Throwing a medicine ball from behind the head. Medicine ball: definition, purpose, exercises. Psychological diagnostics of child development

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1 Appendix 2 to the “Rules for admission to the MAUDO “SDUSSHOR “Balakovo”” Requirements for the level of physical (motor) abilities and psychological qualities of those entering the institution for each stage of sports training in the volleyball department. For admission to groups at the stage of initial training Fulfillment of the standards for general physical and special physical training for admission to groups at the stage of initial training in am (Table 1.2). pass 4 standards out of 5. Fulfillment of standards for general physical and special physical training for enrollment in groups at the stage of initial training in am (Table 1, 2). Methodology for testing indicators of general physical and special physical fitness 1. 30m run. The test is carried out according to the generally accepted method, the start is high (“volleyball player’s stance”). 2. 30m run: 5x6 m. At a distance of 6 m, two lines are drawn - starting and control. Based on a visual signal, the student runs, covering a distance of 6 m five times. When changing movement in the opposite direction, both feet of the subject must cross the line. 3. Jump up from a place, pushing off with both legs. For this purpose, a device designed by V.M. is used. Abalakova “Oblique screen” or others, allowing you to measure the height of the rise of the general center of mass when jumping up. You cannot push off and land outside the 50x50 cm square. The number of attempts is three. The best result is taken into account. When conducting the test, uniform requirements must be observed (reference point when standing on the entire foot, when jumping from a place - with a wave of the arms). Out of three attempts, the best result is taken into account. 4. Standing long jump. The measurement is taken from the control line to the nearest mark of the subject upon landing. Out of three attempts, the best result is taken into account. 5. Throw a medicine ball weighing 1 kg from behind the head with both hands while standing.

2 Throwing from a place. The subject stands at the line, one foot in front, holding the ball with both hands below in front of him. Raising the ball up, you swing it back behind your head and then immediately throw it forward. Three attempts are given in each throwing event. The best result is taken into account. Note: Testing of general and special physical fitness indicators must be carried out in sports shoes. 1. Completing tests to determine the personal characteristics (qualities) of applicants at the time of admission to the institution (Appendix 1). For admission to groups at the training stage 1. Fulfillment of standards for general physical, special physical training - pass 4 standards out of 5, pass 14 standards out of 23 for technical and tactical training (Tables 1, 2, 3, 4). For admission to groups at the stage of improving sportsmanship 1. Compliance with the standards of general physical, special physical, technical and tactical training for enrollment in groups at the stage of improving sportsmanship (Tables 1,2,3,4). student - pass 4 standards out of 5, technical and tactical training pass 15 standards out of 19. Note: I. Testing of indicators of general and special physical training must be carried out in sports shoes. II. Testing of technical and tactical training indicators takes place in a full game form. 2. Completing tests to determine the personal characteristics (qualities) of applicants at the time of admission to the institution (Appendix 1). 3. Applicants have the First sports category in volleyball.

3 Methodology for testing indicators of general physical and special physical fitness. 1. Run 30m. The test is carried out according to the generally accepted method, the start is high (“volleyball player’s stance”). 2. 30m run: 5x6 m. At a distance of 6 m, two lines are drawn - starting and control. Based on a visual signal, the student runs, covering a distance of 6 m five times. When changing movement in the opposite direction, both feet of the subject must cross the line. 3. Jump up from a place, pushing off with both legs. For this purpose, a device designed by V.M. is used. Abalakova “Oblique screen” or others, allowing you to measure the height of the rise of the general center of mass when jumping up. You cannot push off and land outside the 50x50 cm square. The number of attempts is three. The best result is taken into account. When conducting the test, uniform requirements must be observed (reference point when standing on the entire foot, when jumping from a place - with a wave of the arms). Out of three attempts, the best result is taken into account. 4. Standing long jump. The measurement is taken from the control line to the nearest mark of the subject upon landing. Out of three attempts, the best result is taken into account. 5. Throw a medicine ball weighing 1 kg from behind the head with both hands while standing. Throwing from a place. The subject stands at the line, one foot in front, holding the ball with both hands below in front of him. Raising the ball up, you swing it back behind your head and then immediately throw it forward. Three attempts are given in each throwing event. The best result is taken into account. Technical preparation 1. Testing the accuracy of the second gear. In the tests, conditions are created under which a quantitative result can be obtained: limiters for the distance and height of transmission are installed - slats, colored tapes, hoops, lines are drawn. When passing from zone 3 to zone 4, the transmission distance is 3-3.5 m, the height of the limiters is 3 m, the distance from the net is no more than 1.5 m. If targets are installed (hoop, “beacon”), their height above the net is cm, the distance from the side line is 1 m and cm from the net. When transferring from zone 2 to zone 4, the transfer distance is 5-6 m. Each student performs 5 attempts: the number of passes that meet

