Thematic planning 1 4 lyakh. The work program on physical culture is compiled on the basis of regulatory documents

17.10.2020

Working programm in physical education grades 1-4

I.Explanatory note

Work program for physical education for grades 1-4, it was developed in accordance with the Federal State Standard for Primary General Education, approved by order of the Ministry of Science and Technology of 01.01.2001. No. 000, amendments made to the Federal State Educational Standard of the NOU, approved by the order of the Ministry of Science and Technology of the Russian Federation dated 01.01.2001. No. 000, Approximate basic educational program of the IEO, recommended by the letter of the Ministry of Defense and the NRF dated 01.01.2001. No. 03-48, The main educational program of the NOO MBOU secondary school No. 5, approved by order No. 000 of 01.01.2001. , thematic planning of the authors of the system of textbooks "School 2100".

The level of education is basic.

Features of teaching this subject.

A feature of this program of the educational area "Physical Education" is the focus on the implementation of the principle of variability, which makes it possible to select the content educational material in accordance with the psychophysical, age and sex characteristics of students; material and technical equipment of the educational process.

consists of two main parts : basic and variable ( differentiated).

base component forms the basis of the national standard of general education in the field of physical culture and does not depend on the regional, national and individual characteristics of the student.

“Fundamentals of knowledge about physical activity” (information component of the subject), “Methods of physical activity” (operational component of the subject), “Physical improvement” (motivational component of the subject).

WMC, on the basis of which physical culture is conducted:

The program is based on Methodological support to the program. These are textbooks for the initial level of studying physical culture (grades 1-4). Training and metodology complex presented: the textbook "Physical culture grades 1-2" book 1 and the textbook "Physical culture grades 3-4" book 2, authors, publishing house "BALASS" 2011.

TMC corresponds to the Federal list of textbooks, approved by order of the Ministry of Defense and N of the Russian Federation of 01.01.2001 No. 000, the list of textbooks MBOU secondary school No. 5, considered at the expert-methodical council No. 6 of 01.01.2001, approved by order of the school director No. 000 of 01.01. 2001

Description of the value orientations of the content of the subject

Solving the problems of physical education, this program is focused on such important components as education value orientations on the physical and spiritual perfection of the individual

· The value of life – recognition of human life as the greatest value, which is realized in a careful attitude towards other people and towards nature.

· The value of nature is based on the universal value of life, on the awareness of oneself as a part of the natural world - a part of animate and inanimate nature. Love for nature is a careful attitude towards it as a habitat and human survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

· Human value as a rational being striving for goodness and self-improvement, the importance and necessity of observing healthy lifestyle life in the unity of its components: physical, mental and socio-moral health.

· The value of good - the focus of a person on the development and preservation of life, through compassion and mercy as a manifestation of the highest human ability - love.

· The value of truth – this is the value of scientific knowledge as part of the culture of mankind, reason, understanding the essence of being, the universe.

· Family value as the first and most significant social and educational environment for the development of the child, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thus the viability of Russian society.

· The value of labor and creativity as a natural condition of human life, a state of normal human existence.

· The value of freedom as the freedom of a person to choose his thoughts and actions of a way of life, but freedom, naturally limited by the norms, rules, laws of society, of which a person is always a member in all social essence.

· The value of social solidarity as a recognition of human rights and freedoms, the possession of a sense of justice, mercy, honor, dignity in relation to oneself and to other people.

· The value of citizenship - a person's awareness of himself as a member of society, a people, a representative of a country and a state.

· The value of patriotism - one of the manifestations of a person's spiritual maturity, expressed in love for Russia, the people, a small homeland, in a conscious desire to serve the Fatherland.

· The value of humanity – a person's awareness of himself as part of the world community, for the existence and progress of which peace, cooperation of peoples and respect for the diversity of their cultures are necessary.

Personal, meta-subject and subject results of mastering the subject.

In accordance with the requirements for the results of mastering the main educational program of primary general education of the Federal State educational standard(Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 000) this work program for grades 1-4 is aimed at achieving by students personal, meta-subject and subject results in physical culture.

By the end of elementary school, students should be able to:

Personal Outcomes

Feel a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity; respect the culture of other peoples;

learning activities

personal meaning

Metasubject the results include UUD mastered by schoolchildren (cognitive, regulatory, communicative):

Basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes. The ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation. Initial information about the essence and features of objects, processes and phenomena of reality in accordance with the content of a particular academic subject. Plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results. Determine the overall goal and ways to achieve it.

Distribute functions and roles in joint activities and exercise mutual control. Constructively resolve conflicts by taking into account the interests of the parties and cooperation. Perform vital motor skills and abilities in various ways, in various conditions. Characterize physical activity in terms of heart rate. State the facts of the history of the development of physical culture, characterize its role and significance in human life.

Subject Results

Plan physical exercises in the daily routine, use the means of physical culture in spending your rest and leisure; Use physical culture as a means of promoting health, physical development and physical fitness of a person;

Measure (learn) individual indicators of physical development (length and body weight) and the development of basic physical qualities;

military activities

Educational thematic plan.

Distribution of study time for various types

program material on physical culture in grades 1-4

(with three sessions per week)

	Sections curriculum	Number of hours (lessons)

	Basic part
	Fundamentals of knowledge about physical activity	during the lessons
	Ways of physical activity
	Physical Improvement
	1.Physical and recreational activities
	2.Sports and recreation activities

	Gymnastics with elements of acrobatics
	Outdoor games, elements of sports games
	Variable part
	Athletics
	Gymnastics with elements of acrobatics
	Outdoor games, elements of sports games:
	Outdoor games based on volleyball

	Total: 405 hours

The educational content of each section of the program is presented in logic from the general (fundamental) to the particular (profiled) and from the particular to the specific (applied), which sets a certain direction in the development of the school subject, the translation of the knowledge being mastered into practical skills and abilities.

Thematic planning section "Basics of knowledge about physical education"

The program material for this section is mastered in the course of classes during the academic year.

· Use of observations, measurements and modeling;

· Combining known activity algorithms in situations that do not require their standard application;

· Study of simple practical situations.

In information and communication activities:

・Ability to engage verbal communication, participate in the dialogue;

· Ability to make plans.

In reflective activity:

· Independent organization of educational activities;

· Mastering the skills of monitoring and evaluating their activities;

・Compliance with the code of conduct environment, healthy lifestyle rules.

The program material for this section is mastered in the classroom during the development of specific technical skills and abilities, the development of motor abilities during the school year.

self-study:

Drawing up a daily routine, performing the simplest hardening procedures, sets of exercises for the formation of the correct posture and development of the muscles of the body, the development of basic physical qualities, conducting recreational activities in the daily routine (morning exercises, physical exercises).

Independent observations:

For physical development and physical fitness, measurement of body length and weight, posture and physical qualities, measurement of heart rate during execution exercise.

Independent games and entertainment:

Organization and holding of mobile and sports games on sports grounds and in sports halls.

1. Physical culture and health activities aimed to mastering “Vital Skills and Abilities” and “General Developmental Exercises” with different functional orientations, which are consistent with basic sports and grouped within their subject content for each class, according to the signs of functional impact on the correction and development of basic physical qualities for children with disabilities health.

“Vital Skills and Abilities “:

A variety of ways of walking, running, jumping, throwing, climbing, crawling, climbing, using them in various conditions, overcoming natural and artificial obstacles. The simplest exercises on gymnastic equipment: hangs, racks, stops, jumps and jumps, vaults, jumping through a gymnastic rope (in various versions). The simplest acrobatic exercises: racks, jumps, rolls, balances, stops, turns and flips, somersaults

“General developmental exercises”:

Complexes of physical exercises for morning exercises.

· Physical exercises with and without objects for the development of basic physical qualities (dexterity, speed, coordination, flexibility, strength, endurance).

· Exercises to form posture and strengthen the muscles of the foot.

· A system of exercises with large and small balls, which constitutes a kind of “ball school”.

Breathing exercises

Proper breathing is very important for the development of speech, since the respiratory system is the energy base for the speech system. Breathing affects sound pronunciation, articulation and voice development. Breathing exercises help to develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation. You can use exercises in which the respiratory muscles work with special tension, and even some of the exercises of Buddhist gymnastics, which contribute to the development of not only the respiratory system, but also the work of the cardiovascular system.
Regular breathing exercises contribute to the development of correct speech breathing with an elongated, gradual exhalation, which allows you to get a supply of air for pronouncing segments of various lengths.

· Gymnastics for the eyes. (Removal of eye strain, prevention of visual-psychogenic and visual-vegetative fatigue, prevention of myopia)

Includes up to 5 exercises and are performed to music for 3-5 minutes

Massage exercises, rubbing

Gymnastics by method

Method exercises

Attention exercises using simulators

Working with visual marks

2. Sports and recreation activities.

“Gymnastics with the basics of acrobatics “:

Organizing commands and techniques, combat actions in the line and column; execution of military commands. Acrobatic exercises, stops, sit-ups, tuck exercises, rolls, stand on the shoulder blades, somersaults forward and backward, gymnastic bridge. Exercises on a low gymnastic crossbar: hangs, jumps; gymnastic combination; vault. Gymnastic exercises of an applied nature; movement on the gymnastic wall. Overcoming an obstacle course with elements of climbing and climbing, crawling, moving along an inclined gymnastic bench.

"Athletics “ :

Running exercises: with high hip lifting, jumping and with acceleration, with changing direction of movement, from different starting positions; shuttle run; high start followed by acceleration. Jumping exercises: on one leg and two legs in place and with advancement; in length and height; jumping and jumping; jumping rope. Throws: a big ball (1 kg) at a distance in different ways. Throwing: a small ball at a vertical target and at a distance.

“Mobile and sports games ” :

Outdoor games v primary school are an indispensable tool for solving a complex of interrelated tasks of educating the personality of a younger student:

Development of various motor abilities and improvement of skills. Development of creativity, imagination, attention, Education of initiative, independence of action, Development of the ability to comply with the rules of public order.

The program material on outdoor games is grouped according to their predominant impact on the corresponding motor abilities, capabilities and skills of children with disabilities.

Based on the material of gymnastics with the basics of acrobatics

For athletics:

Based on sports games:

Role-playing outdoor games and relay races

As a result of training, students should get acquainted with many games, which will allow them to develop an interest in gaming activities, the ability to independently select and spend them with friends in their free time.

The variety of motor actions that are part of outdoor games has a complex effect on the improvement of coordination and conditioning abilities (reaction abilities, orientation in space and time, restructuring of motor actions, speed and speed- power abilities).

Sports games and motor actions from program sports:

In junior school age the foundations of gaming activities are laid, aimed at improving, first of all: natural movements(walking, running, jumping, throwing), elementary game skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interactions (choosing a place, interacting with a partner, team and opponent), which are necessary for further mastery of sports games in middle and high school.

Football: hitting a stationary and rolling ball; stopping the ball dribbling; (educational game “mini-football”) Basketball: special movements without a ball; dribbling; throwing the ball into the basket; (training game “mini-basketball”)

· Volleyball: tossing the ball; ball delivery; receiving and passing the ball;

Such a structure of the section "Physical improvement" allows you to select physical exercises and develop various complexes on their basis, plan the dynamics of loads and ensure continuity in the development of basic physical qualities, based on the age and sex characteristics of students, the degree of mastery of these exercises by them, the conditions for conducting various forms of classes, the availability of sports equipment and equipment.

