"Teaching children to swim preschool age»
PLAN
1. THE SIGNIFICANCE OF SWIMMING. GENERAL FEATURES.
2. OBJECTIVES OF TEACHING CHILDREN TO SWIMMING.
3. SWIMMING TECHNIQUE. WAYS OF SWIMMING.
4. EXERCISES FOR YOUNGER PRESCHOOL CHILDREN.
5. EXERCISES FOR SENIOR PRESCHOOL CHILDREN.
6. EXERCISES ON THE WATER FOR JUNIOR AND SENIOR PRESCHOOL CHILDREN.
7. METHODOLOGY OF TEACHING CHILDREN
8. SAFETY. RULES FOR ORGANIZING CLASSES
LITERATURE
Download:
Preview:
"Teaching children to swim
preschool age"
PLAN
7. METHODOLOGY OF TEACHING CHILDREN
LITERATURE
1. THE SIGNIFICANCE OF SWIMMING. GENERAL FEATURES.
Swimming is a unique form of physical activity. Specific Featureseffects of swimming on the child's bodyassociated with active movements in the aquatic environment. At the same time, the human body is subjected to a double effect: on the one hand - physical exercises, on the other - the unique properties of the aquatic environment in which these exercises are performed. We must not forget that water has special meaning for human body, which is 80% water (and brain cells are 90% water), all vital processes take place in the aquatic environment of the body, and the first 9 months of human development occur in the aquatic environment.
The experience of pediatricians shows that early swimming training contributes to the harmonious development of babies and has a positive effect on the development of all body systems: it improves breathing, blood circulation, strengthens the musculoskeletal system, and has a beneficial effect on the activity of the central nervous system.
Caring for the physical development of the child is almost as important for its harmonious development as a rational regimen, regular and good nutrition, adequate sleep and frequent exposure to fresh air.
Early physical development is a whole complex of exercises, methods and actions aimed at the physical development of the baby in the first few months. Undoubtedly, early infant swimming affects the improvement physical development child.
Swimming is a physical action, the basis of which is holding and moving a person in the water in the required direction. During swimming, which is a means of massaging the skin and muscles, the child overcomes significant water resistance, constantly training the musculoskeletal system, i.e. a kind of gymnastics.
During swimming, sweat glands are cleansed, which contributes to the activation of skin respiration and abundant blood flow to peripheral organs.
The horizontal position during swimming is a kind of weightlessness, which activates blood flow, developing and strengthening the cardiovascular system.
It is best to start learning to swim from 2-3 weeks of age, but no later than 3 months, because every child is born with certain innate reflexes, which fade after 3 months. These are swimming innate reflexes, thanks to which the child is able to learn to swim.
Parents should understand that teaching a baby to swim is possible until the baby has lost tonic reflexes, which are replaced by statokinetic reflexes, and learning to swim is almost impossible until the age of 3-4, when the child will be able to consciously follow the instructions of the instructor.
Bathing, swimming, playing and entertainment on the water is one of the most useful types of physical exercises, they contribute to the healing of children, strengthen their nervous system. Therefore, the sooner a child is accustomed to water, taught to swim, the more fully the positive impact of swimming on the development of the entire child's body will be.
2. OBJECTIVES OF TEACHING CHILDREN TO SWIMMING.
When teaching swimming, the following main tasks are solved:- health promotion, hardening of the human body, instilling persistent hygiene skills; - studying swimming techniques and mastering the vital swimming skill; - comprehensive physical development and improvement of such physical qualities as strength, flexibility, endurance, speed, agility; - familiarization with water safety rules
Depends on age and fitnessdosage and loads, teaching methods, as well as the speed of mastering the educational material. Children from 10 to 13 years old learn to swim the fastest. Teaching swimming to children of primary school age requires more time - due to the slow development of the technique of movements and the difficulties associated with organizing classes (they undress and dress slowly, do not know commands well, are easily distracted, quickly lose interest in the task, etc.) . In addition, the preparation of a training program depends on the number of classes per week, the duration of each lesson. Conditions for classes - a natural or artificial reservoir, the depth and temperature of the water, climatic and weather conditions - also have a significant impact on the selection of exercises and the methodology of conducting classes. Thus, the content of the program - educational material and guidelines - should correspond to the objectives of training, the age and preparedness of those involved, the duration of the course of study and the conditions for conducting classes.
Teaching children to swim is carried out in the form of group lessons. Such classes are more effective, they have an element of competition. It is more convenient to carry out in group lessons educational work with children, using the influence of the team and thereby ensuring good academic performance. However, when working with a group, the instructor must take into account the individual characteristics of each student as an individual, as well as his ability to swim. In this regard, the methodology of teaching swimming is based on a combination of group and individual approach to those involved. Children, as a rule, are taught the technique of sports swimming, because, firstly, the contingent of young swimmers is a reserve for the selection of sports swimming; secondly, preliminary mastering of the facilitated way of swimming and subsequent retraining take more time; thirdly, children quickly lose interest in learning "non-prestigious" ways of swimming. In this regard, the swimming programs provide for the simultaneous teaching of swimming in two (similar in terms of the structure of movements) methods: crawl on the chest and on the back. This allows you to increase the number of exercises and change the conditions for their implementation. A variety of exercises not only develops motor learning, but also stimulates activity and interest in swimming lessons, which is a necessary methodological requirement for working with children.
3. SWIMMING TECHNIQUE. WAYS OF SWIMMING.
Techniques "Put on a hat", "The mushroom has grown" are aimed at learning to dive under various objects. Children are invited to put a lifebuoy floating on the surface on their heads, diving under it, that is, to depict a mushroom growing out of the water or a hat put on their heads.
Techniques "Inflate the ball", "The balloon burst" are aimed at learning to dive and dive into the water. Children must learn that it is impossible to dive if the lungs are filled with air. To convince them of this, it is proposed to sit down in the water after a deep breath (“the balloon is inflated”) and after an energetic exhalation (“the balloon burst”).
Reception "Crocodile"is used to obtain ideas about the buoyancy of bodies and the action of a buoyant medium. According to the method of T.I. Osokina, the exercise is performed as follows: “Lie down, resting on your hands, holding your head above the water and stretching your legs back ... Try to push yourself off the bottom with your hands and take both hands to your hips at once, relax and lie down a bit in this position” . I suggest another version of this exercise. It is more convenient for the child to stretch his arms forward, and not to the hips, so he can immediately find support if he wants to stand up. During the exercise, it is necessary to achieve proper breathing - alternating a short breath and a slow exhalation.
Reception "Arrow" used to teach a child to lie at great depths. Having hooked his hands on the stairs, the child should lie down in the “arrow” position, unclench his hands and lie down a little in this position (they will be performed with a gradual increase in the count).
Reception "Spout and tummy up"helps you learn to lie on your back in shallow water. Sitting on the bottom and slightly leaning on his elbows, the child tries to lie on his back, then relax and lie quietly, without throwing his head back and without pressing his chin to his chest.
Reception "Hi" used for learning to glide. In order for the child to feel the progress in the water, I use traditional exercises with towing, as well as diving into vertically standing hoops (this can be a series of hoops of different diameters). Sneaking into the hoop, the child extends his hand to the teacher for a handshake ("Hello!"), The teacher, in turn, gives the child's body acceleration. Further, the sliding is performed independently until it comes to a complete stop.
A series of game tricks for teaching elementary jumps with your feet down. Reception "Into the well" involves jumping into hoops of different diameters, lying on the surface of the water. Reception "Into a deep well - from a well" involves a jump with immersion in water and emerging from a hoop under water. The "Saddle a Horse" technique is used for jumping into the water on inflatable pillows.
Reception "Tiger jump into a burning ring"Designed for teaching surface jumps head first. The instructor holds a vertical hoop, the child jumps into it “like a tiger”. The distance between the bedside table and the hoop gradually increases individually for each child.
Reception "Boat". To teach children the ability to analyze and control their own swimming movements, I use the image of a boat sailing from shore to shore. The exercise is accompanied by a conversation: - Which boat will swim faster: evenly moving or rocking from side to side? (We control the lateral oscillations of the body).
What does a boat need to go faster? - Oars! - And which ones: straight or broken? - Direct! (We control the stroke with a straight arm and the length of the “step”).
- What does a boat need besides oars? - Motor! Since our boat is small, we need a small motor. (We work only with socks).
What else might you need along the way? - Gasoline! (We take in more air).
4. EXERCISES FOR YOUNGER PRESCHOOL CHILDREN.
Before starting to teach swimming to children of a younger age group, parents should master preparatory exercises with them within 3-5 lessons that will help overcome children's fear of water space, teach them to stand, walk, jump and run waist-deep in water. Preparatory exercises should be carried out in a playful way.
Catch up with me - I'll catch up with you. Coastal run. The teacher (it could be one of the parents) now and then commands “Catch up with me!” or "Run away from me, I'll catch up with you!" Gradually, the teacher draws the child into the water and runs with him, being knee-deep in water.
Let's change places. Holding hands, the teacher and the child run side by side, one in a shallow place (the water is knee-deep for the child), the other in a deeper one (the child has water up to the middle of the thigh). Then they change places.