4 requirements in the test, as well as the quality of the pass execution (a pass in violation of the rules of the game is not counted). Tests in overhead passes at the steppe, standing with your face and back (alternating). The student is located at a distance of 3 m from the wall, at a height of 4 m a control line is made on the step - one must strive to maintain the distance from the step and the height of the passes. The student throws the ball above himself and sends it into the wall, passes over himself and turns 180 (with his back to the wall), passes with his back to the wall, turns in a circle, passes while facing the wall, etc. Passes while facing above you and with your back turned constitute one series. The maximum number of episodes is taken into account. The minimum number of series for each training is established. 3. Tests on feed accuracy. Basic requirements: with high-quality technical execution of a given serving method, send the ball in a certain direction - to a certain area of ​​the court. These areas are as follows: right (left) half of the court, zone 4-5 (1-2), area at the side lines in zones 5-4 (1-2) measuring 6x2 m, in zone 6 at the end line measuring 3x3 m. Each the student completes 5 attempts. 4. Tests on the accuracy of attacking strikes. The requirements in these tests boil down to ensuring that a particular pop/thrower can produce a high-quality technical execution; the students can hit the ball hard enough with a certain accuracy. When striking from zone 4 to zones 4-5, the impact area is limited to the front, side lines and attack line, at a distance of 3 m from the side line. For kicks with transfer, the area is limited by the side line and a line parallel to it at a distance of 2 m. If the kick is from zone 4, then in zones 1-2, for kicks from zone 2 - in zones 4-5. Each student must complete 5 attempts. 5. Tests on the accuracy of the first pass (ball reception). The tests are aimed at determining the degree of mastery of serve receiving skills. A serve is made aimed at the area where the subject is located. Only under this condition do attempts count. If there is a special “ball thrower” projectile, the ball is sent with its help. Receiving the ball in zone 6 (5), the student must direct it through a mite, stretched at a distance of 1.5 m from the net and at a height of 3 m, into zone 3 or 2. If the ball goes beyond the specified zone or touches the net, then such the attempt is not counted. Instead of tape, you can install a rail. Very good to install on

On site 5 there is a rim with a diameter of 2 m at a height of 1.5 m, which will serve as a target. Each student is given 5 attempts, for children - 8. Feeds in groups of initial training are lower, from years - upper, in years - planning. The number of hits and the quality of execution are taken into account. 6. Blocking tests. When blocking alone, the student is located in zone 3 and at the moment of the pass to strike, goes into the appropriate zone to set up a block. The direction of the blow is known, the height of the pass on the blow is also known. Each participant is given 5 attempts. Tactical training. 1. Actions in second gear, standing and jumping. The subject's location is in zone 3 (or on the border with zone 3). The signal is: the lighting of the lamps behind the net (on the net), the position of the coach's (student's) hands behind the net, a sound signal (command, whistle). The first pass of the ball (“ball thrower” or player) is sent from the depths of the court. The signal is given at the moment when the ball begins to fall down. The tasks follow in a different order. 6 attempts are given (approximately equally in each zone). The number of correctly completed tasks and the accuracy of the transmission in compliance with the rules of the game are taken into account. 2. Actions during attacking attacks. An attacking blow or a “discount” (a jump pass over the net), depending on whether a “block” or a pet is made. The block is simulated with special devices (such as a “mechanical block”, etc.). The partner can “block” while standing on a stand. "Block" appears when the attacker is pushed away when jumping. The number of correctly completed tasks and the accuracy of the ball's flight are taken into account. 3. Team actions in attack. These tests test students' ability to interact as part of a team. The content of the tests consists of the following actions: receiving a serve, a second pass by a player on the offensive line or coming from the back line to the net, and an offensive strike by one of the students, others perform an imitation of a strike, surrounding movements in zones, etc. (according to the assignment). The nature of interactions and test conditions are presented in the evaluation table. 6 attempts are given. The requirements are the same as for group actions. Actions in case of single blocking. The main requirement of the test is to identify blocking skills: choosing a place, timely placing hands in the path of the ball. It is necessary to determine the zone from which the blow will be made (fourth, third or second), the direction of the blow - diagonally. Given by