In class I according to the curriculum, students mainly master various ways of running, walking and jumping, climbing and crawling; learn the complexes of morning exercises and physical exercises, complexes for the formation and strengthening of posture, the development of flexibility, coordination of movements, strength, speed and endurance. An important feature of the content of training is the development by first-graders of outdoor games and their skills. independent organization and holding.

In class II the emphasis in the content of training is shifting to the development by schoolchildren of new motor actions used in gymnastics, athletics and sports games. At the same time, training in complexes of general developmental physical exercises of various functional orientations, outdoor games focused on improving vital skills and abilities is preserved in a large volume.

In III class the volume of physical exercises of increased coordination complexity from basic sports (athletics, gymnastics and acrobatics, football, pioneer ball, basketball), applied physical exercises using sports equipment and equipment is increasing.

In IV class, at the final stage primary education learning content becomes more complex. This is manifested primarily in the fact that schoolchildren should now master not individual exercises and movements, but elements and fragments of motor activity. So, in the section "Gymnastics with the basics of acrobatics" - this is the development of integral (competitive) combinations, in the sections "Football" and "Basketball" - a game according to simplified rules.

Mastering the educational material of the practical sections of the program is combined with mastering the basics of knowledge and methods of motor activity.

“Corrective exercises ” - sets of exercises and tasks ( finger, articulation, breathing exercises; gymnastics for the eyes; aimed at:

development of space-time differentiation and accuracy of movements; formation of correct posture; development and improvement of sensorimotor; intellectual and cognitive development; psychophysical possibilities.

Variable part (differentiated)

Determined by an educational institution with an in-depth study of sports.

Sports are determined by the teacher based on the material and technical conditions and staffing capabilities of the school.

Athletics, gymnastics with elements of acrobatics, outdoor games, elements of sports games (at the choice of the teacher, taking into account the age and psychophysiological characteristics of students).

The level of physical fitness of students in grades 1-4.

Physical ability	Control exercises (test)	Age, years	Level
boys	Girls
Short	Average	High	Short	Average	High
High-speed	Run 30 m, s		7.5 or more		5.6 or less	7.6 and more		5.8 or less
Coordinating	shuttle run *310m, with**		11.2 and over	10,8-10,3 10,0-9,5	9.9 or less	11.7 or more	11,3-10,6 10,7-10,1 10,3-9,7 10,0-9,5	10.2 or less
Speed-strength	Standing long jump, cm		100 or less		155 and over	90 or less		150 or more
Endurance	6-minute run, m		700 or less		1100 or more	500 or less		900 and over
Flexibility	Lean forward from a sitting position, cm		1 or less		9 or more	2 or less		11.5 and over
Power	Pull up: on a high crossbar from a hang, number of times (boys). On the low bar from hanging lying down, number of times (girls).				4 and above	2 and below		12 and up

Logistics of the educational process

Pedagogical, aesthetic and hygienic requirements are imposed on physical culture equipment.

The selection of equipment is determined by the program objectives of the physical education of children. The size and weight of inventory must be age-appropriate junior schoolchildren; its quantity is determined from the calculation active participation all children during the course.

The most important requirement is the safety of physical culture equipment. To perform it, it is necessary to ensure a solid installation of shells, the correct processing of wooden objects (sticks, slats of a gymnastic wall, etc.). To avoid injury, they must be well polished. Metal shells are made with rounded corners. The quality of shells, stability, strength is checked before the lesson.

Work with textbooks on "Physical Education"

Textbooks "Physical culture" consist of two books and four parts.

Book One, Part 1 - "Schoolchild and Physical Education" (12 topics and an appendix) - is devoted not only to introducing the student to the educational field "Physical Education", but also leads him to the conclusion that motor activity occupies a very important place in human life. With the help of drawings and questions to them, the student, reasoning, independently finds answers to the questions: “Why do you need to move?” (p. 8), “Why do we need a daily routine?” (p. 12), “How to do exercises and physical exercises?” (pp. 14-17). In the first part of the textbook, it is proposed to hold the “Mom, Dad, I am a sports family” competition in the classroom, as well as to complete the “Sports Photo Album” project together with loved ones. By completing this project, the child gets acquainted with the sports that his family members are fond of.

Book One, Part 2 - "How to Become a Champion" (13 topics and an application) - is devoted to introducing students to the basic physical qualities of a person and the main types of movements. As part of problem-based learning, students are offered a clear work plan, an algorithm with which they can independently get acquainted with the physical qualities of a person and types of movements, answer questions about why a person needs them and how to develop them. The second part of the textbook also offers entertaining material, marked with the heading "For the Curious", which helps to expand the horizons and form a holistic picture of the world for the student. For interaction with parents, the project “I, my dad (mum) are champions!” Is proposed.

Book Two, Part 3 - "You and Sport" (13 topics and an appendix) - devoted to the history of the development of physical culture and sports, shows the close relationship of physical culture with labor and military activities. Using the problem situations created in the textbook, the student answers the questions: “How did physical exercises appear?”, “What should be the defender of the Motherland?”, “Where did the Olympic Games come from?” etc. Getting acquainted with the history of physical culture and sports of our country, the student will learn what the TRP and DOSAAF are, what role they played in the history of the state and why the achievements of athletes are the pride of the country. Getting acquainted with sports and sports games, children will learn what their difference is. Several topics under common name“Traveling, Playing” not only acquaints students with the games of the peoples of the world and Russia, but also builds a close connection with a large section of the subject area “The world around us”. For the joint work of the child and the family, in the third part, two projects are proposed: “The sports genealogical tree of my family” and “What our grandmothers played”.

Book Two, Part 4 - "I myself (How to be healthy)” (12 topics and an appendix) – devoted to independent activity and control over physical development, physical fitness and the basics of a healthy lifestyle. This practical section is closely related to the development of knowledge and methods of motor activity. In this section, schoolchildren learn elementary skills to independently control physical development and physical fitness, to provide first aid for minor injuries. Many topics of the 4th part are also connected with the formation of the foundations of a healthy lifestyle: “How to strengthen the respiratory organs?”, “Why do we need to temper ourselves?”, “Why do we need good habits?”, “How to equip a sports corner at home?”, “Why observe rules in the game?”, “How to get ready for a hike?”.

Requirements for the level of training of students

Expected results:

Personal Outcomes

Russian people

Metasubject Results

Formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure. Willingness to express one's opinion and argue one's point of view and assessment of events. Exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others. Mastering the initial information about the essence and features of objects and processes in accordance with the content of the physical education subject.

Mastering the basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes.

Subject Results

Formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and psychological), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors for successful learning and socialization Mastering the ability to organize health-saving life activity (daily routine, morning exercises, outdoor games).

As a result of mastering the full course of physical culture, the student must:

know/understand:

About the features of the origin of physical culture, the history of the first Olympic Games; Methods and features of human movements and movements; Terminology of the exercises being learned and their impact on the body; About physical qualities and general rules for their testing; General and individual basics of personal hygiene, rules for the use of hardening procedures; Causes of injuries in physical education and prevention rules.

Be able to:

Compose and correctly perform morning exercises for the formation of correct posture; Organize and conduct self-study; Be able to interact with classmates and peers in the process of physical education.

Use the acquired knowledge and skills in practical activities and everyday life

Planned results

By the end of elementary school, students should be able to:

- plan physical exercises in the daily routine, use the means of physical culture in spending your rest and leisure;

- to state the facts of the history of the development of physical culture, to characterize its role and significance in human life;

- use physical culture as a means of promoting health, physical development and physical fitness of a person;

- measure (learn) individual indicators of physical development (length and weight of the body) and the development of basic physical qualities;

- provide all possible assistance and moral support to peers in the performance of educational tasks, show a friendly and respectful attitude when explaining mistakes and ways to eliminate them;

- to organize and conduct outdoor games and elementary competitions with peers, to carry out their objective refereeing;

– comply with the safety requirements for the places of physical culture classes;

– organize and conduct physical culture classes with different target orientation, select physical exercises for them and perform them with a given load dosage;

- characterize physical activity in terms of heart rate;

– perform the simplest acrobatic and gymnastic combinations at a high quality level;

– perform technical actions from basic sports, apply them in game and competitive activities;

– perform vital motor skills and abilities in various ways, in various conditions.

Information support of the program

O. S. Makarova "Game, Sport Dialogue in physical culture" (Moscow, School Press, 2002) "Game and rhyming forms of physical exercises." Author-compiler, . (-Volgograd: Uchitel, 2008) "School of Physical Education: Grades 1-4". (-M.: VAKO, 2009) "Musical and rhythmic education" (-M.: Enlightenment, 1989) Korkin for athletes. M: Physical culture and sport 1974. "Rhythmic gymnastics: a textbook". (- M .: MGIU, 2008), “Musical rhythm: teaching aid". (-M.: Globus Publishing House, 2009) Firileva, Zh. E., Saykina, E. G. Sa-fi-dance. "Dance and game gymnastics for children: a teaching aid" (St. Petersburg: Detstvo-press, 2001) Brykin terminology. - M .: Physical culture and sport, 1969, etc. Outdoor games. practical material. - M .: TVT "Division", 2005. Physical education, Moscow 2004; Development of physical abilities of children, Moscow 2002; To help school teacher, Moscow 2005; Methods of teaching physical culture, Moscow, 2004. Bulletin of education. Thematic application. - No., Tsekhmistrenko of folk games at physical education lessons with a three-hour study load. - M., 2003. Ram to use Russian folk games. Physical culture at school. - No. 5, No.; No. 3, No.

List of equipment and visual aids:

Scheme. Music Center. Gymnastic wall Rigid gymnastic bench Set of hinged equipment Balls: small (soft), basketball, rubber. Skipping rope for children Gymnastic mat Plastic hoop for children First aid kit Container with a set of game equipment.

Working programm

in physical culture

according to GEF (grades 1-4)

EMC "School of Russia"

PHYSICAL EDUCATION

EXPLANATORY NOTE

Working programm on physical culture was developed on the basis of the Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education, the Program of the Ministry of Education of the Russian Federation: Primary General Education, the author's program V. I. Lyakh "Physical Culture ”, approved by the Ministry of Defense of the Russian Federation in accordance with the requirements of the Federal Component of the State Standard of Primary Education and taken in full.

Physical culture is a compulsory course in educational institutions. The subject "Physical culture" is the basis of physical education of schoolchildren. In combination with other forms of education - physical culture and recreation activities in the mode school day and the second half of the day (gymnastics before classes, physical training minutes, physical exercises and games during extended breaks and in extended day groups), extracurricular work in physical education (groups of general physical training, sports sections), physical culture and sports events (days of health and sports, outdoor games and competitions, sports holidays, sports days, tourist rallies and hikes) - the formation of the physical culture of the individual is achieved. It includes motivation and the need for systematic physical culture and sports, mastering the main types of physical culture and sports activities, versatile physical fitness.

The Federal Law "On Physical Culture and Sports" dated December 4, 2007 No. 329-F3 notes that the organization of physical education and education in educational institutions includes the conduct of compulsory physical education classes within the main educational programs in the amount established by state educational standards, as well as additional (optional) physical exercises and sports within the framework of additional educational programs.