On horseback - to the water. The child sits on the teacher's abdomen, wraps his arms around his neck. The teacher supports the child by the pelvis, looks into his eyes and, saying: “Let's run to visit the water. Okay, interesting. Vodichka is affectionate, kind, ”runs into the water. When the water reaches the teacher's waist, he stops and plunges into the water 10-12 times so that it reaches the child's neck. Then he returns to the shore, and in a shallow place (water up to the waist of the child) puts the baby on the bottom and, holding him
by the hand, at the command "Who soon!" runs with him to the shore. The exercise is repeated 3-4 times. At the end of the lesson, this exercise is performed again, but the child sits on the back of the teacher. In this position, the teacher can swim on his chest along the shore, and then put the child on the bottom and run out with him to the shore. So the child will learn to get out of the water on his own.
Chasing the ball. The teacher throws a brightly colored ball into the water so that it falls where the water is up to the child's waist. On the command "Chasing the ball!" the teacher takes the child by the hand and runs to the ball with him. After repeating the exercise several times, the teacher invites the child to independently run up to the ball. Then he himself enters the water with the ball in his hands, turns to face the shore, stretches the ball forward and calls the child to him: “Come to me. Quicker. Take the ball. Our Seryozha is brave, he has already made friends with water, he is not afraid of it. Forward!"
Who is more likely to find. The teacher throws a spoon, stone or other submerged object into the water so that it falls at a depth of no more than 1 m. At the command “Who will find it sooner ?!” the teacher, together with the child, runs into the water, and they begin to look for an object. The teacher encourages the child with words, but when he plunges under water in search of an object, he watches his behavior under water with special attention. When the object is found, both run out onto the shore and again throw it into the water. Repeat the exercise 10 times. To interest the child, you can count points: “One - zero in favor of Serezha”, “Two - zero”, “Two - one”, etc. You can write down the score in the sand for clarity.
Who will blow more bubbles on the water. The child stands chest-deep in water. The teacher squats next to him so that he is face to face with the child and says to him: “The new game is“ Who will blow more air bubbles into the water. ” Watch how it is done: first I inhale air through my mouth, then I lower my face to the eyes in water and slowly exhale the air. You can see the bubbles running through the water. Take this breath, hold your breath. So now
put your face in the water and exhale. See how many bubbles. Well done. But I still have more bubbles. Take your time, exhale the air into the water slowly and to the end! More more!"
This is a very important preparatory exercise for mastering the features of the "swimmer's breath", and it should be repeated 20-30 times during the lesson. In the future, the child must perform such a series of exhalations 2-3 times per lesson until he learns to breathe correctly, that is, quickly take a deep breath and slowly exhale completely into the water.
This exercise can be repeated 30-40 times at home, exhaling air into a basin (bath) filled with water. You can move on to the lesson program for learning to swim only after mastering this exercise.
5. EXERCISES FOR SENIOR PRESCHOOL CHILDREN.
If we talk about the benefits of general developmental and special physical exercises, then first of all it must be said that they contribute to overall physical development, bring up dexterity, coordination of movements, strength and mobility in the joints, that is, the qualities necessary for the successful development of swimming. General developmental physical exercises, strengthening the muscles of the body, develop the correct posture, develop the strength of the arms and legs, which is very important for a swimmer. Special physical exercises in form and nature of movements are close to the technique of swimming. They develop mainly muscle groups that perform the main work when swimming. In the practice of swimming, a special complex of general developmental and special exercises is compiled. It includes training material designed to be performed in the water. Usually the complex begins with warming up and breathing exercises. different kinds walking, running with jumping and arm movements. Then there are exercises for developing the muscles of the trunk, shoulder girdle, arms and legs - tilts, squats, circular movements of the trunk and pelvis, push-ups, etc. Swinging and jerking movements of the arms and legs with a large amplitude and flexibility exercises must be performed after as the muscles warm up. The complex also includes exercises that imitate the technique of swimming on land, for example, movements of the legs and arms separately and in combination with breathing. By the nature of the movements, they are close to the swimming technique and lead those involved to its development in the water, so each complex usually ends with imitation exercises. For example, a complex of general developmental and special exercises on land during the training of the front crawl on the back and chest, as these methods are provided for in the program for teaching swimming in summer health camps.
Complex 1. (performed before the start of training and at the first 5-6 lessons on teaching the crawl on the chest and on the back).1. Walking, running, tilting, squatting.2. I. p. - sitting, one leg is bent. Grasp the heel and toe of the foot with your hands and twist it to the right and left. Do 20 times with each leg.3. I. p. - sitting, emphasis with hands behind; legs are straight, socks are drawn. First, do cross movements with your legs, and then - as when swimming with a crawl. The exercise is performed at a fast pace, from the hip, with a small span of the feet.4. I. p. - standing, hands up, hands connected (head between hands). Rise on toes, stretch up; strain all the muscles of the arms, legs and body; then relax. Repeat tension 5-6 times. This exercise leads to the correct execution of sliding and the ability to keep the body tense when swimming (Fig. 23, a). 5. I. p. - standing, arms bent at the elbows, hands to the shoulders. Circular movements of the arms forward and backward. First simultaneously, then alternately with each hand. Do 20 times.
6. "Mill". I. p. - standing, "one arm is raised up, the other is lowered down. Circular movements of the arms back and forth, first at a slow and then at a fast pace. During the exercise, the arms should be straight. 7. Y. p. - - standing, feet shoulder-width apart. Lean forward (look straight ahead), one hand in front, the other behind at the hip. In this position, circular movements of the hands forward ("windmill"). Perform for 1 min. 8. Exercise 7 is performed with fixed rubber shock absorbers (teaches to overcome water resistance on land) 9. Exercise with rubber shock absorbers for crawl on the back.Complex 2 (performed during crawl training: on the chest and on the back) 1. Do exercise 4 complex -1 in position lying on the chest (or on the back); arms extended forward.
2. I. p. - standing, feet shoulder-width apart. Lean forward (look straight ahead) one hand rests on the knee, the other is extended forward. Movements with the free hand, as when swimming crawl.
3. The same exercise with the hand stopping in three positions: hand in front, in the middle of the stroke, at the end of the stroke. During each stop, strain the muscles of the arm and shoulder at least 3 times.
4. Exercise 5 of complex 1 to perform in combination with walking and running.5. Perform exercise 6 of complex 1 in combination with walking in place.6. Coordination of breathing with the movement of one hand, as when swimming crawl. I. p. - standing, feet shoulder-width apart. Lean forward, one hand rests on the knee, the other - in the position of the end of the stroke at the hip. Turn your head towards the outstretched hand and look at it. Take a breath and start moving your hand while exhaling. The next breath is taken when the hand finishes the stroke at the hip. Do 15-20 times with each hand
7. Hand movements. crawl combined with breathing. I. p. - standing, feet shoulder-width apart. Lean forward, one arm extended forward, the other back. Turn your head towards the outstretched arm and look at it. Take a breath and start rowing movements with your hands while exhaling
8. "Starting jump" I.p. - standing, feet on the width of the foot. At the command “To start”, bend your knees, lean forward, lower your arms down. At the command "March!" swing your arms forward and up, push off with your legs and jump up. In flight, join your hands above your head and put your head between your hands. Land on your toes and stand at attention. Repeat 5-6 times
6. EXERCISES ON THE WATER FOR JUNIOR AND SENIOR PRESCHOOL CHILDREN.
These exercises are performed simultaneously with the study of the simplest elements of swimming technique. The basis of good technique is the correct position of the body in the water and correct breathing (with exhalation into the water). Exercises for mastering with water are performed during the first 5-6 lessons. By mastering them, students learn to dive headlong into the water and open their eyes, float up and lie on the surface correctly, exhale into the water and glide along the surface, maintaining a horizontal body position, which is typical for the technique of sports swimming.
Preparatory exercises are performed in a shallow place, standing waist-deep or chest-deep in water: most of them are done with holding the breath while inhaling. As soon as the practitioners get comfortable with water, almost all preparatory exercises are excluded from the training program. Constantly performed and improved, only exercises for sliding and exhaling into the water.
Exercises introducing the density and resistance of water. The exercises of this group educate those involved in the feeling of support on the water with the palm, forearm, foot and shin (which is necessary for setting rowing movements), teach them not to be afraid of water.1. Movement in the water back and forth, first by walking, and then by running.2. Walking with turns and direction changes
Floating and lying on the surface of the water These exercises allow trainees to feel the state of weightlessness and learn to lie horizontally on the surface of the water on their chest and back.
1. "Float". I. p. - standing chest-deep in water. Take a deep breath and, crouching, plunge into the water with your head. Pull your legs under you and, clasping your knees with your hands, float to the surface. In this position, hold your breath for 10-15 seconds, then return to and. P.
2. "Medusa". After inhaling, hold your breath and lie down on the water. Bend at the waist and relax your arms and legs. Stand on the bottom (Fig. 26, a).
3. Ascend "float".Then take a lying position on your chest (arms and legs straight). Mentally count to ten and stand on the bottom (Fig. 26.6).