6 10 attempts in each test (approximately equally divided by type of task). The number of correctly completed tasks and the quality of blocking (technical execution) are taken into account. 5. Team actions in defense. The main requirements are team actions when constructing defensive actions using the “forward angle” and “backward angle” system. The attacking team alternates offensive actions: attacks from different zones and in different directions, deceptive attacks and “discounts”. 10 attempts are given in two formations, after 5 attempts the front and back line players change places. The number of correctly performed actions and errors are taken into account. Integral training. 1. Exercises for switching in performing technical techniques. First: attacking blow - blocking. A student in zone 4 (3,2) performs a strike in a certain way and in a certain direction, then blocks the methods and direction of the strike known to him. One hit and one block constitute a series. The accuracy of the attacking blow and the quality of blocking are taken into account. Second: blocking - second gear. The student blocks an attacking blow from zone 4 in a diagonal direction in zone 3, after which he makes a second pass to zone 4 or 2 (standing with his back) - according to the instructions, he blocks again. The quality of blocking and second gear is taken into account. Third: receiving the ball from below with both hands - top pass. The student in zone 2 receives the ball from zone 4 and then makes an overhead pass to zone 4. The quality of the reception and the accuracy of the pass are taken into account. In each task you need to complete a certain number of series. 2. Exercises for switching in tactical actions. The tests are aimed at identifying the ability of students to rearrange their actions in accordance with the requirements. Two exercises are given. First: students are positioned in a defensive position: three at the net for blocking, three on the back line. From zone 1, the player makes a serve, after which, from the opposite side, players perform shots from zones 4 and 2 in a diagonal direction (from a pass from zone 3), then, on the command “replay”, they throw the ball over the net from the “attackers” side. The defenders receive the ball and send the first pass to a back line player, who goes to the net (from zone 1 or 5) and makes a second pass to any of the three front line players. After three hits in a row, blocking again. 3 series are performed, then the lines are swapped, 3 more series: one serve, two blocks and three hits in

7 of one episode. The correctness of the actions and the technical quality of execution are taken into account. Secondly, after receiving the serve, the team plays the ball in attack, after which it performs defensive actions (blocking or insuring). On the command “to finish the game” he performs offensive strikes. Three series are performed in two arrangements. In one series: serve reception, attacking strike, two defensive actions, two attacking strikes. The number of correctly completed tasks and errors are taken into account. 3. Determining the effectiveness of game actions. The effectiveness of the game actions of volleyball players is determined based on the results of observations in calendar and control games. To do this, various game recording systems are used (graphically, video camera, etc.). For each student there must be observational data in several games - calendar and control, mainly during the competitive period. Successful solution of the problems of training reserves of volleyball players of the highest ranks is impossible without competitive practice, without participation in competitions. Each student must participate in a certain number of competitions. The sections of integral training indicate the number of competitions (games) each in the multi-year training system. This minimum must be provided for every student.

8 p/p Control and translation standards for physical training for youth training levels Table 1 Control standards Stage of initial training Training stage Stage of improving sportsmanship Stage of higher sportsmanship 1st 2nd 3rd 1st 2nd 3- th 4th 5th No restrictions No restrictions 1 Run 30 m, s 5.1 5.1 5.0 5.0 5.0 5.0 5.0 4.9 4.9 4.9 2 Shuttle run 5x6 m, s 11.0 11.0 10.9 10.9 10.9 10.9 10.9 10.9 10.8 10.8 3 Standing long jump, cm 4 Standing upward jump with arms swinging , cm Throwing a medicine ball weighing 1 kg with both hands from behind the head, m: from a standing position 12.5 14.0 16.0 16.0 16.5 17.0 17.5 18.0 18.0 18.0 p/n Control and transfer standards for physical training for girls' training levels Control standards Stage of initial training Training stage Stage of improvement of sportsmanship Table 2 Stage of highest sportsmanship 1st 2nd 3rd 1st 2nd 3rd 4th 5th No restrictions No restrictions 1 Run 30 m, s 5.7 5.6 5.5 5.5 5.5 5.5 5.4 5.3 5.3 5.3 2 Shuttle run 5x6 m, s 11.5 11.5 11.2 11.2 11.2 11.0 11.0 11.0 11.0 11.0 3 Standing long jump, cm 4 Standing upward jump with arms swinging, cm Throwing a medicine ball weighing 1 kg with both hands from behind the head, m: from a standing position

9 12.0 12.0 12.5 12.5 12.5 13.0 13.5 14.0 14.0 14.0 Test and transfer standards for technical and tactical training (girls and boys) p/p Control standards Initial preparation stage Table 3 Training stage 1st 2-3rd 1st 2nd 3rd 4th 5th Technical preparation Setters Forwards 1. Second pass for accuracy from zone 3 to zone Second pass to accuracy from zone 2 to zone 4 3. Passing the ball over the top with both hands, standing and sitting against the wall (alternating) 4. Serving for accuracy: top straight into the court; years upper straight by zones; 16-17 years. in a jump 5. Direct forward strike from zone 4 to zone 4-5 (for years with a low pass) 6. Attack strike with transfer from zone 2 to zone 5, from zone 4 to zone 1 (for years with a pass behind the head) 7 Receiving a serve from zone 5 to zone 2 for accuracy Receiving a serve from zone 6 to zone