This program was created taking into account the fact that the system of physical education, which combines classroom, extracurricular forms of physical exercise and sports, should create the most favorable conditions for the disclosure and development of not only the physical, but also the spiritual abilities of the child, his self-determination.

aim school physical education is the formation of a versatile physically developed personality, able to actively use the values of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organize outdoor activities.

The implementation of the goal of the curriculum correlates with the solution of the following educational tasks:

Strengthening health, improving posture, preventing flat feet, promoting harmonious physical, moral and social development, successful learning;

Formation of initial skills of self-regulation by means of physical culture;

Mastering the school of movements;

Development of coordination (accuracy of reproduction and differentiation of spatial, temporal and power parameters of movements, balance, rhythm, speed and accuracy of response to signals, coordination of movements, orientation in space) and conditioning (speed, speed-strength, endurance and flexibility) abilities;

Formation of elementary knowledge about personal hygiene, daily routine, the effect of physical exercises on health, performance and development of physical (coordination and conditioning) abilities;

Developing ideas about the main sports, equipment and equipment, about observing safety rules during classes;

Formation of a mindset for maintaining and strengthening health, skills for a healthy and safe lifestyle;

Introduction to independent physical exercises, outdoor games, their use in free time on the basis of the formation of interests in certain types of physical activity and the identification of a predisposition to certain sports;

Education of discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises, promoting the development of mental processes (imagination, memory, thinking, etc.) in the course of motor activity.

Program novelty thing is:

The requirements for the level of mastering the subject by students at the end of grade 1, grade 2, grade 3, grade 4 are specified;

PLACE OF THE COURSE IN THE CURRICULUM

The course "Physical Education" is studied from grades 1 to 4 at the rate of 3 hours per week (405 hours in total): in grade 1 - 99 hours, in grade 2 - 102 hours, in grade 3 - 102 hours, in grade 4 - 102 hours The third hour for teaching the subject "Physical Education" was introduced by order of the Ministry of Education and Science dated August 30, 2010 No. 889. The order stated: "The third hour of the subject "Physical Education" should be used to increase motor activity and develop the physical qualities of students, the introduction modern systems physical education".

The work program is designed for 405 hours for four years of study (3 hours per week).

GENERAL DESCRIPTION OF THE COURSE

The subject of teaching physical culture in elementary school is the physical activity of a person with a general developmental focus. In the process of mastering this activity, health is strengthened, physical qualities are improved, certain motor actions are mastered, thinking, creativity and independence are actively developed.

The most important requirement for conducting a modern lesson in physical culture is to provide a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor fitness, features of the development of mental properties and qualities, and compliance with hygiene standards.

The conceptual base and content of the course are based on the provisions of regulatory legal acts Russian Federation, including:

Requirements for the results of mastering the educational program of basic general education, presented in the Federal State Standard of Primary General Education;

Concepts of spiritual and moral development and education of the personality of a citizen;

Law "On Education";

Federal Law "On Physical Culture and Sports";

National Security Strategy of the Russian Federation until 2020;

Exemplary program of primary general education;

In the program of V. I. Lyakh, A. A. Zdanevich, the program material is divided into two parts - basic and variable. The basic part includes material in accordance with the federal component of the curriculum, the regional component (ski training is replaced by cross-country training). The basic part fulfills the mandatory minimum of education in the subject "Physical Education". The variable part includes program material on outdoor games based on basketball. The program material becomes more difficult in sections every year due to the increase in the complexity of the elements based on the previously completed ones.

Value orientations of the content of the subject

The content of the subject "Physical Culture" is aimed at educating highly moral, creative, competent and successful citizens of Russia, capable of active self-realization in social and professional activities, skillfully using the values of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organize a healthy image life.

Planned development results training course

Universal Results

Students will learn:

organize their own activities, choose and use means to achieve its goal;

actively engage in collective activities, interact with peers in achieving common goals.

convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.

Personal Outcomes

Students will learn:

show discipline, diligence and perseverance in achieving goals;

actively engage in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy.

Students will have the opportunity to learn:

exercise positive traits personality and manage their emotions in various (non-standard) situations and conditions;

provide disinterested assistance to their peers, find with them mutual language and common interests.

Metasubject Results :

Students will learn:

characterize phenomena (actions and deeds), give them an objective assessment based on the acquired knowledge and experience;

find errors in the performance of educational tasks, select ways to correct them;

ensure the protection and preservation of nature during outdoor activities and physical education;

organize independent activities, taking into account the requirements of its safety, the safety of inventory and equipment, the organization of the place of employment.

Students will have the opportunity to learn:

plan their own activities, distribute the load and rest in the process of its implementation;

analyze and objectively evaluate the results of their own work, find opportunities and ways to improve them;

to see the beauty of movements, to highlight and justify aesthetic features in the movements and movements of a person;

evaluate the beauty of the physique and posture, compare them with reference samples;

communicate and interact with peers on the principles of mutual respect and mutual assistance, friendship and tolerance;

manage emotions when communicating with peers and adults, maintain composure, restraint, prudence;

it is technically correct to perform motor actions from basic sports, to use them in game and competitive activities.

Subject Results :

Students will learn:

plan physical exercises in the daily routine, organize rest and leisure using physical culture means;

explain in an accessible form the rules (techniques) for performing motor actions, analyze and find errors, and effectively correct them;

give combat commands, keep count when performing general developmental exercises;

perform acrobatic and gymnastic combinations at the required technical level, characterize the signs of technical performance;

perform technical actions from basic sports, apply them in game and competitive activities;

interact with peers according to the rules of outdoor games and competitions;

present physical culture as a means of promoting health, physical development and physical training of a person;

measure (learn) individual indicators of physical development (length and weight of the body), the development of basic physical qualities;

to organize and conduct outdoor games and elements of competitions with peers, to carry out their objective refereeing;

handle inventory and equipment with care, comply with safety requirements for venues.

Students will have the opportunity to learn:

organize and conduct physical culture classes with a different target orientation, select physical exercises for them and perform them with a given load dosage;

characterize physical activity in terms of heart rate, regulate its tension during classes for the development of physical qualities;

state the facts of the history of the development of physical culture, characterize its role and significance in human life, its connection with labor and military activities;

find distinctive features in the performance of a motor action by different students, highlight the distinctive features and elements;

provide all possible assistance and moral support to peers in the performance of educational tasks, kindly and respectfully explain mistakes and ways to eliminate them;

apply vital motor skills and abilities in various ways, in various changing, variable conditions.

Educational and thematic plan

1 class

Topic	Qty hours
Knowledge about physical culture

Athletics
ski training

Total hours

Educational and thematic plan

Grade 2

Topic	Qty hours
Knowledge about physical culture
Gymnastics with elements of acrobatics
Athletics
ski training
Outdoor games and sports games
Total hours

Educational and thematic plan

3rd grade

Topic	Qty hours
Knowledge about physical culture
Gymnastics with elements of acrobatics
Athletics
ski training
Outdoor games
Total hours

Educational and thematic plan

4th grade

Topic	Qty hours
Knowledge about physical culture
Gymnastics with elements of acrobatics
Athletics
ski training
Outdoor games and sports games
Total hours

1 class

1. Knowledge about physical culture (6 hours)

The emergence of physical culture and sports.

Olympic Games.

What is physical culture?

Tempo and rhythm.

Personal hygiene of a person.

As a result of the study, students will learn:

Name the movements that people perform in the picture;

Study the drawings depicting ancient athletes and name the types of competitions in which they participate;

To reveal the concept of "physical culture"; analyze the positive impact of its components on the promotion of health and human development;

Observe personal hygiene;

Maintain distance, pace, rhythm;

Distinguish between different sports;

Keep posture;

Perform sets of exercises aimed at the formation of correct posture.

Students will have the opportunity to learn:

Make up a complex of morning exercises;

Participate in the dialogue in the classroom;

Ability to listen and understand others;

Retell texts on the history of physical culture;

Compare physical culture and sports of the Antiquity era with modern physical culture and sports;

Explain the meaning of the symbols and rituals of the Olympic Games;

Determine the purpose of the revival of the Olympic Games;

Name famous Russian and foreign champions of the Olympic Games;

Properly follow the rules of personal hygiene;

Assess your level of personal hygiene with the Test Yourself test.

2. Gymnastics with elements of acrobatics (34 hours)

Testing pull-ups on the low bar from hanging lying down.

Testing the hang for a while.

Poetic accompaniment in the classroom.

Poetic accompaniment as an element of the development of coordination of movements.

Rolls.

Varieties of transfers.

Forward roll technique.

Somersault forward.

Stand on the shoulder blades, "bridge".

Stand on the shoulder blades, "bridge" - improvement.

Headstand.

Climbing on the gymnastic wall.

Hangs are not crossbar.

Circuit training.

Rope jumping.

Jump rope.

Circuit training.

Hanging at an angle and hanging bent over on gymnastic rings.

Hanging on the gymnastic rings.

Hoop rotation.

Hoop - learn to manage it.

Circuit training.

Rope climbing.

Passing an obstacle course.

Passing a complicated obstacle course.

Testing the hang for a while.

Forward bend test from a standing position.

Pull-up testing on the low bar.

Testing the rise of the torso in 30 seconds.

Students will learn:

Open to the arms to the sides;

Rebuild by breeding in two columns;

Perform turns to the right, left, around;

Follow the commands “equal”, “quietly”, “calculate in order”, “calculate for the first - second”, “to the left around the march”, “walk march”, “run march”;

Perform a warm-up aimed at developing coordination of movements;

Memorize short time periods;

Perform hanging for a while;

Perform various rolls, somersault forward, “bridge”, stand on the shoulder blades, stand on the head;

Climb a rope;

Hanging at an angle, hanging bent over, hanging bent over;

Coup on gymnastic rings.

Students will have the opportunity to learn:

Show the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations;

3. Athletics (19 hours)

Shuttle running technique.

High jump technique from a straight run.

High jump.

Throwing a stuffed ball from the chest.

Throwing a stuffed ball from below.

Standing long jump testing.

Throwing technique for accuracy

Testing small ball throwing for accuracy.

Running exercises.

Testing the 30m run from a high start.

Testing the shuttle run 3 x 10 m.

Range throwing test.

Students will learn:

High start technique;

Perform a running warm-up;

Perform a high jump from a straight run;

Perform medicine ball throws from the chest and from below.

Students will have the opportunity to learn:

Organizational and methodological requirements in the lessons dedicated to ski training.

Stepping step on skis without poles.

Gliding step on skis without poles.

Stepping step on skis with sticks.

Gliding step on skis.

Turn by stepping on skis with sticks.

Ascent and descent downhill on skis without poles.

Ascent and descent downhill on skis with sticks.

Sliding step on skis "snake".

Students will learn:

Carry skis on command "on the shoulder", "at hand";

Perform a stepping and sliding step, both with and without ski poles;

Perform turns by stepping over, both with and without ski poles;

Perform a half-herringbone lift with and without ski poles;

Perform downhill descent in the main stance with and without ski poles;

Walk a distance of 1.5 km;

Skiing "snake";

Students will have the opportunity to learn:

5. Outdoor games (28 hours)

Mobile game "Mousetrap".

Catching and throwing the ball in pairs.

Individual work with the ball.

School of taming the ball.

Mobile game "Night hunting"

Close your eyes - start the exercise.

Outdoor games.

Throwing and catching the ball in pairs.

Dribbling.

Keeping the ball in motion.

Relays with the ball.

Mobile ball games.

Outdoor games.