4. Standing waist-deep in water, sit downso that the chin is at the surface of the water; spread your arms to the sides. Tilt your head back, plunging the back of your head into the water and less and less resting your feet on the bottom. Slowly raise one leg first, then the other and take a supine position, helping yourself only with the movements of the hands. If the legs begin to sink, then you need to bring your hands closer to your hips and keep your body in balance with small strokes with your hands.
5. Rest your hands on the side or bottom of the pool and lie on your chest. Raise your pelvis and heels to the surface of the water, inhale and lower your face into the water. Repeat the exercise several times (Fig. 26, c). Exhale into the water
The ability to hold your breath while inhaling and exhaling into the water is the basis for establishing rhythmic breathing when swimming.
1. "Washing". Sprinkle water on your face while exhaling.
2. I. p. - standing at the bottom. Tilt your torso forward so that your mouth is at the surface of the water, rest your palms on your knees. Take a deep breath through your mouth, lower your face into the water and slowly exhale into the water. Gently raise your head in and. n. and inhale again. Raising the head and lowering the face into the water should be combined in such a way that the mouth appears out of the water during the end of the exhalation into the water. This exercise is repeated in the rhythm of normal breathing; at the first lesson - 10-15 times, at subsequent lessons - 20-30 times in a row (with turning the head to inhale to the left or right).
3. I. p. - standing, feet shoulder-width apart. Lean forward, put your hands on your knees. The head is in the inhalation position, the cheek is on the water. Open your mouth, inhale, turn your face into the water - exhale. 4 . Leaning your hands on the side or bottom, lie on your chest and take a horizontal position. Inhale and lower your face into the water. In the same position, make 10-15 exhalations into the water with the head turned to the side to inhale.
3. Slip. Sliding on the chest and back with different hand positions helps to master the swimmer's working position - balance, streamlined body position, the ability to slide forward as much as possible after each stroke, which is an indicator of good swimming technique.1. Slip on the chest. Standing chest-deep in water, bend over so that your chin touches the water. Stretch your arms forward with your thumbs together. Take a breath, smoothly lie face down on the water and, pushing off with your feet from the bottom or side of the pool, take a horizontal position. Glide with outstretched legs and arms on the surface of the water.2. Sliding on the back. Stand with your back to the shore, arms along the body. Take a breath, hold your breath, sit down and, slightly pushing off with your feet, lie on your back. Raise your stomach higher and press your chin to your chest. Do not sit down (it should be remembered that a stable position on the back is helped by light rowing movements with the hands near the body; palms facing down).3. Sliding on the chest with various hand positions: arms extended forward, at the hips, one in front, the other at the hip.4. Sliding on the back with different hand positions:arms extended forward, along the body, one arm in front, the other at the hip.5. Gliding on the chest followed by turns on the back and chest
7. METHODOLOGY OF TEACHING CHILDREN
Teaching methods - these are such methods and techniques of the teacher's work, the use of which provides a quick and high-quality solution to the task - mastering the skill of swimming. When teaching swimming, three main groups of methods were used: verbal, visual and practical. Using verbal methods using description, explanation, story, conversation, analysis, giving instructions, evaluation of actions, commands and orders, counting, etc., the teacher helps students create an idea about the movement being studied, understand its form, content, direction of influence, comprehend and eliminate errors . Short, precise, figurative and understandable speech of the teacher increases the effectiveness of the application of these methods. The emotional coloring of speech enhances the meaning of words, helping to solve educational and educational problems, shows the teacher's attitude to work, students, stimulates their activity, confidence, interest. Due to the specifics of swimming, all the necessary explanations, analyzes, assessments are carried out in the preparatory and final parts of the lesson on land. When the group is in the water, only laconic commands, counting, orders are used, since the hearing conditions worsen for those involved and the danger of hypothermia increases. The description is used to create a preview of the movement being studied. Its most characteristic elements are described without explaining why it is necessary to do so. The story is used mainly in the organization of games. A conversation in the form of questions and answers increases the independence and activity of students, helps the teacher to get to know them better. Analysis of the game or summing up the lesson is carried out after completing any task.
Analysis and discussion of mistakes made when performing exercises, violations of the rules of the game, etc. Aim students to correct their actions. The indication is most often methodical in nature, focusing on the details or key points of the movement being performed, the development of which makes it possible to then complete the exercise as a whole. Guidelines in swimming lessons are given to prevent and eliminate errors before, during and after each exercise. The instructions clarify individual moments in the exercise, explain the conditions for its correct reproduction, suggest the sensations that should arise during this. Commands and orders are used to manage the group and the learning process. The swimming lesson, both on land and in the water, was conducted under the command of the teacher. Commands and orders were given loudly, clearly and in an imperative tone.
visual methods.The use of visual methods helps to create specific ideas about the movement being studied, which is especially important when teaching sports equipment. Viewing the studied movement with simultaneous reproduction of the tempo or rhythm creates an idea of the form and nature of its reproduction. Along with a figurative explanation, visual perception helps to understand the essence of the movement, which contributes to its rapid and lasting mastering. The role of visual perception in teaching children is especially great. A strongly pronounced tendency to imitate, especially among younger students, makes visualization the most effective form of teaching movements. Visual methods include showing exercises and swimming techniques, the use of educational visual aids, cinematographic and film-ringing, the use of gestures.
exercise method.This method is characterized by repeated execution of the movement as a whole and in parts, taking into account the amount of physical activity, which is regulated by changing the number of exercises performed in the lesson, their complexity, the number of repetitions, the pace of execution, the duration of rest between exercises, etc.
The study of swimming technique was carried out by repeated execution of its individual elements, aimed at mastering the method of swimming as a whole, i.e. two methods of learning are used - in parts and as a whole. All exercises used in the process of teaching swimming constitute a single methodological system that provides for the sequence of studying individual exercises leading to mastering the swimming technique as a whole.
Partial learning method.Learning in parts facilitates the development of swimming techniques, reduces the number of mistakes made, which generally reduces the time of training and improves its quality. The development of individual elements of technology expands the motor experience, enriching the student's motor skills. The basis of the method of learning in parts is a system of leading exercises, the consistent study of which ultimately leads to the development of the swimming method as a whole. In the process of initial swimming training, a large number of lead-up exercises are used, which are similar in structure to the movements of the swimming method being studied. As already mentioned, the development of these exercises is based on the “positive transfer” of motor skills, which manifests itself most effectively at the initial stages of training.
The wide use of these exercises not only implements the principle of accessibility in the practice of primary education, but also gradually leads the student to the integral performance of a motor action, while reducing the number of mistakes made. Learning in parts at the initial stages of learning to swim is psychologically motivated, since mastering the simplest movements brings moral satisfaction, instills self-confidence, which is especially important in the first steps of learning.
The teaching method in general.This includes swimming with full coordination of movements, as well as swimming with the help of leg and arm movements with various combinations of these movements. This method is used at the final stages of mastering the technique of the swimming method after studying its elements in parts. We emphasize that the improvement of swimming technique is carried out only through the integral implementation of swimming movements. At first, a holistic learning of swimming techniques is carried out in facilitated conditions: swimming across the pool; swimming short stretches with breath holding; swimming short stretches of crawl with breathing through 2-3 strokes; swimming with hands crawl and exhalation into the water with a float between the legs and other exercises. Then, as the technique is mastered, swimming in light conditions and swimming in normal conditions are alternated, gradually moving to swimming with full coordination of movements. Competitive and game methods. These methods have a lot in common. They are widely used in the initial swimming training to increase the emotionality and dynamism of classes. The general methodological rule is the obligatory preliminary learning of movements or exercises before they become the object of a competition or game. However, there is a fundamental difference between these methods: in the game method there is always a plot content, while in the competitive one it is not.
competitive method.It is distinguished by the following features: 1) achieving victory as a result of the ultimate mobilization of one's capabilities; 2) the ability to show the maximum level of physical and mental fitness in the struggle for superiority. All this makes high demands on moral and volitional qualities, contributing to the education of waves, perseverance, self-control already at the first lessons in the pool. The use of the competitive method gives a greater physical and mental load than the usual method of multiple repetitions.
game method. It is characterized by: 1) emotionality and rivalry, manifested within the rules of the game; 2) variable application of the acquired skills and abilities in connection with the changing conditions of the game; 3) the ability to take initiative and make independent decisions in game situations; 4) comprehensive improvement of physical and moral-volitional qualities: dexterity, speed, strength, endurance, quickness of orientation, as well as resourcefulness, courage, the will to win, etc. The game helps to develop a sense of camaraderie, endurance, conscious discipline, the ability to subordinate swap desires to interests team. The game, like the competition, increases the emotionality of swimming, being a good remedy switching from the monotonous, monotonous movements characteristic of swimming. Therefore, competitive and game methods must be applied from the first swimming lessons.
Also, the trainer assisted in the implementation of the exercises when he and the student act together. This situation arose during the exercise, when it was necessary to clarify the detail of the technique or correct the student's mistake. To do this, with the help of a teacher, the student reproduced the movement several times, fixes the desired position of the body or limbs, and imitates the exercise.
Thus, we believe that the training process was held at a high level, since the success of training is determined by the complex application of the system of three groups of methods: verbal, visual, practical. In each specific case, the criterion for the effectiveness of the applied teaching methods is their compliance with: 1) the objectives of training and the specifics of the educational material; 2) the age and preparedness of the students; 3) the conditions of the classes.