10 for accuracy 9. Blocking a single attacker from zone 4 (2) diagonally Tactical preparation 10. Second pass from zone 3 to zone 4 or 2 (standing with his back) at the signal 11. Second jump pass from zone 3 to zone 4 or 2 (standing with your back) at the signal 12. An attacking blow, or a “discount”, depending on whether a block is made or not 13. Team actions: receiving a serve, a second pass from zone 3 to zone 4 or 2 (according to instructions) and an attacking blow (for 16 years and older, second pass by the exiting player) 14. Blocking single attacking shots from zones 4, 3, 2 from the second pass. The zone is unknown, the direction of the strike is diagonal 15. Team organization of defensive actions according to the “forward angle” and “backward angle” system according to instructions after an opponent’s attack Integral preparation 16. Reception from below upper pass Attacking blow blocking Blocking second gear Transition after the serve to defensive actions , after defensive actions to attack Lost serves in the game, %

11 21. Efficiency of attack in the game %: win loss Useful blocking in the game, % Errors when receiving serves in the game, % Notes. Transfer to the next training is carried out upon passing 14 standards out of 23. Test and transfer standards for technical and tactical training (girls and boys) p/p Control standards Table 4 SSM, VSM without restrictions Technical training 1. Passing the ball from above with both hands, standing and sitting against the wall (alternating) Setters Forwards Setters Forwards Serve for accuracy Forward strike straight from zone 4 to zone 4-5 (for years with low gear) 4. Forward strike with transfer from zone 2 to zone 5, from zone 4 to zone 1 (for years with a pass behind the head) 5. Receiving a serve from zone 5 to zone 2 for accuracy 6. Blocking a single attacker from zone 4 (2) diagonally

12 7. Second pass from zone 3 to zone 4 or 2 (standing with your back) at signal 8. Second pass in a jump from zone 3 to zone 4 or 2 (standing with your back) at signal 9. Attacking blow, or “discount”, at depending on whether a block is made or not 10. Team actions: receiving a serve, a second pass from zone 3 to zone 4 or 2 (as assigned) and an attacking blow (for 16 years and older, a second pass by the outgoing player) 11. Blocking a single attacking blow from zones 4, 3, 2 from second gear. The zone is unknown, the direction of the strike is diagonal 12. Team organization of defensive actions according to the “forward angle” and “backward angle” system according to instructions after an opponent’s attack Integral preparation 13. Attacking strike blocking Blocking second gear Transition after the serve to defensive actions, after defensive actions to attack Lost serves in the game, % 17. Efficiency of attack in the game, %: win loss Useful blocking in the game, %

13 19. Errors when receiving serves in the game, % Notes. Transfer to the next training is carried out upon passing 15 standards out of 19.

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Explanatory note

One of the main directions of education policy in the Republic of Sakha (Yakutia) is the improvement and strengthening of children's health.

The basis for the physical development and health improvement of children in preschool educational institutions is educational and additional classes in physical education. To fulfill the tasks of improving health and attracting preschool children to regular physical exercise, the “Kencheeri” physical education complex has been developed.

Work on the physical education complex of standards in preschool educational institutions is carried out during classes, and the adoption of test standards is organized during additional classes (competitions).

To monitor the dynamics of the results shown in control and test classes, the journal “Accounting and passing the standards of the Kencheeri physical education complex” is filled out, and for children - an individual card of the child’s physical fitness. This is necessary for the physical education instructor, parents and children to monitor and predict the physical fitness of children, identify deficiencies in planning educational work, and also to maintain accurate records of children passing the “Kencheeri” physical education standards.

Responsibility for organizing work according to the physical education complex of standards rests with the head (director) of a preschool educational institution, and implementation - with the physical education instructor and medical worker.

1. Goal and tasks

The purpose of the physical culture complex of standards “Kencheeri”:

• strengthening the health of preschool children, creating conditions and promoting the development of children’s physical abilities.

Main goals:

1. Protecting and promoting the health of preschool children, monitoring the level of physical fitness of the child.
2. Identification of the real level of development of the child and the degree of its compliance with age standards.
3. Promoting the education of moral and volitional qualities, instilling the need for physical and moral improvement in preschool children.
4. Instilling interest in elements of various sports, including national ones.
5. Establishment of standards of requirements and conditions for their implementation.

1. Content

The physical education complex of the “Kencheeri” standards for preschool educational institutions of the Republic of Sakha (Yakutia) consists of one level - children 6-7 years old. At this stage, the level of physical fitness of the child is determined upon graduation from the preschool educational institution.