The accuracy of throwing the ball through the volleyball net.

Throwing the ball over a volleyball net from long distances.

Mobile game "Just on target".

Outdoor games for the hall.

Team outdoor game "Tails".

Russian folk outdoor game "Burners".

Team mobile games.

Mobile ball games.

Outdoor games.

Students will learn:

Play outdoor games;

Students will have the opportunity to learn:

activities;

Physical Fitness Requirements for Grade 1 Students

Control exercises	boys

	(5 points)			(5 points)
number of times
Standing long jump
	Touch forehead to knees	Touch the palms of the floor	Touch your fingers to the floor	Touch forehead to knees	Touch the palms of the floor	Touch your fingers to the floor
Running 30 m from a high start,
	Without regard to time

Grade 2

1. Knowledge about physical culture (4 hours)

Organizational and methodical instructions.

physical qualities.

Daily regime.

Heart rate, how to measure it.

Students will learn:

Fulfill the organizational and methodological requirements that are presented in the physical education lesson;

Explain what physical qualities are.

Explain what a daily routine is and how it affects a person’s life;

Explain what heart rate is

Perform exercises to improve posture, to strengthen the muscles of the abdomen and back, to strengthen the muscles of the feet;

Students will have the opportunity to learn:

Measure heart rate;

Provide first aid for injuries;

Establish a connection between the development of physical qualities and the main systems of the body;

To characterize the main parts of the human body, forms of movements, tension and relaxation of muscles during their execution, the work of the respiratory and cardiovascular systems during motor activity;

Find out your characteristics with the test "Test yourself" in the textbook;

2. Gymnastics with elements of acrobatics (31 hours)

Movement coordination exercises.

Forward bend test from a standing position.

Testing the rise of the torso from a prone position for 30 s.

Testing pull-ups on the low bar from the hang while lying bent over.

Testing the hang for a while.

Somersault forward.

Somersault forward with three steps.

Somersault forward with a run.

Complicated options for performing a somersault forward.

Stand on the shoulder blades, "bridge".

Circuit training.

Headstand.

Various types of climbs.

Circuit training.

Jump rope.

Jumping rope in motion.

Circuit training.

Hanging bent, hanging bent over on gymnastic rings.

Flip back and forth on gymnastic rings.

Combination on gymnastic rings

Hoop rotation.

Hoop rotation options.

Rope climbing and circuit training.

Circuit training.

Testing the hang for a while.

Forward bend test from a standing position.

Students will learn:

Line up in a line and column;

Perform a warm-up aimed at developing coordination of movements;

Tilt forward from a standing position;

Perform a torso lift for 30 seconds. for speed;

Climb on the gymnastic wall and climb from span to span;

Pull up on the low bar from hanging lying down;

Perform hanging for a while;

Pass circuit training stations;

Perform various rolls, somersault forward from three steps, “bridge”, stand on the shoulder blades, stand on the head;

Climb a rope;

Perform curtain hanging with one and two legs on the crossbar;

Perform hangings not on the crossbar;

Perform jumping rope, jump rope, hoop rotation;

Hanging bent over, hanging bent over on gymnastic rings;

Flip back and forth on gymnastic rings;

Warm up with bags, jump ropes, hoops, rubber rings, with a gymnastic stick;

Perform exercises at the gymnastic wall, with small balls, on mats, on mats with balls, with massage balls, with and on gymnastic benches.

Students will have the opportunity to learn:

Describe the composition and content of general developmental exercises with objects, make combinations from the number of exercises learned;

Describe the technique of the acrobatic exercises being learned;

Master the technique of acrobatic exercises and acrobatic combinations;

Master universal skills for interaction in pairs and groups when learning acrobatic exercises;

Identify typical errors when performing acrobatic exercises;

Master the universal skills to control the amount of load by heart rate when performing exercises for the development of physical qualities;

Observe safety rules when performing acrobatic exercises;

Show the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations;

To master universal skills for interaction in pairs and groups when learning and performing gymnastic exercises;

Identify and characterize errors in the performance of gymnastic exercises;

Show the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations;

Observe safety regulations when performing gymnastic exercises;

Describe the technique of applied gymnastic exercises;

To master the technique of physical exercises of applied orientation;

To assist peers in mastering new gymnastic exercises, to analyze their technique;

Assist peers in mastering climbing and climbing, analyze their technique, identify errors and help correct them.

3. Athletics (28 hours)

Testing the 30m run from a high start.

Shuttle running technique.

Testing the shuttle run 3 x 10 m.

Technique for throwing the bag at a distance.

Testing the throwing bag for accuracy.

Long jump technique.

Long jump with a running start.

Testing small ball throwing for accuracy..

Standing long jump testing.

Overcoming obstacle course.

High jump from a straight run.

High jump backwards.

High jump test.

Introduction to balls - hops.

Jumping on balls - hops.

Throws a medicine ball from the chest and in the "bottom" way.

Throwing a stuffed ball from behind the head for a distance.

Standing long jump testing.

Throwing technique for accuracy (various subjects).

Testing small ball throwing for accuracy.

Running exercises.

Testing the 30m run from a high start.

Testing the shuttle run 3 X 10 m.

1000m run

Students will learn:

Explain the basic concepts and terms in running, jumping, throwing;

High start technique;

Run a distance of 30m at a speed;

Perform a shuttle run 3x10 m;

Perform a running warm-up;

Perform throwing, both for distance and for accuracy;

Standing long jump technique;

Perform a long jump from a place and from a run;

Perform a high jump backwards;

Run various relay races;

Perform medicine ball throws from the chest and from below;

Throw a gymnastic stick with your foot;

Overcome the obstacle course;

Perform a high jump with a straight run, a high jump backwards;

Perform throws of a stuffed ball from the chest, from below and from behind the head;

Run 1 km.

Students will have the opportunity to learn:

Describe the technique of running exercises;

Identify typical errors in the technique of running exercises;

Learn running techniques in a variety of ways;

Master the universal skills to control the amount of load by heart rate when performing running exercises;

To master universal skills for interaction in pairs and groups when learning and performing running exercises;

Demonstrate the qualities of strength, speed, endurance and coordination when performing running exercises;

Follow the safety rules when performing running exercises;

Describe the technique of jumping exercises;

Master the technique of jumping exercises;

Master the universal skills to control the amount of load by heart rate when performing jumping exercises;

Identify typical errors in the technique of performing jumping exercises;

To master universal skills for interaction in pairs and groups when learning and performing jumping exercises;

To show the qualities of strength, speed, endurance and coordination when performing jumping exercises;

Observe safety rules when performing jumping exercises;

Describe the technique of throwing a large stuffed ball;

Master the technique of throwing a big ball;

Observe safety rules when performing medicine ball throws;

Show the qualities of strength, speed and coordination when throwing a big ball;

Describe the technique of throwing a small ball;

Master the technique of throwing a small ball;

Follow the safety rules when throwing a small ball;

Show the qualities of strength, speed and coordination when throwing a small ball.

4. Ski training (12 hours)

Stepping and sliding step on skis without poles.

Stepping turns on skis without poles.

Fall braking on pole skis.

Passage of a distance of 1 km on skis.

Turns by stepping on skis with sticks and overtaking.

Climbing "half herringbone" and skiing downhill.

Climbing the herringbone slope.

Snake skiing.

Crossing a distance of 1.5 km on skis.

Control lesson in ski training.

Students will learn:

Explain the purpose of concepts and terms related to skiing;

Move on skis in stepping and sliding steps with and without ski poles;

Perform turns by stepping on skis, both with and without ski poles;

Perform turns by stepping over, both with and without ski poles;

Climb up the slope in a "half-herringbone", "herringbone", as well as descend in the main stance with and without ski poles;

Perform fall braking

Pass a distance of 1.5 km on skis;

Move on skis "snake";

overtake each other;

Play the mobile game "Rolls".

Students will have the opportunity to learn:

Simulate the technique of basic ways of skiing;

To master the universal skills to control the speed of movement on skis according to the heart rate;

Identify typical errors in the technique of performing ski moves;

Show endurance when passing training distances with learned methods of movement;

Apply the rules for selecting clothes for ski training;

Explain the technique of performing turns, descents and ascents;

Master the technique of turns, descents and ascents;

Show coordination when performing turns, descents and ascents.

5. Outdoor games (27 hours)

Outdoor games.

Mobile game "Cat and Mice".

Catching and throwing a small ball in pairs.

Mobile game "Siege of the city".

Throwing and catching the ball in pairs.

Dribbling.

Ball exercises.

Outdoor games.

Mobile game "Squirrel - Protector".

Throwing and catching the ball in pairs.

Throwing the ball into the basketball hoop using the "bottom" method.

Throwing the ball into the basketball hoop in the "top" way.

Dribbling and throwing the basketball hoop.

Relays with the ball

Exercises and outdoor games with the ball.

Circuit training.

Outdoor games.

Throwing the ball over a volleyball net.

Throwing the ball over the volleyball net for accuracy.

Throwing the ball over a volleyball net from long distances

Mobile game "Dodgeball through the net."

Control lesson on throwing the ball through the volleyball net.

Outdoor games for the hall.

Mobile game "Tails".

Mobile game "Sparrows - Crows".

Mobile ball games.

Outdoor games.

Students will learn:

Play outdoor games;

Be guided by the rules of the games;

Perform catching and throwing the ball in pairs;

Dribble with the right and left hand;

Throw the ball over the volleyball net;

Perform throws of the ball into the basketball hoop using the methods “from below” and “from above”;

Perform ball throws in various ways;

Participate in relay races.

Students will have the opportunity to learn:

Master universal skills in independent organization and conduct of outdoor games;

State the rules and conditions for outdoor games;

Master the motor actions that make up the content of outdoor games;

Interact in pairs and groups when performing technical actions in outdoor games;

Model the technique of performing game actions depending on changing conditions and motor tasks;

Make adequate decisions in the conditions of gaming activity;

Master the universal skills to manage emotions in the process of learning and playing activities;

Show speed and agility during outdoor games;

Observe discipline and safety rules during outdoor games;

Describe learned technical actions from sports games;

Master technical actions from sports games;

Model technical actions in gaming activities;

Interact in pairs and groups when performing technical actions from sports games;

To master the universal skills to manage emotions during educational and gaming activities;

Detect errors when performing technical actions from sports games;

Comply with discipline and safety regulations in the conditions of educational and gaming

activities;

To master the ability to perform universal physical exercises;

Develop physical qualities;

Organize and conduct outdoor games together with peers, referee;

Apply the rules for selecting clothes for outdoor activities;

Use mobile games for active recreation.

Physical Fitness Requirements for Grade 2 Students

Control exercises	boys

	(5 points)			(5 points)
Pull-ups on the low bar from hanging lying, number of times	14 or more			13 or more
Standing long jump
Leaning forward without bending your knees	Touch forehead to knees	Touch the palms of the floor	Touch your fingers to the floor	Touch forehead to knees	Touch the palms of the floor	Touch your fingers to the floor
Running 30 m from a high start,
	Without regard to time

3rd grade

1. Knowledge of physical culture (4 hours)

Pass and its importance for sports games with the ball.

hardening.

Volleyball as a sport.

Students will learn:

Carry out hardening procedures (dousing under the shower);

Students will have the opportunity to learn:

Distinguish features of the game volleyball, football;

Analyze safety rules during hardening procedures;

Assess your level of hardening with the test task "Test yourself";

2. Gymnastics with elements of acrobatics (29 hours)

Forward bend test from a standing position.