Thus, to solve the set tasks, we used adequate and sufficient (in quantitative terms) means and methods of development (motor abilities), an organization scheme and methods for evaluating their effectiveness.
8. SAFETY. RULES FOR ORGANIZING CLASSES
Organized classesswimming in kindergartens can be conducted by educators who have received preliminary training. They must be able to swim, be familiar with the technique of swimming methods and teaching methods. They need to master the methods of rescuing drowning people and measures to prevent accidents on the water. To help educators, attendants and a kindergarten nurse are involved.
The kindergarten doctor constantly monitors the sanitary condition of the place where swimming is taught, systematically monitors the health of the children involved.
Bathing and learning to swim can be started with children admitted to medical classes from the first days of their arrival at a preschool institution, if, of course, there are conditions for this. In the summer, it is advisable to bathe all children in the outdoor pool of the kindergarten, and start learning to swim with children 3-4, or even 5 years old. It all depends on the physical fitness of the children and the qualifications of the teacher. For swimming with kids, it is better to use an artificial pool. Its width and length can be arbitrary, but not less than 5X5 m, depth - up to 70-80 cm. The shape of the pool may vary depending on local conditions (the most convenient shape is rectangular). It is desirable that the pool has artificial water heating, especially for the middle and northern strip of our country.
When using a natural reservoir for swimming - rivers, lakes, seas - it is necessary to determine in advance a place near the coast and prepare for swimming, games and teaching children to swim. When choosing such a place, one should take into account the nature of the reservoir and the coast, the state of the bottom, the nature of the current, the distance to the kindergarten. It is desirable that this place be sheltered from the winds.
For swimming, it is recommended to choose a place with a flat sandy bottom, dense and not muddy. The transition from a greater depth to a lesser one should be uniform, gentle, with a gradually lowering bottom. The bottom must be examined in advance and cleaned of any foreign objects: stones, snags, algae, etc.
The depth must be carefully measured in the entire area where the classes will be held. Be sure to check for holes in the bottom. For children 4-7 years old, the depth of the reservoir should not exceed 80 cm.
The flow rate should be low (no more than 5-7 m/min). The designated bathing and swimming area should be located downstream, away from rinsing areas and sewer outlets. Children should bathe in clean, clear water. The sanitary suitability of bathing water is determined by the sanitary and epidemiological service. The shore of the reservoir should not be steep, too steep and slippery. If the natural descent to the water is steep, then you need to make a ladder or a wooden bridge. The outlet to the water should be free from bushes and trees. It is good if there is a suitable dry place on the coast for sunbathing and games.
The boundaries of the water surface intended for swimming should be determined. They are designated either with a rope with foam floats attached to stakes driven into the bottom, or with poles with bright flags attached to them. It is even better to protect the place with a light wooden fence. You can also organize a "paddling pool" by specially making a wooden box with a bottom and fixing it at the bottom of the reservoir. The approximate area of the protected place is 8X 16 m, while 16 m is measured along the coast line and 8 m - in the direction from the coast to the deep part of the reservoir. The suitability of the place for navigation must be agreed with the OSVOD organization.
All equipment that may be needed for playing in the water and swimming - rubber inflatable balls, circles, toys, swimming boards, rope, ropes, etc., should be prepared in advance. The number of swimming boards, circles, toys should be equal to the number of children in one study group. It is necessary for each child to have a comfortable and hygienic suit, toilet items.
Swimming is a link in the holistic process of physical education in the summer. They are included in the daily routine of the kindergarten, where they are given a strictly defined time. This helps the organization of the children's team, reduces the time to prepare for classes, and facilitates the work of educators. IN kindergarten swimming lessons are conveniently carried out from 11 o'clock or after an afternoon nap from 15:30 every day. For preschool children on hot days, bathing, swimming 2-3 times a day is acceptable.
The duration of stay in the water, depending on weather conditions and water temperature, the age of the children and the number of classes, ranges from 3-5 to 15-20 minutes. If children bathe a second time, then they should not be allowed to stay in the water for more than 4-8 minutes.
After long breaks in classes, the duration of the stay of children in the water should decrease, and then gradually increase again.
It is necessary to start classes in the water in the spring, when the water temperature in the reservoir reaches 22-23 °, and the air warms up to 25-26 °. At the first lesson, the guys can stay in the water for quite a bit - 3-4 minutes. In the future, the duration of stay in the water gradually increases.
When the water temperature is below 20-19°C, group swimming jams should not be carried out, they should be replaced by dousing or showering. In this case, the most hardened children can be allowed to swim and swim on an individual basis.
It should be noted that at a higher water temperature, preschoolers better master the proposed educational material. This depends on a number of reasons: the length of stay of children in the water increases; warm water excites children less - their attention remains more stable, and their movements are less abrupt; the psychological mood of the children is stimulated - they know that it will be possible to stay in the water longer, and listen carefully to the teacher's explanations, diligently repeat the exercises. But you should not get involved in bathing only in warm water - this reduces the hardening effect of classes.
Children go in for swimming in groups, and their number in one group should not exceed 12-15. In the group, it is necessary to select children of the same age or an adjacent, close one, for example, children of 4 years old are combined into a group with children of 5 years old, five-year-old children with six-year-olds, etc. When completing groups, attention should be paid to the physical fitness of children. Boys and girls work out together.
The teacher conducts classes with each group of children in turn. Before entering the water, he must necessarily count the children or conduct a roll call. The same is repeated upon leaving the water. While the teacher is working with one group of children, others calmly play on the shore, sunbathe under the supervision of a nanny, nurse or teacher of another group. While playing on the beach and sunbathing, each child must have a light cap, panama, etc. on his head.
Swimming training in kindergarten is carried out in the form of classes. Throughout all classes, the main attention is paid to the comprehensive physical development of children, in each of them the following tasks are sequentially solved: to organize a group, to introduce new exercises in swimming technique, to learn exercises for mastering in water and elements of swimming technique, to play, to finish the lesson in an organized manner.
The lesson begins with the formation of the group. Then, on the shore, children get acquainted with new movements, exercises for mastering the technique of swimming and games. Entering the water, they learn how to swim, play, and do a variety of exercises. At the end of the lesson, games of a calming nature and free swimming are held.
The guys go ashore at the signal of the teacher. He checks if everyone is out of the water, recounts. Coming out of the water, the children wipe the whole body well with a towel. If the day is cool or a fresh wind blows, the guys put on T-shirts or even warm long-sleeved shirts and blouses after swimming. Kids need help, older preschoolers do it all on their own.
LITERATURE
1. Bulgakova N.Zh. Teaching children to swim. - M. 1977 pp. 8 - 16
2. Vasilyeva V.S. , Nikitinsky B.N. Teaching children to swim. M. 1973 pp. 45-80
3. Levin G. Swimming for kids. - M.1974 pp. 65 - 86
4. Makarenko L.T. Swimming - M.2002 pp. 25 - 56
5. Osokina T.I. How to teach children to swim - M. 1985 pp. 104 -123
6. Alyamovskaya V.G. How to raise a healthy child. Page 67 - 89
7. Timofeeva E.A. Osokina T.I. Swimming training in kindergarten M. - 2001 Bogina T.L. pp. 45 - 67
8. Shebek V.N. Ermak N.N. Shishkina V.A. Physical education of a preschooler. Moscow Enlightenment - 2000 pp. 123 - 145
9. Swimming. Textbook for pedagogical institutes. M. - 1994 pp. 56 - 98
10. 10. Butovich N.A. Young swimmer training. - G. - 1992 pp. 234 - 243
11. Inyasevsky K.A. Nikitsky B.N. Swimmer training. S. - P. 2000 pp. 46 - 98
12. Nabatnikov M.Ya. Swimming. - M. 1962 pp. 68 - 201
13. Makarenko L.P. Experimental substantiation of the use of high-speed exercises in the training of young swimmers. S.-P. - pp. 56 - 86.
14. Bulgakova N.Zh. Selection and training of young swimmers. - M.: FiS, 2001.
15. Physical development of children. - M.: Enlightenment, 1968.
Preschool children are best taught to swim in specially designated areas. In kindergartens - in swimming pools, and when children are allowed to swim in natural reservoirs, then the following rules must be observed:
When choosing a place for swimming, the teacher should check the depth, carefully examine the bottom to make sure that it does not contain holes.
The water level should not exceed 80 cm, the bottom should not be rocky, the current should be fast.
The bottom should be flat, the water flowing, the shore dry and not polluted.
The area reserved for bathing children should be marked with clearly visible colored floats, flags, fences, etc.
A teacher teaching children to swim, first of all, must be able to swim well, know the rules for providing assistance, and be able to immediately provide first aid. It is good if any of the medical staff or other kindergarten employees are present at the swimming lessons.
6. Bathing and preparing for swimming should be combined with sunbathing and organized daily during a walk or after a nap.
First, children are allowed to be in the water for 5-10 minutes, provided that its temperature is 20-24°C, and the air temperature is 24-28°C. Noticing that the children are getting at least a little cold (and this can be guessed from the pale face), you need to demand an immediate exit from the water, make sure that the children wipe their face, neck, head, back, stomach and other parts of the body with towels, well clean your ears.