To complete the assigned tasks it is necessary:

1. Achieve accurate, energetic, expressive performance of all exercises, purposefully develop dexterity of movements, consolidate the rules and motor skills in sports games and exercises.
2. Strengthen the ability to analyze movements (self-control, self-esteem, control and assessment of the movements of other children).
3. Cultivate the habit of constantly taking care of your health and physical development.
4. Comply with established standards.
   1. Types of exercises

1. 30m sprint.
2. Running 500 m and above.
3. Shuttle run 3´10 m.
4. Standing long jump.
5. Running high jump.
6. Throwing a bag of sand with the right and left hands (200 gr.).
7. Medicine ball throwing (1 kg).
8. Flexion and extension of the arms (boys).

Raising the body from a supine position (girls) – without taking into account time.

1. Flexibility test (bending forward from a standing position).
2. Swimming (up to 10 m).
3. Skis (500 m and above).

2.2. Conditions for compliance with regulatory requirements

1. 30 meter run.

The running distance is located on the sports field or any other hard surface area. Start high.

1. Running 500 meters.

Running is carried out on a sports ground or on flat paths in parks and squares. The condition for fulfilling the norms for a certain distance without taking into account time is the continuity of running. Stopping and walking while complying with standards is not permitted.

1. Shuttle run 3x10 meters.

Shuttle running is carried out on open or closed areas with hard surfaces. A 10 m long segment is measured with transverse lines for the start and finish. 2 cubes measuring at least 7´7 cm are placed on the starting line. The person giving the norm takes the high start position and picks up one cube. At the command “March,” the stopwatch starts, the dealer runs with the cube to the other end of the segment, puts it down, returns for the next cube, and also moves it to the other end of the 10-meter segment. The moment the second cube touches the floor, the stopwatch stops.

1. Standing long jump.

Before performing a jump, a mat or thick rug is laid on the floor. A measuring tape is attached along its length (with tape) and the repulsion line is marked (with chalk). From the starting position - half squat, arms down back (swimmer's start), toes on the starting line. Swing your arms forward and upward to perform a jump, landing on both feet. The result is marked on the heel of the standing leg behind. The best of three attempts counts. The measurement is carried out with an accuracy of one centimeter.

1. Running long jump.

After preliminary warm-up, the child is offered 2-3 attempts to overcome the height (initial height 30 cm). After this height has been overcome, the bar should be raised by 5 cm. If the child fails at the new height, the result of the previous attempt is counted.

1. Throwing a bag of sand, weight 200 g.

Throwing is performed with the right and left hands alternately into the distance (on the field or in the gym), the throw is measured with a centimeter tape from the starting line to the landing site of the bag.

1. Medicine ball throw (from behind the head), weight 1 kg.

The throw is performed from a sitting starting position, legs to the sides on the starting line, ball behind the head. The throw is measured from the starting line to the landing line of the ball. The test is carried out in the gym.

1. a) Bending and extending the arms while lying down - boys.

In a horizontal position, the body rests on the palms and toes. When bending his arms at the elbows, the child lowers his torso down without touching the floor, keeping his torso straight (without bending or sagging).

1. b) Raising and lowering the body - girls.

Starting position - lying on your back, legs bent at the knee joints at an angle of 90°, hands behind your head, fingers clasped, feet secured (toes under the crossbar of a gymnastic bench or held by a partner). At the command “March,” bend vigorously until your elbows touch your knees. With a reverse movement, return to the starting position until your shoulder blades touch the mat. Extension and flexion of the torso is performed without pauses for rest.

1. Flexibility test.

Flexibility is assessed using an exercise - bending forward while standing on the floor with your feet together. The test is carried out individually (three attempts for each child). If the child does not reach the floor with his fingertips, the result is assessed as low. Fist – medium, palms – high level. When performing the exercise, your knees should not bend.

1. Swimming.

Compliance with swimming standards is carried out in swimming pools or open reservoirs (rivers, lakes, ponds) in specially adapted ones, in compliance with safety measures. Training those who cannot swim begins with the simplest preparatory exercises. They are performed in order to get used to the water, learn to perform simple movements in it, learn to look in the water, and practice proper breathing.

Prevention of accidents and injuries. During swimming lessons, each student must strictly adhere to the following rules:

• Come to classes only with the permission of a doctor;
• Follow the internal rules of the pool;
• Come to class healthy;
• Do not swim beyond the boundaries of the lesson location;
• Exercise 1.5-2 hours after eating;
• Do not bring your body to hypothermia and overwork;
• Do not start classes hot and sweaty;
• At the end of class, dry thoroughly.