Testing the rise of the torso from a prone position for 30 s.

Testing pull-ups on the low bar from the hang while lying bent over.

Testing the hang for a while.

Somersault forward.

Options for performing a somersault forward.

Somersault back.

Circuit training.
Headstand.
Handstand.
Circuit training.
Hanging with a curtain with one and two legs on the crossbar.
Climbing and climbing on the gymnastic wall.
Jump rope.
Jumping rope in triplets.
Rope climbing in three steps.
Circuit training.
Circuit training.
Climbing on an inclined gymnastic bench.
Hoop rotation options.
Circuit training.
Testing the hang for a while.
Forward bend test from a standing position.
Testing pull-ups on the low bar from the hang while lying bent over.
Testing the rise of the torso from a prone position for 30 seconds.

Students will learn:

Compose and perform sets of general developmental exercises for the development of strength, flexibility and coordination;

Monitor heart rate during exercise;

Perform combat exercises;

Perform warm-ups in motion, on the spot, with bags, with rubber rings, with hoops, with a gymnastic stick, with a gymnastic bench, on a gymnastic bench, on mats, with a ball;

Perform warm-ups aimed at developing coordination of movements and flexibility, jumping warm-up, warm-up in pairs, at the gymnastic wall;

Perform exercises for attention and balance;

Perform a forward bend from a standing and sitting position, splits, push-ups, lifting the torso from a prone position;

Pull up on the low bar from the hang while lying bent over;

Perform rolls, somersault forward, somersault forward from a place, from a run and through an obstacle, somersault back;

Pass circuit training stations;

Climbing the gymnastic wall;

Climb a rope in three steps;

Perform a headstand and handstand, bridge, stand on the shoulder blades;

Jump with a rope, through a rope and into a rope;

Jump rope in threes;

Perform hoop rotation.

Students will have the opportunity to learn:

3. Athletics (30 hours)

Shuttle running technique.

Ways of throwing a bag (ball) at a distance.

Range throwing test.

Long jump with a running start.

Long jump with a run for the result.

Testing small ball throwing for accuracy.

Standing long jump testing.

Obstacle course.

Complicated obstacle course.

High jump from a straight run.

High jump from a straight run to the result.

High jump backwards.

Jumping on balls - hops.

Throws of a medicine ball in the ways "from the chest" and "from below".

Standing long jump testing.

Testing small ball throwing for accuracy.

Running exercises.

Testing the 30m run from a high start.

Testing the shuttle run 3 x 10 m.

Testing throwing a bag (ball) for a distance.

100m run

Students will learn:

High start technique;

Technique of throwing a bag (ball) at a distance;

Run a distance of 30 m;

Perform a shuttle run 3 x 10 m for a while;

Jump high from a straight run;

Jump high backwards;

Jump on balls - hops;

Throw a stuffed ball (weighing 1 kg) at a distance using the method “from below”, “from the chest”, “from behind the head”, with the right and left hand;

Throw the ball for accuracy;

Pass the obstacle course.

Students will have the opportunity to learn:

Demonstrate variable performance of walking exercises;

Apply variable exercises in walking to develop coordination abilities;

Describe running technique

Learn running techniques in a variety of ways

Identify typical errors in the technique of running exercises.

Master universal

the ability to control the amount of load by heart rate when performing running exercises.

To master universal skills for interaction in pairs and groups when learning and performing running exercises.

Follow safety rules when doing running exercises

Master the universal skills to control the amount of load by heart rate when performing jumping exercises.

Identify typical errors in the technique of performing jumping exercises.

To master universal skills for interaction in pairs and groups when learning and performing jumping exercises.

Show the qualities of strength, speed, endurance and coordination when performing jumping exercises.

Follow the safety rules when performing jumping exercises.

Describe the technique of throwing a large stuffed ball.

Master the technique of throwing a big ball.

Comply with safety regulations when performing

throws a large stuffed ball.

Show the qualities of strength, speed and coordination when throwing a big ball.

Describe the technique of throwing a small ball.

Learn the technique of throwing a small ball.

Follow the safety rules when throwing a small ball.

Show the qualities of strength, speed and coordination when throwing a small ball.

4. Ski training (14 hours).

Stepping and sliding step on skis with ski poles.

Turns on skis by stepping and jumping.

Alternate two-step skiing.

Simultaneous two-step skiing.

Climbing "half herringbone" and "herringbone", descending downhill in the main stance on skis.

Climbing with a "ladder" and braking with a "plow" on skis.

An outdoor game on skis "Roll-ups".

Downhill skiing in a low stance.

Crossing a distance of 1.5 km on skis.

Control lesson in ski training.

Students will learn:

Skiing 1.5 km;

Brake with a "plough";

Students will have the opportunity to learn:

Simulate the technique of basic ways of skiing;

Identify typical errors in the technique of performing ski moves;

Apply the rules for selecting clothes for ski training;

Explain the technique of performing turns, descents and ascents;

Master the technique of turns, descents and ascents;

Show coordination when performing turns, descents and ascents.

5. Outdoor and sports games (25 hours)

Sports game "Football".

Control lesson on the sports game "Football".

Mobile game "Shootout".

Football exercises.

Football exercises in pairs.

Various options for football exercises in pairs.

Mobile game "Siege of the city".

Throwing and catching the ball in pairs.

Dribbling.

Outdoor games.

Relays with the ball.

Outdoor games.

Throwing the ball over a volleyball net.

Mobile game "Pioneerball".

Volleyball preparation.

Introduction to basketball.

Sports game "Basketball".

Sports game "Football".

Mobile game Flag on the tower.

Sport games.

Mobile and sports games.

Students will learn:

Give a pass with your feet and hands;

Participate in relay races;

Play mobile games.

Students will have the opportunity to learn:

Master universal skills in independent organization and conduct of outdoor games;

State the rules and conditions for outdoor games;

Master the motor actions that make up the content of outdoor games;

Interact in pairs and groups when performing technical actions in outdoor games;

Model the technique of performing game actions depending on changing conditions and motor tasks;

Make adequate decisions in the conditions of gaming activity;

Master the universal skills to manage emotions in the process of learning and playing activities;

Show speed and agility during outdoor games;

Observe discipline and safety rules during outdoor games;

Describe learned technical actions from sports games;

Master technical actions from sports games;

Model technical actions in gaming activities;

Interact in pairs and groups when performing technical actions from sports games;

Detect errors when performing technical actions from sports games;

Comply with discipline and safety regulations in the conditions of educational and gaming

activities;

To master the ability to perform universal physical exercises;

Physical Fitness Requirements for Grade 3 Students

Control exercises	boys

	(5 points)	Low (3 points)	(5 points)	Low (3 points)
Hanging pull-ups, number of times
Pull-ups from the hang lying bent over, number of times
Standing long jump, cm
Running 30 m from a high start, sec.

Skiing 1 km,

4th grade

1. Knowledge of physical culture (5 hours)

Organizational and methodological requirements at the lessons of physical culture.

Sports game "Football".

Gymnastics, its history and significance in human life.
Fizkultminutka.

Students will learn:

Fulfill the organizational and methodological requirements that are presented in the physical education lesson;

Perform combat exercises;

Do exercises for morning exercises;

Give answers to questions about the drawings in the textbook.

Students will have the opportunity to learn:

Perform existing options for passing the ball with your foot;

Observe the rules of the sports game "Football";

Perform football and volleyball exercises;

Tell the story of the appearance of the ball and football;

Tell what exercise and physical education are;

Tell what gymnastics is and its importance in human life;

Assess your habits related to the regime of the day, using the test task "Test yourself";

Analyze the responses of your peers.

Create an individual daily routine.

Select and compose sets of exercises for morning exercises and physical exercises.

2. Gymnastics with elements of acrobatics (32 hours)

Forward bend test from a standing position.

Testing the rise of the torso from a prone position for 30 s.

Testing the hang for a while.

Somersault forward.

Somersault forward with a running start and over an obstacle.

Somersault back.

Circuit training.

Headstand and handstand.

Gymnastic exercises.

Climbing on the gymnastic wall and hangs.

Circuit training.

Jump rope.

Jumping rope in triplets.

Rope climbing in two steps.

Circuit training.

Exercises on the balance beam.

Exercises on gymnastic rings.

Mahi on gymnastic rings.

Circuit training.

Hoop rotation.

Circuit training.

Introduction to vaulting.

Vault.

Vault control lesson.

Testing the hang for a while.

Forward bend test from a standing position.

Testing pull-ups and push-ups.

Testing the rise of the torso from a prone position for 30 seconds.

Students will learn:

Perform combat exercises;

Tilt forward from a sitting and standing position;

Perform various variants of hangings, hanging with a curtain with one and two legs;

Perform a somersault forward from a place, from a run and through an obstacle, a somersault back;

Perform a stand on the head, on the hands, on the shoulder blades;

Execute the bridge;

Perform exercises on the balance beam;

Perform exercises on the rings;

Perform vault;

Pass circuit training stations;

Climb on the gymnastic wall, on the rope in two and three steps;

Jump rope on your own and in triplets;

Twist wrap;

Perform warm-ups on the spot, running, on the move, with bags, gymnastic sticks, balls, stuffed balls, small and medium balls, jump ropes, hoops;

Pull up, push up.

Students will have the opportunity to learn:

Rules for testing forward tilt from a standing position;

Rules for testing pull-ups on a low crossbar from hanging while lying bent over;

Rules for testing the hang for a while;

Perform various exercises on the log rings;

Perform various options for rotating the hoop;

Rules for testing the rise of the torso from a prone position for 30 s;

Correctly assess your well-being and control how the body copes with physical stress;

Determine the main indicators of physical development and physical abilities and identify their growth during the school year;

Record the results of control exercises in the diary of self-control;

Assess your self-control skills with the Test Yourself test task.

Master the universal skills associated with the implementation of organizing exercises.

Distinguish and carry out combat commands: “Attention!”, “At ease!”, “Step march!”, “On the spot!”, “Equal!”, “Stop!”.

Describe the technique of the acrobatic exercises being learned.

Master the technique of acrobatic exercises and acrobatic combinations.

To master universal skills for interaction in pairs and groups when learning acrobatic exercises.

Identify typical errors when performing acrobatic exercises;

Follow the safety rules when performing acrobatic exercises.

Show the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations.

Describe the technique of gymnastic exercises on shells.

To master the technique of gymnastic exercises on sports equipment.

To master universal skills for interaction in pairs and groups when learning and performing gymnastic exercises.

Identify and characterize errors in the performance of gymnastic exercises.

Follow the safety rules when performing gymnastic exercises.

Describe the technique of applied gymnastic exercises.

3. Athletics (26 hours)

Testing the 30m run from a high start.

Shuttle run.

Testing the shuttle run 3 x 10m.

Testing the 60m run from a high start.

Range throwing test.

Running jump technique.

Long jump from a running start to the result.

Control lesson in long jump with a running start.

Testing small ball throwing for accuracy.

Standing long jump testing.

Obstacle course.

Complicated obstacle course.

High jump from a straight run.

High jump by way of "stepping over".

Throws of a medicine ball in the ways “from the chest”, “from below” and “from behind the head”.

Throwing a stuffed ball with the right and left hand.

Standing long jump testing.

