beats / min and with a decrease in running speed on average to 70-75% of the maximum.

Endurance under conditions of submaximal (near-limiting) loads at primary school age begins to grow rapidly in boys from the age of 10 and in girls from the age of 9. The main means of developing endurance at this age are cyclic exercises (for example, running) and acyclic exercises (jumping). In this case, the intensity of the load is 75-95% of the maximum, and the duration of the exercise is from 20 s to 1.5 minutes. For example, if the maximum running speed in class III boys is 4.6-5.0 m / s, then with a submaximal load it decreases to about 4.2-4.6 m / s. These exercises can be performed with additional weights, but with the obligatory correction of the duration, the number of repetitions and the speed of execution.

Leading in the development of endurance is the method of strictly regulated exercise, which allows you to accurately set the magnitude and volume of the load. Repeated exercise or series can be started at a heart rate of 110-120 beats / min. In rest breaks, breathing exercises, muscle relaxation and development of joint mobility are performed. It is advisable to develop endurance with submaximal loads after exercises for the development of coordination of movements or training in motor actions with incipient fatigue. The duration of the exercises, their number and the intervals for rest between them should be correlated with the nature of the previous work.

Endurance under heavy loads increases most intensively in boys from 8 to 11 years old, and in girls from 9 to 11 years old. The main means of its development are cyclic exercises (for example, running, swimming, skiing), performed with an intensity of 65-70% of the maximum. In terms of its effect, exercise should cause a significant increase in heart rate and pulmonary ventilation. Depending on the age, the heart rate can reach 180-200 beats / min, and the minute volume of respiration is from 40 to 60 l / min at a respiration rate of 45-60 cycles / min. The development of endurance in conditions of high loads is carried out by the methods of strictly regulated and game exercises. The latter allows, due to increased emotionality, to achieve a greater amount of work. At primary school age, the duration of running loads reaches 3-5 minutes, and the intervals for rest are 6-8 minutes. Repeated performance of the exercise is carried out at a heart rate of 110-115 beats / min and a minute volume of respiration at the level of 110-120% of the initial value. Endurance under heavy loads is developed, as a rule, at the end of the main part of the lesson against the background of initial fatigue. The more fatigue from previous work, the less time is needed to obtain a one-time training effect in the development of endurance.

Endurance under moderate stress effectively develops throughout primary school age, but the best results can be achieved in boys 8-10 years old and girls 7-9 years old. The main means for the development of endurance in conditions of moderate stress are long-term cyclic exercises (for example, long walking, cross-country running, ski marches up to 1.5 km). These exercises increase heart rate from 130-140 to 160-170 beats / min, and pulmonary ventilation from 12-14 to 40-50 l / min. One of the peculiarities of endurance development in these conditions is the need for long-term fulfillment of the exercise, which is difficult at physical education lessons. Therefore, in school classes, it is advisable to teach skiing at an appropriate speed, and it is better to increase the amount of work, increasing the duration of its performance, in the course of doing homework.

Endurance training tools

As a means of developing endurance, general preparatory, specially preparatory and competitive exercises are used, which, depending on the effect on the body, are divided into general exercises (running, swimming, etc.) and local effects (repeated raising and lowering of arms, legs).

Exercises of local influence can selectively activate the activity of individual muscle groups that are lagging behind in their development, increase the strength, speed-strength and speed components of endurance.

With the development of general endurance, continuous long distance work is used, performed at a uniform or variable speed with a duration of at least 25-30 minutes for beginners and from 50 to 120 minutes or more for trained (running, swimming, rowing), and in skiing, cycling sports even more.

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 exercises 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-term running, cross-country running (cross-country), skiing, ice skating, cycling, swimming, games and play exercises, exercises performed according to the method of circular training (including in a circle of 7-8 or more exercises performed at an average pace). The main requirements for them are the following: exercises should be performed in areas of moderate and high power 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) are specially preparatory exercises that are as close as possible to competitive ones in form, structure and characteristics 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, mainly contributing to the increase of alactic anaerobic abilities. The duration of work is 10-15 s, the intensity is maximum. Exercises are used in repetitive execution mode, in series. Exercises that allow you to simultaneously improve the alactate and lactate anaerobic abilities. Duration of work 15-30 s, intensity 90-100% of the maximum available. Exercise to improve lactate anaerobic capacity. Duration of work 30 - 60 s, intensity 85 - 90% of the maximum available. Exercises that allow you to simultaneously improve your alactic anaerobic and aerobic capabilities. Duration of work 1 - 5 minutes, intensity 85 - 90% of the maximum available.