1. Skis.

Walking and cross-country skiing are carried out on a course laid out on flat terrain. Competitions for those passing the standards are held in places sheltered from the wind at a temperature of at least 15°. For training and subsequent training, special training sites and training slopes must be selected and prepared. The training areas are designed for initial training in movement techniques with or without ski poles. Site preparation (laying ski tracks) is carried out in different ways: in a straight line or in a circle. The playground should not be more than 120´60 m (or for each child no more than 12´15 m). A ski track is laid inside for the instructor, on which he demonstrates the teaching technique. Clothing must be warm, waterproof, appropriate for the time of year, meteorological conditions, and the intensity of physical activity during classes. Skis are selected depending on height. For children 4-5 years old, skis should be approximately 5 cm higher than their height. For children over 5 years old, the height of the skis is determined by the height of the child’s outstretched arm. Ski poles should reach the child's shoulders.

1. Documentation, accounting and reporting

Keeping records and reporting on the set of standards “Kencheeri” in accordance with the approved forms is assigned to the physical education instructor.

1. The results of preschoolers’ fulfillment of the standards of the physical education complex “Kencheeri” are entered into the journal “Accounting for passing the standards of the physical education complex” and are presented at the “Parents’ Corner” stand for review.
2. Copies of the results of passing the physical education complex “Kencheeri” are sent to the ulus (city) education department.
3. Based on the results of preschoolers passing the standards of the “Kencheeri” physical education complex, the “Individual Card of the Child’s Physical Fitness” is filled out.

At the end of the school year, an “Individual Card” is issued to children and then presented to school.

1. Indicators of physical fitness of children 6-7 years old

Individual card

physical fitness of a child (6-7 years old)

City/village ulus

Physical fitness indicators

Head of preschool educational institution "Bell"_______________________/ _________________/

Physical education instructor ___________________/ __________________/

Accounting for passing standards

physical education complex “Kencheeri” (6 – 7 years old)

year of physical education instructor (full name)

The test is carried out on a flat area at least 10 m long. The child stands at the control marking line and throws the ball from behind the head with both hands forward from the starting position standing - one leg in front, the other behind, or legs apart. When throwing, your feet must remain in contact with the ground. It is allowed to move the body forward, accompanying the throw. Three attempts are made.

The best result is counted.

Standing long jump

The child jumps, pushing off with both legs with an intense swing of his arms from the marked take-off line to the maximum distance for him, and lands on both legs. For landing, you can use a thin mattress or rubber track. When landing, do not lean on your back with your hands.

An adult, using a tape measure or measuring tape, measures the distance between the take-off line and the footprint (along the heels) upon landing (in cm).

The best of three attempts counts.

Definition of flexibility

The child sits on the carpet, legs apart, shoulder-width apart, knees straight. The adult presses the child's knees to the floor with his hand. There is a cube between the child’s feet (the heels of the feet and the cube are on the same line).

Task for the child: bend over and push the cube with your hands as far as possible. The distance in centimeters from the line of the heels to the edge of the cube, into which the child rested his fingers, is estimated. The result of only one attempt is counted.

Definition of the equilibrium function

The child stands barefoot, the toe of the rear foot is closely adjacent to the heel of the front foot. Hands down.

Note. The surface on which the child stands must be flat and hard.

Throwing a sandbag weighing 150-200 G right and left hand

After warming up, the adult invites the child to throw the bags three times with each hand as far as possible. When throwing, the child takes the following starting position: standing with one leg in front, the other at a step distance, hand with a bag behind his head.

An adult takes measurements after each throw and records the best result in the protocol.

Teachers and specialists of preschool educational institutions, at their discretion, can supplement the above-mentioned required minimum of diagnostic techniques.

PSYCHOLOGICAL DIAGNOSTICS OF CHILD DEVELOPMENT

There are special scales that establish the social maturity of children, their ability to independently satisfy the simplest needs, and the ability to adapt to a variety of environmental conditions. The Vineland scale is quite well known, designed to study a child’s ability to serve himself and take responsibility. It contains 117 items, grouped by different age levels, and includes eight areas of behavior: general self-care, self-care while eating, when dressing, self-regulation, communication skills, preferred activities, motor skills, socialization.

To assess the level of mental development of preschoolers, the Stanford-Vinet scale, Wechsler test and Ravenna test are most often used. Piaget's methods can also be used for the same purposes.

In domestic pedagogy and psychology, several diagnostic packages have been developed that allow assessing a child’s readiness for school. The most important indicators are the level of formation of voluntary attention and memory; cooperation skills,

quality of speech, communication and social skills, general level of culture and the formation of ideas about conventional norms; quality of socialization, understanding of the norms of communication and justice, level of moral judgments and assessments, readiness for moral choice. To monitor achievements under the program, it seems advisable for us to use the following methods in our work:

Methodology “Conversation about school”(modified version by T. A. Nezhnova, D. B. Elkonin, A. L. Wenger)

Goal: identifying the development of the student’s internal position and motivation for learning.