Testing small ball throwing for accuracy.

Running exercises.

Testing the 30m run from a high start.

Testing the shuttle run 3 x 10 m.

Range throwing test.

1000m run

Students will learn:

Run 30 and 60 m for a while;

Perform a shuttle run;

Throw the bag for distance and the ball for accuracy;

Long jump from a place and from a run;

Jump in height from a direct run-up, stepping over;

Pass the obstacle course;

Throw a stuffed ball in the ways “from behind the head”, “from the chest”, “from below”, with the right and left hand;

Run a distance of 1000 m, pass the baton.

Students will have the opportunity to learn:

Rules for competitions in running, jumping, throwing;

Describe the technique of running exercises;

Learn running techniques in a variety of ways;

Identify typical errors in the technique of running exercises;

Master the universal skills to control the amount of load by heart rate when performing running exercises;

To master universal skills for interaction in pairs and groups when learning and performing running exercises;

Follow the safety rules when performing running exercises;

Describe the technique of jumping exercises.

Master the universal skills to control the amount of load by heart rate when performing jumping exercises;

Identify typical errors in the technique of performing jumping exercises;

To master universal skills for interaction in pairs and groups when learning and performing jumping exercises;

To show the qualities of strength, speed, endurance and coordination when performing jumping exercises;

Observe safety rules when performing jumping exercises;

Describe the technique of throwing a large stuffed ball;

Master the technique of throwing a big ball;

Observe safety rules when throwing a large stuffed ball;

Show the qualities of strength, speed and coordination when throwing a big ball;

Describe the technique of throwing a small ball;

Master the technique of throwing a small ball;

Follow the safety rules when throwing a small ball;

Show the qualities of strength, speed and coordination when throwing a small ball.

4. Ski training (17 hours).

Stepping and sliding step on skis without ski poles.

Stepping and sliding step on skis with ski poles.

Alternate and simultaneous two-step skiing.

Alternate one-step skiing.

Simultaneous one-step skiing.

Ascent "half herringbone" and "herringbone", descent in the main stance on skis.

Climbing the slope with a "ladder" and braking with a "plow" on skis.

Movement and descent on skis "snake".

An outdoor game on skis "Roll-ups".

An outdoor game on skis "Pick up the object."

Passage of a distance of 2 km on skis.

Control lesson in ski training.

Students will learn:

Move on skis in stepping and sliding steps with and without ski poles, alternately and simultaneously two-stepping;

Perform turns on skis by stepping over and jumping;

Carry skis under your arm and on your shoulder;

Skiing 1.5 km;

Climb the slope "half herringbone", "herringbone", "ladder";

Go down the slope in the main stance and in the low stance;

Brake with a "plough";

Move and go down the slope on skis "snake".

Students will have the opportunity to learn:

Simulate the technique of basic ways of skiing;

Master universal skills;

Control the speed of skiing by heart rate;

Identify typical errors in the technique of performing ski moves;

To show endurance when passing training distances, by learned ways of movement;

Apply the rules for selecting clothes for ski training;

Explain the technique of performing turns, descents and ascents;

Master the technique of turns, descents and ascents;

Show coordination when performing turns, descents and ascents.

5. Outdoor and sports games (22 hours)

Passing technique in football.

Football control lesson.

Throwing and catching the ball in pairs.

Throws the ball in pairs for accuracy.

Throwing and catching the ball in pairs.

Throws and catching the ball in pairs against the wall.

Mobile game "Siege of the city".

Throwing and catching the ball.

Ball exercises.

Dribbling.

Outdoor games.

Throwing the ball over a volleyball net.

Mobile game "Pioneerball".

Ball exercises.

Volleyball exercises.

Volleyball control lesson.

Basketball exercises.

Sports game "Basketball".

Football exercises.

Sports game "Football".

Sport games.

Mobile and sports games.

Students will learn:

Give a pass with your feet and hands;

Perform ball passes through the volleyball net in various ways, enter the ball from behind the side;

Perform throws and catch the ball in various ways;

Perform football exercises, basketball stance;

Dribble on the spot, on the move, with the right and left hand;

Participate in relay races;

Throw the ball into the basketball hoop in various ways;

Play mobile games.

Students will have the opportunity to learn:

Master universal skills in independent organization and conduct of outdoor games;

State the rules and conditions for outdoor games;

Master the motor actions that make up the content of outdoor games;

Interact in pairs and groups when performing technical actions in outdoor games;

Model the technique of performing game actions depending on changing conditions and motor tasks;

Make adequate decisions in the conditions of gaming activity;

Master the universal skills to manage emotions in the process of learning and playing activities;

Show speed and agility during outdoor games;

Observe discipline and safety rules during outdoor games;

Describe learned technical actions from sports games;

Master technical actions from sports games;

Model technical actions in gaming activities;

Interact in pairs and groups when performing technical actions from sports games;

Detect errors when performing technical actions from sports games;

Comply with discipline and safety regulations in the conditions of educational and gaming

activities;

To master the ability to perform universal physical exercises;

Develop physical qualities.

Physical Fitness Requirements for Grade 4 Students

Control exercises	boys

	(5 points)	Low (3 points)	(5 points)	Low (3 points)
Hanging pull-ups, number of times
Hanging pull-ups lying down, bent over, number of times.
Running 60 m from a high start,

Skiing 1 km,

Criteria and norms for assessing students' knowledge

When evaluating progress, individual capabilities, the level of physical development and motor capabilities, and the consequences of students' diseases are taken into account.

Classification of errors and shortcomings, affecting the downgrading

Small mistakes are considered those that do not affect the quality and result of execution. Minor errors mainly include repulsion inaccuracy, rhythm disturbance, incorrect starting position, “spade” when landing.

Significant errors- these are those that do not cause a particular distortion of the structure of movements, but affect the quality of performance, although the quantitative indicator is not much lower than expected.

Significant errors include:

start not from the required position;

repulsion far from the bar when performing long jumps, high jumps;

throwing the ball into the ring, throwing at the target with additional movements;

non-synchronization of the exercise.

Gross mistakes- these are those that distort the technique of movement, affect the quality and result of the exercise.

Characteristics of the digital assessment (marks)

Rating "5" exhibited for high-quality performance of exercises, minor errors are allowed.

Rating "4" is set if no more than one major error and several minor ones are made.

Grade "3" exhibited if two significant errors and several gross errors are made. But the student with repeated executions can improve the result.

Grade "2" set if the exercise is simply not completed. The reason for non-compliance is the presence of gross errors.

In grades 1-4, technique is assessed only when performing exercises in balance, climbing, with elements of acrobatics, when building, rebuilding, walking. In other types (running, jumping, throwing, throwing, walking) it is necessary to take into account the result: seconds, number, length, height.

Formation of universal learning activities:

Personal UDD

Value-semantic orientation of students.

Meaning action.

Moral and ethical assessment.

Communicative UDD

The ability to express your thoughts.

Conflict resolution, questioning.

Managing the partner's behavior: control, correction.

Planning collaboration with teacher and peers.

Construction of statements in accordance with commutation conditions.

Regulatory UDD

Goal setting.

Volitional self-regulation.

Correction.

Evaluation of the quality and level of assimilation.

Control in the form of comparison with the standard.

Planning intermediate goals based on the result.

Cognitive universal actions:

General education:

Ability to structure knowledge.

Identification and formulation of the learning goal.

Search and selection of necessary information.

Analysis of objects.

Synthesis, as the compilation of a whole from parts.

Classification of objects.

Requirements for the level of training of students ( elevated level)

The ability to apply their skills in competitive activities at the external level.

Logistics

Library fund:

Standard of primary general education in physical culture;

Exemplary programs for the subject "Physical Education" (grades 1-4);

Work programs on physical culture;

Textbooks and manuals that are included in the subject line of V.I. Lyakh;

Methodical publications on physical culture for teachers.

Demo material:

Tables of standards of physical development and physical fitness;

Methodical posters;

Portraits of outstanding athletes, figures of physical culture, sports and the Olympic movement.

Educational-practical and educational-laboratory equipment:

The wall is gymnastic;

Beam gymnastic floor;

Gymnastic benches;

The crossbar is gymnastic;

Hinged crossbar;

Rope for climbing;

A set of attachments (targets, crossbars);

Gymnastic mats;

Stuffed balls (1 kg);

Massage balls;

Hop balls;

Gymnastic jump ropes;

Small balls (rubber, tennis);

Gymnastic sticks;

Gymnastic hoops;

Plastic rings of different sizes;

rubber rings;

Plank for high jump;

Racks for high jumps;

Measuring tape (10 m, 50 m);

Shields with basketball hoops;

Large balls (rubber, basketball, football);

Volleyball stands;

Volleyball net;

Balls are medium rubber;

Gymnastic rings;

First aid kit medical.

LITERATURE

Program: Lyakh V.I. Physical culture.// Working programs. The subject line of V.I. Lyakh. M: Enlightenment, 2011.

Textbook: Lyakh V.I. .// Textbook. Physical education. 1-4 classes. M: Enlightenment. 2011.

annotation

This textbook contains material of different levels of complexity, as it is addressed to students in four grades at once. These are children of different ages and degrees of readiness. Looking through the textbook, you will see that it has a lot of illustrations. Some introduce children to the structure of a person, others to sets of exercises, others contain the necessary information presented in a playful, entertaining way.

This material is intended for first graders who do not yet have a reading skill. They explore topics by looking at illustrations, completing assignments, answering questions. They learn to think, compare, choose the right solution. So in an unobtrusive, accessible form, a first-grader receives the necessary knowledge, develops intellectually.

It is very good if the child will study relevant topics with your help. Especially for this, the icon “Reading with parents” was introduced. Thus, you will not only help your first grader to better understand and assimilate the material, but also join physical culture yourself.

Textbook example

Before you is a textbook on the school subject "Physical Education". He will tell you about when and how physical culture and sports appeared in a person's life, how to do physical exercises in order to bring only benefit to your body. You will find out what will happen to your body if you exercise regularly, how to develop strength, speed, endurance, flexibility and other physical qualities.

We hope that you will read with interest and benefit for yourself about how to eat right, for which you need to follow the rules of personal hygiene, daily routine. Everything that you learn and learn with the help of a textbook, in physical education classes and during self-study, it will be useful to you in later life.

CHAPTER 1. WHAT YOU NEED TO KNOW 7
When and how did physical culture and sport arise 8
Modern Olympic Games 13
What is physical culture 18
Your body 19
The main parts of the human body -
Main internal organs 20
Skeleton 21
Muscles 22
Posture 24
Heart and blood vessels 33
Sense organs 35
Personal Care 45
Tempering 50
brain and nervous system 54
Respiratory organs 58
Digestive organs 62
Food and Nutrients 63
Water and drinking regimen 66
Mind and character training 68
Sportswear and footwear 75
Self control 78
First aid for injuries 87
CHAPTER 2. WHAT YOU NEED TO KNOW 91
Running, walking, jumping, throwing 92
Cheerfulness, grace, coordination 107
We all play! 128
Vital Skill 137
Everyone on skis! 143
Your physical ability 151
Your sports corner 161
Physical culture alphabet 163
We advise you to read 167
Compare your answers -
Guidelines for teachers 170

Physical education. 1-4 classes. Lyakh V.I.

14th ed. - M.: 2013. - 190 p.