When children learn to swim, you need to teach them not to be afraid of water. Preschool children are often afraid of water - you need to help them overcome this fear, teach them not to be afraid of splashes that fall on their faces, boldly enter the water, plunge, move their hands and feet in the water. If the child is afraid to enter the water on his own, the caregiver takes him by the hand, helps him overcome fear and plunge. The best way to overcome the feeling of fear is when the caregiver holds the child by the hands so that he is facing her, and quietly introduces the child into the water.
Teaching children to swim involves the use of the following exercises.
Learn to move in the water in different directions and in different positions: lying on your stomach, on your back, running with toys in the water and without them. At the same time, the teacher must give the children's fuss the form of a game: a movement when everyone waves with one hand (“a boat with oars”), hiding their hands behind their back (“ice cutter”), hands clenched into fists are straightened forward (“fish”), standing on all fours (“crocodile”), back up (“cancer”) and run, raising your knees high (“horse”), etc.
Teach kids to dive headfirst into the water. Children splash, splashing water with their hands, making “rain”. After these exercises, you can try to dive, crouching so that the water reaches eye level, then lying on your back. Then you can offer to dip your head, holding it with your hands. It is necessary that, having plunged headlong, the children held their breath. Having taught the children to dive in this way, you can allow them to look underwater through their fingers.
To teach the movements of the legs up and down, first sitting on the shore, and then sitting in the water. The movements are performed with straightened legs. Having introduced children to the movements of the legs in the sitting position, you can begin to teach them the same movements in the supine position or on the stomach (in a shallow place). In this exercise, you need to use various rubber toys: circles, inflatable pillows, etc.
Teach hand movements, using benches first. Children learn to alternately stroke with each hand. After this, the movements of the arms and legs are performed in the water, first touching the bottom with their feet (like a “crocodile”). This exercise is similar to crawl swimming, only without throwing your arms forward.
Learn to exhale into the water. This exercise can first be performed on the shore. From the palm of your hand, children learn to blow off a light object (a piece of paper, a piece of paper, a pen, etc.). In the water, diving up to the chin, the children try to “blow off” the water (“cool the hot tea”). After these exercises
you can allow children, diving, to exhale in the water. You need to know that preschool children usually exhale in the water, squatting down, arms outstretched. This makes it easier for them to balance.
In the water you can play a variety of games.
"Fountain" - children, sitting in a shallow place, form a circle. At the signal of the educator, they beat their feet on the water, trying to cause as much splash as possible. This game allows kids to get used to splashing.
“The sea is stormy” - the children enter the water waist-deep, stand one after the other in a row or in a circle. At the sign of the teacher, they scatter to the sides, squat, straightening their arms to the sides, trying to raise a bigger wave. At the next sign of the educator “the wind calms down”, the children return to their original formation.
"Sparrows in the water" - in a shallow place, the children bounce, pushing off with both legs, trying to jump out of the water.
“Train and tunnel” - standing one at a time, the children put their hands in front of the one standing on the lower back, depicting a “train”. Two children, standing face to face, joining their hands, depict a “tunnel”, the hands of the children touch the water. In order for the "train" to pass the "tunnel", the guys must dive into the water. When the entire "train" passes, the children who depicted the tunnel stand at the tail of the string. And the first pair of "trains" forms a "tunnel".
At preschool age, as the results of research show, the task of mastering the child with a solid technique of swimming movements is not set. It is important that he learns the elements of technique, the correct general pattern of movements, on the basis of which he will develop and improve his swimming skill. And the more swimming movements a preschooler masters, the more durable the swimming skill will be.
Considering the age characteristics of a child of 5-6 years, the performance of each exercise should be short-term. But in each lesson, you should use a large number of different swimming movements. This significantly increases the child's interest in purposeful actions, promotes discipline, and the effectiveness of training.
In children, the muscles contract more slowly than in adults, but the contractions themselves occur at shorter intervals and, when contracted, they shorten to a greater extent, and lengthen when stretched. This explains the fact that the child gets tired quickly, but his physical fatigue quickly passes. This explains the inability of the child to prolonged muscle tension, monotonous static loads. Therefore, it is easier for a child to run than to stand in one place.
The child makes swimming movements with the help of large muscle groups of the arms, legs, torso, which by the age of 5 are quite well developed and gradually begin to involve small, underdeveloped muscle groups in work. Therefore, swimming lessons are especially favorable for the comprehensive development of the child's muscular system.
Swimming movements are characterized by large amplitudes, simplicity, dynamism, and cyclicity. In the cycle of swimming movements, tension and relaxation of the muscle group alternate in succession, which has a very beneficial effect on the child. The correct rhythm of the muscles and respiratory organs also favorably affects the activity of the cardiovascular system.
Many rhythmic movements of the legs during swimming, especially in older preschool age with an underdeveloped pelvic girdle, provide a large versatile load on the lower limbs, which strengthens the pelvic girdle.
A 6-year-old child is able to master complex movements in coordination, and it is swimming that contributes to their development.
Staying in water causes heat to be released, and it will be the greater, the lower the temperature of the water. With prolonged exposure to water, body temperature decreases. Hypothermia is unacceptable. With systematic swimming, the vascular system of a preschooler quickly adapts to changes in water temperature and resistance to cold arises, which is important when hardening the body.
At 5-6 years old, the child masters and performs quite well. various movements, however, he still has some unpreparedness to perform complex motor actions due to the slow concentration of inhibition. In this regard, the movements of preschoolers enhance the activity of the cardiovascular and respiratory systems.
The main goal of teaching preschoolers to swim is to promote their recovery, hardening, to provide comprehensive physical training, to engage in physical education and sports at an early age, and, in addition, swimming is the same necessary skill as the ability to run and jump.
In addition to the applied value of swimming, which is necessary for life, it is important to identify as early as possible in a child the ability to master certain swimming movements in an individual sequence, to form and maintain in him in the future the desire for a sharp struggle and victories in sports, which will contribute to the development of his persistent interest in physical education and employment outside of school hours.
As a result of learning to swim, children are very good at mastering its various methods: breaststroke, dolphin, turning and starting.
Studies conducted with younger schoolchildren and older preschoolers, aimed at non-traditional systems for the simultaneous development of different swimming methods by a child, have shown the effectiveness of this method. Every baby has its own way of swimming.
The most effective for mastering the skill of swimming at the initial stage of teaching a child of the sixth year of life is swimming in an unsportsmanlike way, which is better for a child. He is introduced to the elements of all sports styles (breaststroke, crawl on the chest and back, dolphin) and their various combinations (breaststroke arms - crawl legs; breaststroke arms - dolphin legs; dolphin on the back, etc.).
The child better learns the unsportsmanlike (lightweight) method: breaststroke arms - crawl legs. At the same time, his breathing is arbitrary (in sports swimming this is the most difficult part of training), which makes it easier to master this style. In subsequent lessons, the development of other methods by elements and complete coordination of movements is improved.
Swimming training is combined with various exercises in the water - hydroaerobics: walking and running waist-deep in water; walking, running backwards; bouncing, jumping; general developmental exercises: holding on to the handrail of the side of the bicycle type, stretching exercises, etc.
The child is taught to perform traditional exercises: dolphin, crocodile, etc.; conduct outdoor games, game exercises, round dances, relay races, etc. The skills acquired by the child are completed in sports holidays.
An important role in learning to swim is played by familiarizing the child with the best swimmers, which forms and educates his interest and love for sports.
The best formation of swimming skills in preschool children is possible by including swimming lessons in a group mode, creating game situations on land and in water (V.A. Aikin, 1988; Yu.A. Korop, S.F. Tsvek, 1985). At the same time, it is advisable to have a teacher in the water (T.I. Osokina, 1985) to provide children with support, insurance, assistance in the reliable and correct development of swimming movements. Meanwhile (Le Van Sem, 1978), in the process of learning swimming skills, the emergence of negative emotions in children prevents their mastery, while positive rivalry contributes to their more successful formation. Therefore, in the methodology of primary swimming training, a rather significant place is given to the study of games and entertainment on the water with the presence of a teacher in the pool for better organization of classes. Direct assistance from adults in teaching children to swim in kindergartens is given by B.I. Onoprienko (1969), taking into account morpho-functional and hydrodynamic indicators, which is of the best importance for their better formation and development.
Children aged 5-7 years are quite ready for mastering complex swimming movements in terms of their motor capabilities, which should gradually become more complex and detailed as they master them. The continuity of teaching motor actions during the development of water - in the junior and middle groups of the kindergarten, to the formation of swimming skills when studying technology in light and sports ways - in children's and trained groups (T.S. Kozakovtseva, 1989) is substantiated.
Children are also recommended to be taught with the help of pictures in the following sections: 1) special exercises on land; 2) exercises for the development of the aquatic environment; 3) immersion in water with the head; 4) breathing with exhalation into the water; 5) static (passive) swimming in water; 6) sliding in water; 7) crawl leg movement on the chest, on the back; 8) crawl arm movements on the chest, on the back; 9) freestyle crawl swimming; 10) back crawl swimming without outstretched arms; 11) crawl swimming on the chest and on the back without extending the arms; 12) sports swimming methods: crawl on the chest, crawl on the back, dolphin, breaststroke (E.G. Chernyaev, V.I. Chepelev, 1987). In a detailed way, the individual teaching of children the ABC of swimming, recommended to parents, grandparents (A.A. Litvinov et al., 1995), is disclosed.