Age: 6.5-8 years.

Assessment method: individual conversation with the child, answers to questions.

Test for the educational initiative “An Unfinished Fairy Tale”

Goal: identifying the development of cognitive interests and initiative.

Age: 6.5-8 years.

Assessment method: reading an unfinished fairy tale in an individual examination.

Methodology for identifying the nature of attribution of success/failure(Reflective assessment - causal attribution of failure)

Goal: to identify the adequacy of the student’s understanding of the reasons for success/failure in activities.

Age: 6.5-7 years.

Question: “Does it happen that you draw, sculpt or put together a construction set and it doesn’t work out for you?”

If the answer is affirmative, another question is asked: “Why do you think it doesn’t always work out for you?”

If the answer is negative, one can conclude that there is low reflection or uncritical self-esteem.

Question: “Which tasks do you like - difficult or easy? »

If you answer “I always succeed,” the survey ends.

Evaluation criteria:

Own efforts - I didn’t try, I gave up, I need to study, I need to ask for an explanation, help, etc.

The objective difficulty of the task is very difficult, complex, not for children, for older people, etc.

Abilities - I don’t know how, I always fail.

Luck - it just didn’t work out, then (another time) it will work out, I don’t know why, by accident.

Grading levels:

1. The child refers to ability, luck.

2. The child refers to an objective difficulty and insufficient effort.

3. The child refers to insufficient effort. The task is to take into account the motives of the heroes in deciding moral

dilemmas(modified task by J. Piaget, 2006)

Goal: identifying orientation to the motives of heroes in solving a moral dilemma (level of moral decentration).

Age: 6.5-7 years.

Assessment method: individual conversation.

Description of the task: the teacher reads the text of the story to the child and asks him questions.

Story text

The little boy Seryozha wanted to help his mother wash the dishes. He washed the cup and wanted to put it on the table, but slipped, fell and dropped the tray on which the cups stood. Five cups broke.

Another boy Petya, when his mother was not at home, wanted to take jam from the cupboard.

The shelf on which the jar stood was high, and he stood on a chair. Trying to get the jam, he caught the cup. She fell and was broken.

1. Which child is more to blame?

2. Who deserves punishment? Why? Evaluation criteria: highlighting the motives of the action (answers to questions 1 and 2).

Assessment levels For question 1:

Focus on the objective consequences of the action - Seryozha is more to blame, because he broke five cups, and Petya only one.

Focus on the motives of the action - Seryozha wanted to help his mother, and Petya wanted to eat the jam, Petya is more to blame.

To question 2:

There is no focus on the circumstances of the action - both should be punished: both are guilty, both acted badly.

Focus on the objective consequences of the action - Seryozha should be punished: he is more guilty, since he broke more (many) cups.

Focus on the motives of the action - Petya is more to blame, because Seryozha wanted to help his mother, and Petya wanted to satisfy his desires. Focus on the hero's intentions.

The manifestation of decentration as taking into account the intentions of the hero of the story.

In other educational areas, traditionally established and proven methods are used, described by the authors in methodological recommendations.

tions to the program. In particular, you will find such programs for examining children in key areas of the formation of elementary mathematical concepts, the foundations of a child’s logical thinking, and preparation for learning to read and write 1.

Introduction 3

11 explanatory note 5

Brief description of the program -

()mandatory part 17

I"pinium and younger preschool age (2-4 years)... 18

First junior group (2-3 years) 18

Second junior group (3-4 years) 32

Average preschool age (4-5 years) 45

Senior preschool age (5-7 years) 62

Senior group (5-6 years old) 62

Preparatory group for school (6-7 years old) .... 67

Child achievement monitoring system

planned results of the program 99

Family Interaction 101

Appendix 103

The following books will help teachers and senior educators in organizing monitoring:

Diagnosis of mental development of children of senior preschool age / R. I. Bardina, A. I. Bulycheva, O. M. Dyachenko et al. - M., 1996.

Diary of a teacher: development of preschool children / Ed. O. M. Dyachenko, T. V. Lavrentieva. - M., 2000.

Zabramnaya S. D. From diagnosis to development / S. D. Zabramnaya, O. V. Borovik. - M., 2004.

MartsinkovskayaT.

D. Diagnostics of mental development of children / T. D. Martsinkovskaya. - M., 1997.

Wilson G. Find out the intellectual capabilities of your child / G. Wilson, D. Grylls.

Arranging students by calculating“Six, three, on the spot - Calculate”, “According to the calculation, step by step - March!”

Guys, now we will get acquainted with unusual exercises whereStretching exercises, static poses (asanas) and dynamic complexes, where one pose smoothly replaces another, predominate.

Set of exercises “Hatha Yoga”

Hatha Yoga exercise "Frog".