Textbook based on numerous illustrations and accessible to students primary school The text introduces them to the basics of physical culture, a healthy lifestyle, and the main program exercises. The textbook contains questions and buildings for repeating and consolidating the knowledge, skills and abilities gained in physical education lessons; sets of exercises for the development of speed, flexibility, coordination of movements; texts for assessing physical fitness. At the end of the textbook are guidelines for teachers and parents. They will help them organize their work with the new textbook at school and at home. The textbook is written in accordance with the "Comprehensive program of physical education for students in grades 1-4".

Format: pdf/zip

The size: 27 MB

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Table of contents
CHAPTER 1. WHAT YOU NEED TO KNOW 7
When and how did physical culture and sport arise 8
Modern Olympic Games 13
What is physical culture 18
Your body 19
The main parts of the human body -
Main internal organs 20
Skeleton 21
Muscles 22
Posture 24
Heart and blood vessels 33
Sense organs 35
Personal Care 45
Tempering 50
Brain and nervous system 54
Respiratory organs 58
Digestive organs 62
Food and Nutrients 63
Water and drinking regimen 66
Mind and character training 68
Sportswear and footwear 75
Self control 78
First aid for injuries 87
CHAPTER 2. WHAT YOU NEED TO KNOW 91
Running, walking, jumping, throwing 92
Cheerfulness, grace, coordination 107
We all play! 128
Vital Skill 137
Everyone on skis! 143
Your physical abilities 151
Your sports corner 161
Physical culture alphabet 163
We advise you to read 167
Compare your answers -
Guidelines for teachers 170

Law of the Russian Federation "On Education", Art. 32 "Competence and responsibility of an educational institution" (p. 67);

Concepts of modernization of Russian education;

Concepts of the content of continuing education;

A comprehensive program of physical education for students in grades 1-11 (authors V.I. Lyakh, A.A. Zdanevich, M.: Prosveshchenie, 2008);

An exemplary program in physical culture within the framework of the project "Development, approbation and implementation of the Federal state standards of general education of the second generation", implemented by Russian Academy education commissioned by the Ministry of Education and Science of the Russian Federation and federal agency by education (project leaders A.M. Kondakov, L.P. Kezina. - M.: Prosveshchenie, 2010).

At present, an important task has been put forward - the development of problems of the formation of a new person. One aspect of this important issue- education of a comprehensively and harmoniously developed person is the disclosure of the laws of a growing, developing child's body. The success of this task largely depends on correct setting physical education from an early age. Improving the system of physical education of schoolchildren at present should be carried out by improving the relationship of its main links and, above all, its key form - a lesson in physical culture. It is necessary to strengthen the emphasis on the upbringing of positive motives, interests, habits and needs for systematic physical exercises, to pay more attention to teaching schoolchildren the ability to independently engage in, educating the belief in the importance of physical education. The content of the lessons should be built in such a way as to satisfy the most urgent needs of students in active work, cognition, communication, assertion of their own personality.

The subject of teaching physical culture in elementary school is the motor activity of a person with a general developmental orientation. In the process of mastering this activity, health is strengthened, physical qualities are improved, certain motor actions are mastered, thinking, creativity and independence are actively developed.

The logic of presentation and the content of the work program fully comply with the requirements of the Federal Component of the State Standard of Primary Education.

The level of study of educational material is basic. It was developed in order to specify the content of the educational standard, taking into account inter-subject and intra-subject communications, the logic of the educational process and the age characteristics of younger students.

Teacher's teaching materials - State program of the doctor of pedagogical sciences V.I. Lyakh "Comprehensive program of physical education of students in grades 1-11", 2009

Student's WMC:

My friend is an athlete. Grades 1-4, ed. V.I. Lyakh - M. "Enlightenment", 2006.

Yay, exercise! Grades 2-4, ed. E.N. Litvinov, G.I. Pogadaev - M. "Enlightenment", 2006.

The level of the program is the basic standard.

In accordance with the basic curriculum, 3 hours a week are allotted for physical education in the 1st grade, at the 2nd-4th cash desks.

Characteristics of the features (i.e., distinctive features) of the program: in accordance with the Concept of the structure and content of education in the field of physical culture, the subject of instruction in elementary school is motor activity with a general developmental orientation. In the process of mastering this activity, younger students not only improve their physical qualities, but also actively develop consciousness and thinking, creative abilities and independence.

Given these features, the proposed physical education program for elementary school students is focused on solving the following goals and objectives:

the purpose of the program is to form the basics of a healthy lifestyle among primary school students, to develop creative independence through the development of motor activity.

The implementation of this goal is associated with the solution of the following educational tasks:

strengthening the health of schoolchildren through the development of physical qualities and increasing the functionality of life-supporting body systems;

improving vital skills and abilities through teaching outdoor games, physical exercises and technical actions from basic sports;

formation of general ideas about physical culture, its significance in human life, role in health promotion, physical development and physical fitness;

development of interest in independent physical exercises, outdoor games, forms of active recreation and leisure;

training in the simplest ways to control physical activity, individual indicators of physical development and physical fitness.

The program is aimed at:

Implementation of the principle of variability, which justifies the planning of educational material in accordance with the gender and age characteristics of students, the material and technical equipment of the educational process (gym, school sports grounds, regional climatic conditions.

Implementation of the principle of sufficiency and consistency, which determines the distribution of educational material in the design of the main components of motor (physical) activity, the features of the formation of cognitive and objective activity of students;

Compliance with the didactic rules “from the known to the unknown” and “from the simple to the complex”, guiding the choice and planning of educational content in the logic of its gradual development, the translation of educational knowledge into practical skills and abilities, including in independent activity;

Expansion of interdisciplinary links that guide planning educational culture, comprehensive disclosure of the relationship and interdependence of the studied phenomena and processes;

Strengthening the health-improving effect achieved during the active use by schoolchildren of the acquired knowledge, methods and physical exercises in physical culture and recreation activities, daily routine, independent physical exercises.

The basic result of education in the field of physical culture in elementary school is the mastering of the basics of physical activity by students. In addition, the subject "Physical Education" contributes to the development of students' personal qualities and is a means of forming students' universal abilities (competencies). These abilities (competencies) are expressed in the meta-subject results of the educational process and are actively manifested in various types of activities (culture) that go beyond the scope of the subject "Physical culture".

The universal competencies of students at the stage of primary general education in physical culture are:

Ability to organize one's own activity, choose and use means to achieve its goal;

Ability to actively engage in collective activities, interact with peers in achieving common goals;

Ability to convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.

Personal results of mastering the content of the physical culture program by students are the following skills:

Actively engage in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy;

Show positive personality traits and manage their emotions in various (non-standard) situations and conditions;

Show discipline, hard work and perseverance in achieving goals;

To provide disinterested assistance to their peers, to find a common language and common interests with them.

The meta-subject results of mastering the content of the physical culture program by students are the following skills:

Characterize phenomena (actions and deeds), give them an objective assessment based on the acquired knowledge and experience;

Find errors in the performance of educational tasks, select ways to correct them;

Communicate and interact with peers on the principles of mutual respect and mutual assistance, friendship and tolerance;

To ensure the protection and preservation of nature during outdoor activities and physical education;

Organize independent activities, taking into account the requirements of its safety, the safety of inventory and equipment, the organization of the place of employment;

Plan your own activities, distribute the load and rest in the process of its implementation;

Analyze and objectively evaluate the results of their own work, find opportunities and ways to improve them;

To see the beauty of movements, to highlight and justify aesthetic features in the movements and movements of a person;

Evaluate the beauty of the physique and posture, compare them with reference samples;

Manage emotions when communicating with peers and adults, maintain composure, restraint, prudence;

It is technically correct to perform motor actions from basic sports, to use them in game and competitive activities.

The following skills are the subject results of mastering the content of the physical culture program by students:

Plan physical exercises in the daily routine, organize rest and leisure using the means of physical culture;

State the facts of the history of the development of physical culture, characterize its role and significance in human life, its connection with labor and military activities;

Present physical culture as a means of promoting health, physical development and physical training of a person;

Measure (learn) individual indicators of physical development (length and weight of the body), the development of basic physical qualities;

Provide all possible assistance and moral support to peers in the performance of educational tasks, kindly and respectfully explain mistakes and ways to eliminate them;

Organize and conduct outdoor games and elements of competitions with peers, carry out their objective refereeing;

Handle inventory and equipment with care, comply with safety requirements for venues;

Organize and conduct physical culture classes with a different target orientation, select physical exercises for them and perform them with a given load dosage;

Characterize physical activity in terms of heart rate, regulate its intensity during classes for the development of physical qualities;

Interact with peers according to the rules of outdoor games and competitions;

In an accessible form, explain the rules (technique) for performing motor actions, analyze and find errors, and effectively correct them;

Give combat commands, keep count when performing general developmental exercises;

Find distinctive features in the performance of a motor action by different students, highlight the distinctive features and elements;

Perform acrobatic and gymnastic combinations at a high technical level, characterize the signs of technical performance;

Perform technical actions from basic sports, apply them in game and competitive activities;

To perform vital motor skills and abilities in various ways, in various changing, variable conditions.

Structure and content of the work program

The structure and content of the subject are set in the proposed program in the construction of motor activity with the allocation of the relevant educational sections: "Knowledge of physical culture", "Methods of motor activity" and "Physical improvement".

The section "Methods of motor activity" contains ideas about structural organization subject activity, reflected in the appropriate methods of organization, execution and control.

The content of the section "Physical improvement" is focused on the harmonious physical development of schoolchildren, their comprehensive physical fitness and health promotion. This section includes vital skills and abilities, outdoor games and motor actions from sports, as well as general developmental exercises with various functional orientations.

Retaining a certain traditionalism in the presentation of practical material school programs, this program correlates the educational content with the content of basic sports, which are represented by the corresponding thematic sections: "Gymnastics with the basics of acrobatics", "Athletics", "Mobile and sports games", "Ski racing". Each thematic section of the program additionally includes outdoor games, which, in their content and focus, are consistent with the corresponding sport.

The content of this program also includes a relatively independent section "General Developmental Exercises". In this section, the proposed exercises are divided into sections of basic sports and are additionally grouped within sections according to the signs of functional impact on the development of basic physical qualities. Such a presentation of the material allows the teacher to select physical exercises and combine them into various complexes, plan the dynamics of loads and ensure continuity in the development of basic physical qualities, based on the gender and age characteristics of students, the degree of mastery of these exercises, the conditions for conducting various forms of classes, the availability of sports equipment and equipment. .

When planning the educational material of the program in accordance with SANPIN (temperature conditions), replace the topic "Cross-country skiing" with an in-depth development of the content of the topics "Sports games", "Outdoor games

The physical education teacher has the right to introduce studying proccess additional topics, reduce or simplify the educational material offered in the programs, while the teacher needs to avoid educational overload of students, without violating the logic of the distribution of program content, not to go beyond the requirements of the State Educational Standard.

As a result of mastering the subject content of the discipline "Physical Education", students increase the level of physical development, improve their health, form general and specific learning skills, ways of cognitive and objective activity.

The Thematic Planning section outlines the topics of the main sections of the program and provides characteristics of students' activities. These characteristics orient the teacher of physical culture to the results of the pedagogical process, which should be obtained at the end of mastering the content of the training course.

In the program, mastering the educational material from practical sections is functionally combined with mastering knowledge and methods of motor activity. Among the theoretical knowledge offered in the program, one can single out questions on the history of physical culture and sports, personal hygiene, the basics of organizing and conducting independent physical exercises.