The intensity of the exercise is characterized in cyclic exercises by the speed of movement, and in acyclic exercises - by the number of motional actions per unit of time (pace). Change in the intensity of the exercise directly affects the work of the body's functional systems and the nature of the energy supply of motional activity. At moderate intensity, when the energy consumption is not yet great, the respiratory and circulatory organs provide the amount of oxygen necessary for the body 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.

Exercise intensity above critical is called supercritical. With such an intensity of exercise, the oxygen 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 an inverse relationship with respect 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 anoxic mechanisms or to their blocking of the central nervous system. Then the exercise is either stopped or the intensity is sharply reduced.

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

The length 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 the 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 trainee's subjective feelings, 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, by the time of the next repetition, practically the same recovery 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 load falls on a state of more or less significant underrecovery, which, however, will not necessarily be expressed for a certain time without a significant change in external quantitative indicators, but with an increasing mobilization of physical and psychological reserves. 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. 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.

Endurance training method

The main methods for the development of 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) competitive method.

For the development of special endurance, the following are used: 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, range of motion. Exercises can be performed at low, medium and maximum intensity.

The variable method differs from the uniform one by sequential variation of the load during a continuous exercise (for example, running) by means of a directed change in speed, tempo, range of motion, and the magnitude of efforts.

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 6 - 10 exercises ("stations") are included in the circle, which the practitioner goes through from 1 to 3 times.

The competitive method involves the use of various competitions as a means of increasing the level of the trainee's 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.

General endurance development method

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.

Availability. The essence of the rule lies in the fact that the load requirements must correspond to the capabilities 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 its impact on the organism of the student without prejudice to health.

Consistency.

The effectiveness of exercise, i.e. their influence on the human body is largely determined by the 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.

Gradualness. This rule expresses a general tendency for a 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. The work is carried out at a pulse rate of 140 - 150 beats / min. For schoolchildren aged 8 - 9 years, the duration of work is 10 - 15 minutes; 11 - 12 years old - 15 - 20 minutes; 14 - 15 years old - 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 consists 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 using 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 decreases to 120 - 130 beats / min. The duration of the 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 VO2 max (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.

Speed ​​endurance development method

It is customary to talk about speed endurance in relation to exercises of a cyclical nature (running, walking, swimming, rowing, skiing, cycling). Any of them can be done at different speeds. The more enduring will be the one who can maintain a given speed of movement longer than another. Naturally, depending on the speed of movement, the duration of the exercise will also be different: the higher it is, the shorter the duration of work will be, and vice versa. For example, running at maximum speed cannot be long. It lasts tens of seconds, and during this time a short distance is covered - 100 - 200 m. If a person runs a long distance, then he reduces the intensity of running, i.e. runs slower. Based on the analysis of world records in running at various distances, V.S.Farfel established that the “speed - time” relationship breaks down into four rectilinear sections, which he called zones of relative power: the zone of maximum, submaximal, high and moderate power. Each of these zones included groups of distances existing in practice - short, medium, long and extra-long. It was found that dividing the record curve into segments is typical not only for records in running, but also for other cyclic exercises - in swimming, ice skating, and cycling.

In all cases, the criterion for the power (intensity) of work is not the distance, but the time required to complete it. Therefore, for example, running for 500 meters and swimming for 100 meters can be relatively the same in power, since both exercises require approximately the same time - about a minute. If a runner runs 200 m in 19.72 s, then for him this work will be the maximum power, but if the runner overcomes the same distance in only 40 s, then for him this work will be submaximal in power. The maximum power for such a runner will be running at a higher speed, which, however, he will be able to maintain for much less than 10-15 seconds, having covered only 50 m.