Figurative expressions, gestures used in teaching children to swim are also of no small importance (V.V. Pyzhov, 1977) in the accessible mastery of the studied exercises (I.A. Ganchar, 1998).
In a weekly cycle, two sessions a day may be recommended. Classes can be held both in the morning and in the afternoon. Before classes in the pool, due attention is paid to hygiene issues. A medical worker is obliged to examine children and decide on the admission of a child to classes (V. Vasiliev, B. Nikitsky, 1973; T. I. Osokina et al., 1991).
When swimming with children 5-7 years old, it should be borne in mind that children in a group can be of different preparedness. In those groups where there are children who are just starting regular swimming lessons, it is necessary to start training with the development of water by children, with preparatory exercises. Only after the majority of children feel confident in the water, can move in it, acquire gliding skills, learn to breathe properly, can we move on to learning swimming methods in general (P.P. Litvinov, E.V. Ivchenko, V. M. Fedchin, 1995).
Children 5-7 years old usually quickly get used to the water. They consciously approach the implementation of preparatory exercises, show perseverance in order to achieve the desired result. Therefore, the period of mastering the children of this age group with water is much shorter than the younger ones. Earlier, you can move on to exercises that help master the technique of crawl swimming on the chest and on the back (N.Zh. Bulgakova, 1997).
But, first of all, it is necessary to teach children how to enter the water on their own, move along the bottom of the pool in various ways (walking, running, leaning on their hands), at different depths (from knee to waist), learn how to dive into water, open their eyes in it, teach correct inhalation and exhalation into the water, lying in the water on the chest and back, sliding on the chest and back (N.G. Dundukov, A.V. Fomin, 1975). As well as the implementation of the simplest alternating movements of the legs (like a crawl). To accomplish these tasks, many different exercises and games have been developed (“Carousel”, “Fountain”, “Crocodile”, “Crab”, “Rocking chair”, “Round dance”, “Motor”, “Find the treasure”, “Divers”, “Who more”, etc.).
Exercises for developing the ability to stay on the water in a horizontal position: "Medusa", "Asterisk", "Float", "Arrow on the chest" and others.
An important task is to teach children how to get out into the water. This is facilitated by such exercises and games as: “Who has more bubbles?”, “Immersion with head and exhalation in water in pairs”, “Exhale with head turn”, “Gate”, etc.
The next stage of training is training in coordination capabilities in water. You should start by learning the movements of the legs when swimming on the front crawl and on the back. For this, exercises are used, both on land and in water (Yu.V. Shaposhnikov, 1979). Alternating leg movements while sitting on the floor, alternating leg movements while lying on a bench, leg movements in the water, sitting on the side, on the bottom of the pool, leg movements in the water, leaning on the hands, sliding, on the chest and on the back with alternating movements of the legs and etc.
Then you can move on to learning hand movements in swimming on the chest and on the back. Training begins with learning hand movements on dry land. These can be exercises of a preparatory and imitative nature (performing various rotations forward, backward, with one and two hands, imitation of rowing movements, etc.). The training of hand movements is carried out initially with the child's voluntary breathing, then while holding the breath, and after that, the training of hand movements with exhalation into the water (I.Yu. Kistyakovsky, 1976).
After mastering all the exercises for this task (A.A. Voloshin, M.M. Kiselev, 1980), these exercises are fixed and improved in games and entertainment in the water with a gradual complication of the conditions for performing (different depth options, the use of auxiliary equipment - boards, inflatable toys, etc.).
The next step is to train the combination of movements of the arms and legs while holding the breath and exhaling into the water. Coordination training with arms and legs is carried out in parallel on the chest and on the back. As preparatory exercises, various rotations with one, two hands, forward, backward, simultaneous, alternating, as well as leg movements are recommended. When performing simulation exercises, attention is paid, first of all, to the correct execution of the rowing phase of the movement, and then - the preparatory phase - bringing the hands to the initial position for rowing. When performing exercises on land, the coach provides direct assistance to the child, giving the correct position of the hands in the individual phases of the stroke (L.P. Makarenko, 1985).
Mastering swimming movements in combination with breathing is the main difficulty in teaching children to swim (V.Ya. Lopukhov, 1995). To learn the movements of the hands in combination with breathing, they begin in a standing position in the water, bending forward. Preschoolers should be taught to turn their heads to the right and left to inhale. Attempts to combine swimming movements with breathing may fail for a long time in children. The desire to adapt breathing to movements disrupts coordination, often leading to gross errors. Therefore, you can allow children to swim while holding their breath while inhaling. long time. This is a simplified form of the way of swimming, built on a technically correct basis.
Swimming on the back is easier for many children than swimming on the chest. They quickly master the movements of the legs, which they first learn in shallow water, holding on to the handrail, with support, and then with the help of a swimming board, then proceed to learning the movements of the legs in sliding on their back after pushing off from the wall of the pool. At first, children are taught to keep their arms freely lowered along the body, without making any movements. Then the position of the hands becomes more complicated: one hand remains free along the body, the other is brought forward and located in the direction of movement. When teaching rowing movements of the hands, swimming on the back with a board sandwiched between the legs is used, as well as exercises in pairs: one holds the other by the legs. Gradually, children begin to perform coordinated movements with their arms and legs, in order to master the rhythm of movements, they are performed on the basis. Exercises are performed repeatedly at short distances (V.Yu.Davydov, 1993).
Naturally, at the beginning of learning, children can make mistakes. Most often it depends on the insufficient general physical and coordination preparedness of preschoolers. We must strive to ensure that children have mastered the general pattern of movements of the method of swimming. Due to mobility, imbalance, many children find it difficult to make clear movements in the water. It is not necessary to demand from them great accuracy in swimming technique. This is possible only as a result of hard work over several years. But gross errors in technology must be consistently corrected.
The high position of the head, for example, causes an incorrect position of the body and makes breathing difficult (V.N. Mukhin, Yu.I. Rodygin, 1988). First of all, you need to correct the position of the body, head, then achieve proper breathing.
With a low position of the pelvis, the legs are deeply immersed, balance is disturbed. Sometimes children make sharp, non-rhythmic, uncoordinated movements with their legs, strongly bend them. First, you need to correct errors in body position and leg movements, and only then proceed to improve arm movements and general coordination.
For many beginners, when turning the head to the side to inhale, there is a slowdown in the work of the arms and especially the legs. It is easier for children to adapt their breathing to the movements of their arms and legs in accordance with their capabilities. This cannot be considered a mistake; gradually, over time, this shortcoming will disappear (G. Levin, 1981).
When teaching swimming to preschool children, they should be given the opportunity to swim in all ways - back crawl, front crawl, dolphin and breaststroke. There are cases when a child cannot master one method in any way, while another grasps it without difficulty and quickly.
The inclination of the child to one or another way of swimming must be taken into account along with his individual data and supported. It is possible and necessary to allow the child to learn in the way that he likes more, in this case, the learning outcomes will be better (A.A. Voloshin, N.B. Kulibaba, 1982).
For many children aged 5-6 years, breaststroke is a more accessible way of swimming. It is customary to compare the movements of a breaststroke with the actions of a frog. Indeed, they have a lot in common, and children could observe this moment in their life practice, so this method is more understandable for some children.
The process of studying the elements of the swimming method, breaststroke begins on land with the development of leg movements, the work of which is the most important element in the technique of this swimming method. To do this, use a variety of preparatory and lead-up exercises and games in the water.
With the technique of movements when swimming with a breaststroke, they also get acquainted first on land. To do this, imitate the movements of the hands in a standing position in an inclination forward, bending over, arms extended forward with palms down and out.
In the water, hand movements are learned, standing at a depth to the chest and leaning forward so that the chin lies on the surface of the water. Then this exercise is repeated in coordination with the breath. It is important to learn breathing from the very beginning, already during the preparatory exercises, since the rhythm of breathing in the breaststroke clearly coincides with the movements of the hands.
It is necessary to pay attention to the following: do not raise your head, look forward during the stroke; at the end of the stroke, slightly raise the chin forward and upward and inhale through the mouth; when the hands are brought forward, the chin and mouth fall into the water, a long exhalation begins, which continues for almost the entire stroke (V.G. Rovchin, 1984).
Preschoolers are encouraged to learn the coordination of the movements of the arms and legs with a breaststroke in sliding on the chest. While sliding while holding the breath, first 2-3, and then more cycles of movements. Then the child stops, exhales and inhales and again repeats the coordination of the movements of the arms and legs in sliding. The movements of the arms and legs are further combined with breathing (A.A. Voloshin, M.M. Kiselev, 1980). The correct coordination of movements in full coordination is established gradually in the process of training.
Many children of 5-6 years of age master the technique of swimming in the dolphin way, although it is considered more difficult compared to other methods. This is a special way of swimming. In his technique there are elements of both breaststroke and front crawl, so this method of swimming should be studied after the child has mastered the technique of swimming crawl and breaststroke.