In turn, the material on the methods of motor activity provides for teaching schoolchildren elementary skills to independently control physical development and physical fitness, to provide first aid in case of minor injuries. The mastery of these skills is correlated in the program with the mastery of the relevant content of practical and theoretical sections by schoolchildren.

The forms of organizing physical education classes in elementary school include a variety of physical education lessons, sports and recreation activities during the school day, and independent physical exercises.

Forms of organization

For a better mastering of the subject content, physical culture lessons are divided into three types: with educational-cognitive, educational-subject and educational-training orientation.

At lessons with an educational and cognitive orientation, students are introduced to the methods and rules for organizing independent studies, they are taught the skills and abilities to organize and conduct independent studies using previously studied material. When mastering knowledge and methods of activity, it is advisable to use textbooks on physical culture, especially those sections that relate to the features of performing independent tasks or self-fixing the physical exercises being learned.

Lessons with an educational and subject orientation are mainly used to teach the practical material of the sections of gymnastics, athletics, outdoor games, skiing and swimming. In these lessons, students also learn new knowledge, but only those that relate to the subject of study (for example, the name of exercises or a description of the technique for their implementation, etc.).

Lessons with an educational and training orientation are mainly used to develop physical qualities and solve relevant problems within the framework of a relatively strict regulation of the dynamics of physical activity from the beginning of the lesson to the end of its main part. In addition to the purposeful development of physical qualities, in the lessons with an educational and training orientation, it is necessary to form schoolchildren's ideas about physical fitness and physical qualities, physical activity and its impact on the development of body systems. Also in these lessons they teach how to regulate physical activity and how to control its magnitude (in elementary school in terms of heart rate).

In general, each of these types of physical education lessons has an educational focus and, if possible, includes schoolchildren in the performance of independent tasks.

The acquired knowledge, skills and abilities are subsequently consolidated in the system of independent physical exercises: morning exercises and hygienic gymnastics before lessons, physical education minutes and outdoor games during breaks and during walks, additional classes. At the same time, developing independence

it is necessary to orient students to the use of educational material, not only mastered by them in physical education lessons or lessons in other academic subjects, but also set out in physical education textbooks. By increasing the independence and cognitive activity of students, an increase in the focus of the pedagogical process on the formation of interest in regular physical exercises, accustoming to systematic care of one's body and health is achieved.

The development of independence at primary school age is well promoted by the organization of sports competitions and sports holidays. They are especially effective if their content is based on exercises, outdoor games, methods of activity and knowledge mastered by schoolchildren in physical education lessons.

For the full implementation of the program, it is necessary to constantly strengthen the material, technical, educational and sports base, regularly hold sports competitions and demonstration performances for each age group of students.

At the end of the course "Physical Education", students are assessed, the content of which includes training tasks developed in accordance with the requirements of the federal state educational standard for general education and this exemplary program.

Knowledge about physical culture

Physical education. Physical culture as a system of various forms of physical exercises to improve human health. Walking, running, jumping, climbing, crawling, skiing, swimming as vital means of human movement.

Rules for the prevention of injuries during physical exercises: organization of places of employment, selection of clothing, footwear and equipment.

From the history of physical culture. The history of the development of physical culture and the first competitions. Communication of physical culture with labor and military activity.

Physical exercise. Physical exercises, their influence on physical development and development of physical qualities. Physical training and its connection with the development of basic physical qualities. Characteristics of the main physical qualities: strength, speed, endurance, flexibility and balance.

Physical activity and its effect on the increase in heart rate.

Ways of physical activity

Self-study. Setting up a daily routine. Performing the simplest hardening procedures, sets of exercises for the formation of the correct posture and the development of the muscles of the body, the development of basic physical qualities; conducting health-improving classes in the daily regimen (morning exercises, physical education minutes).

Self-monitoring of physical development and physical fitness. Measurement of body length and weight, posture and physical qualities. Measurement of heart rate during exercise.

Independent games and entertainment. Organization and holding of outdoor games (on sports grounds and sports halls).

Physical Improvement

Physical culture and health-improving activity. Complexes of physical exercises for morning exercises, physical exercises, classes for the prevention and correction of postural disorders.

Complexes of exercises for the development of physical qualities.

Complexes of breathing exercises. Gymnastics for the eyes.

Sports and recreation activities.

Gymnastics with the basics of acrobatics.

Organizing commands and techniques. Combat actions in line and column; execution of military commands.

Acrobatic exercises. Stops; gray hair; group exercises; rolls; stand on the shoulder blades; somersaults forward and backward; gymnastic bridge.

Acrobatic combos. For example: 1) a bridge from a supine position, lower to the starting position, a flip to the prone position, a jump with support on the arms at point-blank crouching; 2) forward somersault at point-blank crouching, somersault back at point-blank crouching, from the stop crouching somersault back to the stop on your knees with support on your hands, jumping into point-blank crouching, somersault forward.

Exercises on a low gymnastic crossbar: hangs, jumps.

Gymnastic combination. For example, from a standing hang, crouching with a push with two legs, a jump, bending your legs, bending into a hang from behind, lowering back into a standing hang and a reverse movement, bending through the hang from behind with your legs going forward.

Vault: from a running start over a gymnastic goat.

Applied gymnastic exercises. Rope jumping. Movement on the gymnastic wall. Overcoming an obstacle course with elements of climbing and climbing, crawling, moving along an inclined gymnastic bench.

Athletics.

Running exercises: with high hip lifting, jumping and with acceleration, with changing direction of movement, from different starting positions; shuttle run; high start followed by acceleration.

Jumping exercises: on one leg and two legs in place and with advancement; in length and height; jumping and jumping;

Throws: a big ball (1 kg) at a distance in different ways.

Throwing: a small ball at a vertical target and at a distance.

Ski race.

Skiing; turns; descents; lifts; braking.

Mobile and sports games.

Based on the material of gymnastics with the basics of acrobatics: game tasks using drill exercises, exercises for attention, strength, agility and coordination.

On the material of athletics: jumping, running, throwing and throwing; exercises for coordination, endurance and speed.

Based on the material of ski training: relay races in skiing, endurance and coordination exercises.

Based on sports games:

Football: hitting a stationary and rolling ball; stopping the ball dribbling; outdoor games based on football.

Basketball: special moves without the ball; dribbling; throwing the ball into the basket; outdoor games based on basketball.

Volleyball: tossing the ball; ball delivery; receiving and passing the ball; outdoor games based on volleyball.

General developmental exercises

* This material is used to develop basic physical qualities and is planned by the teacher depending on the objectives of the lesson and the logic of passing the material.

Based on the material of gymnastics with the basics of acrobatics

Development of flexibility: wide legs; walking with the inclusion of a wide step, deep lunges, in a squat, with a swing of the legs; tilts forward, backward, to the side in the legstands, in the grays; lunges and half splits in place; "tricks" with a gymnastic stick, a skipping rope; high swings alternately and alternately with the right and left legs, standing at the gymnastic wall and during movements; sets of exercises, including maximum flexion and bending of the body (in racks and sit-ups); individual complexes to develop flexibility.

Development of coordination: arbitrary overcoming of simple obstacles; movement with a sharply changing direction and stops in a given position; walking on a gymnastic bench, a low balance beam with varying pace and stride length, turns and squats; reproduction of a given game pose; games to switch attention, to relax the muscles of the arms, legs, torso (in standing and lying positions, sitting); juggling with small objects; overcoming obstacle courses, including hangs, stops, simple jumps, climbing over a hill of mats; sets of exercises for coordination with asymmetric and sequential movements of the arms and legs; "swallow" type balance on a wide support with balance fixation; exercises to switch attention and control from one part of the body to another; relaxation exercises for individual muscle groups; movement in steps, running, jumping in different directions according to the intended landmarks and on a signal.

Formation of posture: walking on toes, with objects on the head, with a given posture; types of stylized walking to music; complexes of corrective exercises to control sensations (in the setting of the head, shoulders, spinal column), to control posture in motion, positions of the body and its links while standing, sitting, lying down; sets of exercises to strengthen the muscular corset.

Development of strength abilities: dynamic exercises with a change in support on the arms and legs, on the local development of the muscles of the body using body weight and additional weights (stuffed balls up to 1 kg, dumbbells up to 100 g, gymnastic sticks and maces), sets of exercises with gradual inclusion in the work of the main muscle groups and increasing weights; climbing with additional weights on the belt (along the gymnastic wall and the inclined gymnastic bench in the emphasis on the knees and in the emphasis crouching); climbing and jumping over obstacles with support on hands; pull-ups in the hang while standing and lying down; push-ups lying with support on a gymnastic bench; jumping exercises with an apparatus in hands (with moving forward alternately on the right and left legs, in place up and up with turns to the right and left), jumping up and forward with a push with one foot and two feet on the gymnastic bridge; carrying a partner in pairs.

Based on athletics

Development of coordination: running with a changing direction on a limited support; running short segments from different starting positions; jumping rope in place on one leg and two legs alternately.

Development of speed: repeated running exercises with maximum speed from a high start, from different starting positions; shuttle run; running downhill at a maximum pace; acceleration from different starting positions; throws into the wall and catching a tennis ball at the maximum pace, from different starting positions, with turns.

Endurance development: uniform running in moderate intensity mode, alternating with walking, with running in high intensity mode, with accelerations; repeated run at a maximum speed for a distance of 30 m (with a remaining or changing rest interval); running for a distance up to 400 m; uniform 6_minute run.

Development of strength abilities: repeated performance of multi-jumps; repeated overcoming of obstacles (15–20 cm); transfer of a stuffed ball (1 kg) at the maximum pace, in a circle, from different starting positions; throwing stuffed balls (1-2 kg) with one hand and two hands from different starting positions and in different ways (from above, from the side, from below, from the chest); re-execution of cross-country loads uphill; high jumps in place with hand touching suspended landmarks; forward jumps (right and

left side), with reaching landmarks located on different height; jumping on the markings in a semi-squat and squat; jumping followed by jumping.

On the material of cross-country skiing

Development of coordination: transfer of body weight from ski to ski (on the spot, in motion, jumping based on sticks); complexes of general developmental exercises with a change in body postures while standing on skis; sliding on the right (left) foot after two or three steps; descent from the mountain with changing racks on skis; picking up objects while descending in a low stance.

Endurance development: skiing in the mode of moderate intensity, alternating with the passage of segments in the mode of high intensity, with accelerations; passing training distances.

Educational and thematic plan for grades 1-4 (3 hours per week)

	Sections and topics	Number of hours (lessons)
		Class

Basic part
	Knowledge about physical culture
	Ways of physical activity
	Physical Improvement: - gymnastics with the basics of acrobatics Athletics Ski race Outdoor games General developmental exercises (in the content of the relevant sections of the program)
	Variation part (with 3 hours per week) (the time for mastering certain types of program material increases proportionally or an independent section is added at the choice of the teacher, students, determined by the school itself, according to in-depth study one of the sports)

Thematic planning 1 4 lyakh. The work program on physical culture is compiled on the basis of regulatory documents

Breathing exercises

Also read along with this:

Physical education. 1-4 classes. Lyakh V.I.

Student's WMC:

Ways of physical activity

General developmental exercises

Educational and thematic plan for grades 1-4 (3 hours per week)