The classification of power zones proposed by V.S. Farfel, in connection with the growth of world records in running, it was repeatedly specified and improved. It turned out that the “record curve”, firstly, splits not into 4, but into a greater number of zones. For example, N.I. Volkov proposed to subdivide the zone of submaximal power into two subzones: with a duration from 15 to 40 s. and 40s. - 2 minutes. The zone of moderate power is also sometimes subdivided into two parts - the zone of carbohydrate respiration and the subzone of fat respiration. Secondly, for people of different ages, sex and training, the time limits of work in each zone have certain differences. Knowledge of the time intervals of the zones of relative power at different ages is of great practical importance. These data serve as a guideline for the rationing of speed loads in the classroom.

It has been established that the physiological mechanisms of fatigue in cyclic exercises related to different power zones (say, running at 100 and 10,000 m) differ significantly. At the same time, if the exercises belong to the same zone (for example, running at 100 and 200 meters), then the mechanisms of fatigue, and, consequently, endurance will be largely similar. Naturally, other factors also influence the level of its development in each case. Differences in the activity of organs and systems of the body largely determine the different methods of developing high-speed endurance.

Endurance is shown only when there is a phenomenon of fatigue. It has been proven that the better the speed endurance is developed, the later, during movement at a distance, the phenomena of fatigue begin to appear and, as a consequence, decrease in speed. The moment is postponed when the elements of decompensated fatigue begin to appear.

Consequently, speed endurance in one or another power zone develops only when a person in the process of training reaches the necessary degrees of fatigue - the body in this case, as it were, responds to such phenomena by increasing the level of endurance development.

The main way to improve speed endurance in each power zone is to use a slightly more intense work in the classroom compared to that which is typical for it in different age groups. Such work represents movement at a speed exceeding the competitive speed at distances falling into the corresponding zone. Of course, the distance will be shorter than the competition distance, so the impact on the body is not enough. To achieve the required nature of response reactions, their size and orientation during the development of endurance, training segments in one lesson are overcome several times. Depending on the nature of the energy supply of muscular activity, three types of movement speeds are distinguished, which are of great importance for the normalization of loads during the development of endurance in each of the zones.

The subcritical speed, at which energy consumption is low and the amount of oxygen demand is less than aerobic capacity (i.e., the current oxygen consumption fully covers the needs), has a predominant effect on the development of aerobic functions.

The critical speed at which the oxygen demand is equal to the aerobic capacity and the exercises are performed in conditions of maximum oxygen values ​​develops aerobic-anaerobic functions.

The supercritical speed, at which the oxygen demand exceeds the aerobic capacity of a person, and the exercise is performed under conditions of oxygen debt, contributes to the improvement of anaerobic capacity.

The absolute indices of subcritical, critical and supercritical speeds largely depend on the type of cyclic exercises, age, gender and fitness of the trainees. For example, the critical speed of the strongest male athletes in swimming is 1.6 m / s, in track and field running - 5.92 m / s, in ice skating - 11.2 m / s, in cycling - 13, 5 m / s.

Exercises for the development of speed endurance in the zone of maximum and submaximal power are performed at a supercritical speed, for the development of endurance for high-speed work in a zone of high power, with a supercritical and critical speed, for the development of endurance in the zone of moderate power - mainly at a subcritical and critical speed.

Speed ​​endurance in maximum power work is typical for exercises with a maximum duration of 9 to 20 s. For example, athletics running at a distance of 30-60m. - for the younger ones, 100m. - for older students, 100-200m. - from qualified runners.

The main means of developing high-speed endurance in the zone of maximum power is overcoming segments equal to or even more than competitive distances, with maximum or close to it speed. In this case, we do not mean the record speed of a person, but the maximum in relation to his capabilities on the day of training.