Teaching children how to swim in the dolphin way also begins with preparatory exercises on land and in water. The entire body is involved in wave-like movements - the shoulder girdle, lower back, pelvis and legs, so this swimming method is an excellent, versatile developing exercise. Closed legs move at the same time, resembling the tail of a dolphin, therefore, using the imaginative thinking of children, it is not difficult to teach them to perform this movement.
It is more difficult for a child to make a stroke with both hands, since it is performed simultaneously with both hands, the movement of each resembles a stroke when swimming with a crawl.
Coordination of movements in a dolphin is complex. It is more convenient to exercise lying on your chest with a board in your hands, and to master coordination in sliding. NOT all children aged 5-6 years old are able to learn this way of swimming, and this is not necessary. It is enough to acquaint children with it (V.Yu. Davydov, 1993).
GAMES are used from the very first lessons to master children with water, which helps children overcome children's feelings of insecurity and fear, contributes to the rapid process of adaptation in the water. Games help to master all the preparatory actions for swimming (H.F. Leinus, 1977).
Games are used to repeat, consolidate and improve individual movements of the sports way of swimming, to achieve the stability of skills (N.Zh. Bulgakova, 1997).
When teaching preschoolers to swim, a wide variety of forms are used - game exercises, fun games, plot and plotless, games with elements of competition, relay races.
When choosing games and teaching methods, you need to take into account the age, the number of children in the group, physical fitness and the degree of mastery of each skill of the proposed movements.
Games are selected in accordance with the set specific educational task. It is important that all the children in the water participate in the game at the same time.
For the most effective organization of classes with children 5-6 years old, various supportive means are used. These are foam boards, inflatable toys (rubber circles, balls, etc.), as well as small toys made of dense rubber (sinking) for exercises to dive into the water with your head and open your eyes in the water (find a toy at the bottom of the pool), hoops for diving exercises (games “Go into the hoop”, “Train into the tunnel”, etc.) (N. Zh. Bulgakova, 1997).
Toys allow you to diversify exercises, increase their emotional richness. They should be bright, colorful, attract children to activities and games in the water (G. Levin, 1981).
The number of small toys should correspond to the number of children involved in the pool at the same time.
A large number of various games, fun on the water are given in the book "Teaching Swimming in Kindergarten" by authors T.I. Osokina, E.A. Temofeeva, T.L. Bogina (1991). Games have a detailed description, specific tasks, useful guidelines.
Games are selected in accordance with the task of the lesson, and allow you to captivate children throughout the lesson, awakening in them interest, activity, collectivism.
In the book, the authors give examples of how various festive events for children can be organized in the pool, and the script for the “Neptune Festival” is given. Children take part in such activities with great pleasure.
Chapter II. METHODS AND ORGANIZATION OF RESEARCH.
2.1. Research methods:
1. Analysis of scientific - methodological literature
2. Pedagogical observations.
3. Anthropometric methods
4. Timing method
5. Pedagogical testing
6. Method of peer review
6. Method of mathematical processing.
The analysis of scientific and methodological literature included the following questions: 1) Features of the development of preschool children; 2) Features of the formation of motor actions in preschool age; 3) Control over the quality of the formation of motor actions in preschool age; 4) Methods of teaching children 6-7 years old sports methods of swimming
Pedagogical observations were carried out during the entire time of the study, in order to obtain data on the degree of change in physical qualities during classes. And the process of mastering the technique of sports methods of swimming.
Anthropometric methods. With their help, the anthropometric characteristics of children were determined. Height was measured in centimeters using a stadiometer. Weight - on medical scales (E.G. Martirosov, 1982) Circumference chest measured with a centimeter tape at rest.
The vital capacity of the lungs was measured using a dry spirometer. Before the start of the measurement, the child performed two or three preliminary maximum breaths with subsequent exhalations, after which he independently took the spirometer in his hand and, at the height of the maximum breath, inserted the mouthpiece into his mouth and tightly covered it with his lips (at the same time, holding his nose with his other hand) produced a smoothly maximally deep exhalation of duration about four to five seconds.
Timing method was used to record the time to cover a distance of 3x10 m in a shuttle run, as well as to calculate heart rate, and the time to perform test exercises in swimming. Registration was made by a mechanical chronometer. When the command "March!" stopwatch - turned on, when crossing the finish line - turned off. Heart rate was recorded for 10 seconds. The time of holding the breath, swimming the distance with the help of legs, arms and in coordination was also recorded.
Dynamometry was used to determine strength qualities. Carpal dynamometry was measured according to the generally accepted method. The strength of the muscles of the right and left hands was measured with a “children's” dynamometer. The child under study was asked to squeeze the dynamometer as much as possible alternately with the right and then with the left hand. The best result of two attempts was registered.
The accuracy of muscle efforts was also measured with a dynamometer, but it was proposed to compress the dynamometer to half strength, i.e. show half of their maximum result (during the study it was not allowed to look at the dynamometer) of the left and right hands.
Deviations were registered. The accuracy of muscle efforts was measured immediately after the detection of maximum strength using the same dynamometer in two attempts. The best result was registered.
Pedagogical testing included methods for assessing physical development . The assessment of the physical development of children and the degree of their adaptation to physical activity was carried out according to a set of indicators (parameters of length and weight of the body, chest circumference, vital capacity of the lungs, hand strength, control exercises: long jump and height, throwing the ball, “shuttle run”, frequency and duration of diseases in children by season).
The physical development of children was judged by indicators: body length (l), body weight (m), chest circumference (WGC), spirometry (VC) and dynamometry.
The length of the child's body was measured using a standard height meter, and was also calculated using the formula:
where n is the child's age.
If the weight of a child at one year is unknown, then the calculation is taken average weight a one-year-old child, equal to ten kilograms (Yu.A. Gronbakh, 1996).
Height and weight of children were estimated according to the results of the dependence of body weight (in kg) on height (in cm) in children aged 6 to 7 years, by comparison with the data given in the average statistical tables.
Motor coordinations were studied according to the results of standard control exercises widely used in preschool institutions: long and high jumps, ball throwing, and “shuttle run”.
A long jump from a place was performed by a child with three attempts. The best result was registered.
The jump up was performed according to V.N. Abalakov with two attempts. The best result was registered.
Throwing a stuffed ball (weighing one kilogram) was carried out by the child from behind the head from the “sitting on the hips” position. Two attempts were made. The best result was registered.
Then, with a stopwatch, we recorded the indicators in the “shuttle run” (3x10 m). The child was asked to make a trial attempt at an average pace without regard to time. Motor activity was controlled using an industrial standard pedometer - Zarya, which records the main movements in which the majority of large muscle groups take part (steps when walking, running, squatting, jumping, tilting).
Flexibility was assessed by the magnitude of the forward bend from a standing position with the arms lowered as low as possible.
The incidence of children was recorded according to the certificates presented in the children's educational institution for the period from September 2002 to May 2004.
At the same time, we monitored the correct construction of the lesson, its motor density, using a stopwatch, as well as from the point of view of pedagogical observation.
To control the indicators of changes in psychomotor and cognitive parameters, the following tests were used:
Search for numbers in ascending and descending order according to the Schulte-Gorbov table - the amount of attention;
The intensity of remembering pictures and numbers - the amount of memory;
Reproduction of glide length, thrust force, breath holding time, swim distance under various conditions.
Expert review used to determine the quality of swimming technique. The evaluation was carried out by qualified trainers.
Methods of mathematical statistics. The results obtained were processed by known statistical methods. We determined - the arithmetic mean value (x), the error of the arithmetic mean value (s), the standard deviation ( + m), using Student's t-test, the significance of differences was calculated (р) statistical characteristics(T.M. Mikhailina, V.V. Lysenko, 1990).
FULL TEXT
From author 3
Technique of sports ways of swimming 9
Organizational support of classes 18
Preparing places for classes
Organization and conduct of classes 26
Methodological support of classes 37
Teaching methods
Methodical techniques 38
Learning Tools 49
Land exercises 52
Water exercises 58
Outdoor games in the water 82
Literature 95
This book is the result of the research and observations of the author, who has been working on the problem of improving the methods of teaching young children to swim for more than 30 years.
V.S.Vasiliev
"Should I teach swimming to young children?" - the unequivocal answer is given: yes, it is necessary! Evidence of this is the experience of teaching infants in our country and abroad, and its positive results. The improvement in the standard of living of the Soviet people made it possible for children to learn to swim en masse in almost every family - in a home bath, and all year round, without interruptions. And this opportunity must be used to the fullest. To kid
1 - 2 years, not to mention infants, the “home pool” is quite enough for him to develop physically harmoniously, grow up healthy and tempered, disciplined and acquire the necessary skills for the subsequent development of sports swimming in the pool of a kindergarten, secondary school or any other.
But it also happens that for some reason, parents could not (or did not want to) teach their child to swim in infancy - in the pool of a children's clinic or in a home bath. “Here it will be a year old, he will start walking, then we will teach him to swim” - this judgment is quite common among many young parents and grandmothers. And now this time has come, the baby is one year old, and the parents, albeit belatedly, decided to teach him how to swim.