I.p.: Standing straight, legs together, arms down along the body. Place your right leg to the side, extend your arms to the sides. Sit down, bend your arms at the elbows.

OMU: Keep your back straight, don’t lower your head. The feet are placed parallel to one another. Dosage - 3 times.

Hatha Yoga exercise “Rashteira”.

IP: Stand up, nn. wider, turn your knees outward. Turn your left foot to the left, while simultaneously lunging in this direction: the left knee is bent at a right angle, the right leg is straight. Hold for 1-2 counts. Maintaining a low position above the floor, rotate on your heels and move into a forward lunge, then lower your hands to the floor to perform 10 push-ups. Shift your body weight to the left side and lunge to the right to complete the exercise. Dosage – 1 repetition in each direction.

5. Corrective exercise "The Steadfast Tin Soldier".

I.p.: kneel down, press your hands tightly to your body. Bend back as low as possible, keep your back straight, and then straighten up.

OMU: Keep your back straight, don’t bend. Sit on your heels and relax. Dosage - 3 times.

6. Hatha Yoga exercise “Sleeping Dragon”

IP: Sitting on your heels, hands on your knees. Spread your heels to the sides, knees together, move your body back, move onto your elbows. Then lie down on your back.

OMU: Do not bend at the lower back, relax. Delay for 15 counts.

7. Hatha Yoga exercise “Starfish”.

I.p.: Sit down, legs bent at the knee joint, lay on the floor in the form of a “fan”, lie on your back, arms to the sides.

OMU: Lie down, arms at your sides, relax and calm. Dosage – 1 time.

8. Hatha Yoga exercise “Water strider”.

IP: Lying on your stomach, arms extended forward, head resting on your hands. Spread your arms and legs apart, raise your head up.

OMU: The head should be high from the floor, legs spread as wide as possible. Lie down and rest. Dosage – 3 times for 8 - 10 seconds.

9. Breathing gymnastics “Throw” I. p. - o.s., legs slightly narrower than shoulder width, straight arms with a medicine ball placed between the palms, bend at the elbows and place them behind the head. Imitation of throwing a medicine ball from behind the head - inhale, in and. p. - exhale.

10. Psycho-gymnastics "Barbell". A child lifts a “heavy barbell.” Then he throws it away. Resting

Throwing a medicine ball with both hands from behind the head from a place to a distance. Distribution of students:“In one line - Stand!”

I.p.: standing facing the throwing direction, left leg in front, right leg behind on the forefoot, ball in bent arms above your head. 1 - bend your right leg and transfer your body weight to it, move your arms with the ball back; 2 – straightening your right leg, throw the ball forward and up.

OMU: Pay attention to the rotational-extension movement of the right leg, moving the body forward, straightening the legs at the end of the movement. Do not lift your right leg from the support.

Dosage: 10–12 times from a standing position with the right (left) leg in front.

Medicine ball throws (Wall Ball) are an exercise borrowed from boxing and are currently actively used in CrossFit.

What muscles are involved and what does this exercise give?

In the process of throwing a medicine ball at a target, the most important muscle groups for striking martial arts work - the leg muscles, anterior deltoids, pectoral muscles, triceps, intercostal muscles, oblique and rectus abdominis muscles.


Regularly performing the described exercise allows you to coordinate the work of the muscles involved in the exercise in such a way that your direct blow with your hand acquires maximum accuracy, sharpness and strength. Plus, due to the fact that several muscle groups are involved in the movement at once, in a fairly dynamic style, you burn a large number of calories per unit of time. If your goal is to lose weight, this exercise is for you, with a surplus calorie balance, you can build muscle mass in your arms and chest, acquiring fairly functional muscles.

Exercise technique

We stand opposite a fairly strong wall or a specially equipped complex with a target. Feet stand shoulder-width apart, knees slightly turned to the sides, toes pointing in the same direction as the knees. Hands hold a medicine ball in front of the chest so that the shoulders are pressed to the body, the ball touches the chest in the solar plexus area. Next, we perform a squat - we sit down as low as possible, bend our knees at an angle of more than 90 degrees, while trying to sit down under control, keeping tension in the leg muscles. Thus, we accumulate kinetic energy in the lower limb.



© alfa27 - stock.adobe.com

We rise from the squat due to the powerful extension of the knees and hip joints, at the same time we push the ball away from the chest and throw it at the wall above eye level.



© alfa27 - stock.adobe.com

The medicine ball bounces off the wall, we catch it with our hands, at the same time bending our elbows, absorbing the impact on the elbow joints and lowering ourselves back to the squat position.



© alfa27 - stock.adobe.com

In fact, the described exercise is a version of thrusters, only instead of a kettlebell, barbell or dumbbells, a weighted ball is used.

Crossfit complexes