In the process of developing high-speed endurance in this power zone, one should take into account the dynamics of speed changes in connection with an increase in fatigue. If a person feels the emerging fatigue already in the first seconds of work and the speed decreases rapidly (for example, in a 20 m run the result is high, and a relatively low 50 m run), then there is a lack of endurance in the starting acceleration. If fatigue comes later, and the speed begins to fall from the middle of the distance or towards the end of it, then we must talk about the lack of high-speed distance endurance. The methodology for developing endurance in these cases will be different. In order to fully demonstrate their capabilities at the beginning of work and not reduce the speed of movement at the same time, repeated exercises are used with an intensity of 95-100% of the maximum and a duration of 3-8 s. with rest intervals between repetitions of 2-3 minutes. The number of repetitions in one series is 3-5 times. For a deeper effect of the load on the body, 2-4 series of exercises are performed. Rest time between series is 4-6 minutes. Such work is typical for training sessions at very short distances.

Along with the repetitive method, an interval sprint is also used in the classroom. In it, exercises are performed in the form of 10 s accelerations at a speed of 95-100% of the maximum and 10-15 s. with rest pauses filled with low-intensity work. Series 3-5, in each series 3-5 repetitions of the exercise. Rest between episodes -8-10 min. To walk a distance at a high pace without slowing down to the finish line (or slowing down slightly), it is necessary to improve the ability to maintain a relatively high speed for a longer time. This is achieved by overcoming segments equal or even larger in length than the main competition distance. True, it is impossible to unnecessarily exceed the competitive distance, since this is associated with a decrease in the intensity of work to a level that does not meet the requirements of the main Distance.

In the process of training, mainly the repeated method is used, which provides for the performance of exercises with an intensity of 90-95% of the maximum and a duration of 10-20 s. The number of repetitions of the exercise in each series is 3-4. The number of series for those who do not have sports categories is 2-3, for well-trained people 4-6.

Speed ​​endurance in work with submaximal power in people of different ages and readiness is manifested mainly in exercises with a maximum duration of at least 50 s and no more than 4-5 minutes. For example, for children of 10 years old, running from 9 to 90 seconds. which corresponds to a distance of 50-400 m. For children 13-14 years old, running in the range from 15 s to 4 min 30 s at distances of 90-1600 m; for adults, highly qualified athletes, the duration of the run is in the range from 20 s to 2 min 16 s. During this time, they cover from 200 to 1000 m.

The main means of developing high-speed endurance when working in the submaximal power zone is overcoming training segments of various lengths at a speed exceeding the competitive one. For many distances related to the zone of submaximal power, the amount of endurance gain depends on the range of movement speeds used, which has a critical limit of deviation from the competitive speed in the range of approximately 10-15%. When planning the load, one should take into account not only the speed of the exercises, but also the proportion of work of varying intensity in the total volume of the load or in the general balance of time. In all cases, work to the point of extreme fatigue is the main form of increasing endurance levels. The development of speed endurance when performing cyclic exercises in different ranges of submaximal power has certain differences. When working with submaximal power with a maximum duration of 40-45 s, exercises are performed with very high intensity with a far from satisfying oxygen demand, despite its maximum consumption. In this case, the energy supply of muscle activity is carried out mainly due to anaerobic glycolytic power (the amount of glycogen decaying to lactic acid per second).

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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 take place 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 - a person's ability 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 withstand 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 when running for a long time, skiing and when performing shorter-term exercises of a high-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 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 pupils 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 developing endurance in children, it is extremely important to create optimal conditions for the functioning of the oxygen supply systems of the body. For this purpose, in unity with the basic endurance exercises, special breathing exercises are used, they strive to conduct exercises in an atmosphere rich in oxygen.

However, from certain features of the methodology of endurance upbringing in the school period, there is a gradual transition from influences aimed mainly at increasing aerobic capabilities to the upbringing 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 years, 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 is significantly different 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. Dosage of physical activity is characterized by intense puberty for a teenager, which significantly affects the level of students' working capacity. At the same time, it is 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 kinds 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. Long-term and relatively moderate work, firstly, creates favorable conditions for 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 well-being) with accelerations on segments of arbitrary different lengths, run at different speeds. At the first stage of the preparatory period, significantly long segments 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 one by sequential variation of the load during continuous exercise (for example, running) by means of a directed change in speed, tempo, range of motion, magnitude of efforts, 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 exercises. At the stations of "circular training" you can bring up the main types of special endurance: strength, 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, circular 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 - education of 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 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 target 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" for 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 solved at school or while moving to the place of study. It is important to skillfully position 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 space 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 at 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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