What did the baby achieve in his general and motor development by the age of one? Anatomical and physiological features the child is promoted to master movements in the water: its specific gravity is less than that of an adult, therefore it is much lighter and better (more stable) on the water; the body has a well streamlined shape; the mobility of the joints and ligamentous apparatus allows you to successfully master a variety of movements. The child begins to speak - his vocabulary by two years is 220 - 400 words, but he understands much more. He is already crawling freely, turning over from his back to his stomach and vice versa, lying on his stomach, raises his body, leaning on his hands, independently moves from a lying position to a sitting position and vice versa, walks on all fours, starts walking (first in a lateral direction), climbs ladder to a small height, can independently crawl under the bench, crawl into the hoop.
In the second year of life, the growth and development of the child is very intense, which is expressed, for example, in walking: the child bypasses bumps, small puddles, and other small natural obstacles, better understands the speech of an adult and can perform various available movements in accordance with his instructions.
Active movements strengthen the muscular and cardiovascular systems of the child; moreover, the development of movements is directly dependent on the external environment. Thus, classes in water and the implementation of various movements associated with overcoming its resistance is the most important factor in the harmonious development of the baby. The horizontal position, a kind of water weightlessness, activates the blood flow to the working muscles, which contributes to their development and strengthens the cardiovascular system. This is the swimmer's working position, his starting position for the subsequent execution of swimming movements.
Special mention should be made of breathing. At this age, the child's breathing is frequent and shallow, which is explained by the body's great need for oxygen and, in connection with this, the intense work of the respiratory apparatus. Staying in the water, performing various movements, exhaling into the water, holding your breath during diving develop and strengthen the respiratory apparatus.
What is swimming? This is a physical action, the basis of which is the retention and movement of a person in the water without supporting means in the required direction. To see how popular swimming is today, what is its role and significance in human life and activity, it is enough to get acquainted with its main varieties.
Mass swimming is called upon to cultivate and develop educational and recreational institutions, secondary special and higher educational establishments, general education schools, production teams, children's sports schools, the Army and Navy, DOSAAF and OSVOD - about 12 independent units in total.
The health-improving, therapeutic and hygienic significance of swimming in the life of a person, and especially a child, cannot be overestimated. It is so great that a medical committee has been formed under the International Amateur Swimming Federation, which is engaged in both the development of recommendations and the dissemination of best practices in swimming among the population, and especially children. According to experts, dosed swimming lessons contribute to the treatment of diseases of the cardiovascular system: ischemia, angina pectoris, myocarditis, neuroses, etc.
During swimming, a person overcomes significant water resistance, constantly trains all muscle groups (including very small ones), radically contributing to the elimination of various postural defects and the elimination of flat feet. Constant bathing and swimming harden the body, form a strong immunity not only to colds, but also to some infectious diseases. And here the temperature factor is decisive. The fact is that a person experiences satisfaction from bathing and swimming only if the water temperature is below body temperature. However, it should be remembered that the thermal conductivity of water is almost 30 times higher than the thermal conductivity of air, therefore, even when bathing and teaching babies to swim, the water temperature should not be higher than 35 °. Gradually (literally by 1° within 1-2 weeks), the temperature is lowered to 24° and further, which helps the body adapt to cooling and hardening.
Due to the constant overcoming of water resistance and its high density, it is difficult for a beginner to inhale and exhale while swimming, and he has to make additional efforts to help strengthen the lungs, bronchi, blood vessels, and intercostal muscles. As one of the swimming methods is mastered, breathing becomes natural, habitual, and an increase in swimming speed contributes to further training of the respiratory apparatus. The vital capacity of the lungs (VC) in swimmers is much higher than in those who do not swim, and in adults it reaches 7000 cm 3 or more.
Swimming is a natural means of massaging the skin and muscles (especially small groups), cleanses the sweat glands, thereby contributing to the activation of skin respiration and abundant blood flow to peripheral organs.
When swimming in sports ways, movements with a large amplitude are performed, with the participation of large muscle groups and, as already noted, with significant water resistance. Thus, the systematic performance of exercises in the water develops coordination and accuracy of movements, flexibility and strength, and overcoming at an accelerated pace, at first small segments, and then, as preparedness, medium and long distances, contributes to the development of speed and endurance. The cyclicity of movements, characteristic of swimming as a sport, not only harmoniously develops the motor apparatus, but also forms rhythmic deep breathing.
The applied value of swimming is also great. First of all, this is the provision of assistance to a person in distress on the waters: the ability to extract a person from the bottom or from the depths, if necessary, free himself from the grips of a drowning person, quickly deliver him to the shore and provide the necessary first aid. Applied swimming also provides for the ability to tow various floating objects, swim across with a load or fully equipped, and perform various operations related to working under water.
What skills of applied swimming should be instilled in children of preschool and primary school age in the process of group or individual lessons? Basically, those that are necessary to help the victim on the water: the ability to swim in one of the sports methods, dive and navigate underwater, get various objects from the bottom. Having mastered these skills, a child at an older age will be able, if necessary, to provide assistance to those in distress on the water.
In our country, the improvement of the health of the younger generation, including its youngest citizens, is surrounded by the constant care and attention of the Party, the government, and the entire people. I. B. Charkovsky on the basis own research writes: “If parents from the moment the baby is born begin to regularly engage in swimming with him, then he will be far ahead of his peers in mental and physical development.”
The process of teaching children 1-2 years old to swim, if it is methodically correct (which provides for a consistent study of exercises based on the natural growth and development of the child, as well as his motor fitness), contributes not only to hardening, the formation of skills that form the basis for studying the ways of movement in water , but also in connection with this formation of the main movements. For example, at 12 - 18 months, the child begins to walk independently and rather quickly - it is this kind of walking that helps him maintain balance. However, the baby's legs are still bent at the knees, the torso is tilted forward - hence the short and uneven step, unnecessary movements. Walking in the home pool (in light conditions), the child develops these movements and thereby improves the walking skill.
At the age of three, many children start attending kindergarten. For the natural development of a preschool child, systematic work on teaching swimming is expedient and necessary, which is proved by the works of T. I. Osokina and V. S. Vasiliev. Time has fully confirmed their conclusions and recommendations: today, kindergartens with indoor swimming pools are becoming a normal part of our lives. For example, M. G. Chekaldina, head of the Blue Path kindergarten in Volgodonsk, notes that children who systematically go in for swimming are 3 to 4 times less sick than in those kindergartens where there are no swimming pools yet.
Sometimes one hears that it is at the age of 3-5 that a child is afraid of water and therefore he allegedly needs a set of preliminary exercises to eliminate hydrophobia. According to the author's long-term observations, there are very few such children at this age; a survey of coaches working with this contingent showed that they were no more than 5%, and Dr. G. Levin (GDR) in his book "Swimming for Kids" writes: "... no more than 2 - 3% of children experience fear of water ". The opinion about the hydrophobia of children is clearly exaggerated. The fact is that a child is sometimes afraid to enter the water because for the first time he saw a pool, albeit a small one, and it is not the water itself that frightens him, but its abundance.
Every child has to wash his face every day, right? For those parents whose children wash themselves with reluctance, are afraid of water splashes, I advise you to show patience and perseverance, to ensure that the baby is willing to wash, and only then start learning to swim in the “home pool”. It often happens like this: a child systematically and successfully swims in a home bath or in a kindergarten pool. But in the summer, when his parents went to rest with him and offered to swim
in the sea, he did not dare to enter the water on his own. In this case, psychological factors played their role: the immensity of the water space, unknown depth, "high" sky, many bathers. You can not rush the baby, forcibly bring him into the water; gradually, step by step, next to his parents, looking at more courageous peers, he will overcome the psychological barrier - and this will happen very soon!
Being engaged in swimming from an early age, your children will grow hardened, harmoniously developed, improve their skills. The path to the champions is not ordered to anyone, so the author wishes all the kids a happy voyage!
TECHNIQUE OF SPORT WAYS OF SWIMMING
Crawl on the chest (Fig. 1). The nature of the movements of the arms and legs is alternate (as when walking or running). The legs and arms perform flexion and extension in all joints, the arms, in addition, perform rotational movements. In the initial position, the body of the swimmer is horizontal at the surface of the water, arms and legs are straightened and connected, the feet are slightly turned inward, the head is lowered face down into the water. The legs begin to move, moving alternately and without stopping from top to bottom and from bottom to top with an amplitude of 34 - 50 cm (for qualified swimmers). When the leg moves down, it simultaneously flexes at the knee and hip joints. In the extreme lower position, due to active extension in the knee joint, a sweeping movement of the foot is performed, which ensures a stable and horizontal position of the body and some movement forward. The leg moves straight up. When one leg is in the lowest position, the other is at the top (1).
The advancement of the swimmer is carried out mainly due to continuous alternating movements of the arms. When one arm strokes, the other, bent at the elbow joint, quickly sweeps near the surface of the water, enters the water with its palm and, moving forward and down, almost (or completely) straightens (1); then the arm bends at the elbow joint and moves curvilinearly under the body of the swimmer along various individual trajectories (inverted question mark, arc, zigzag, see Fig. 20, 21). The main rowing surface - the hand - throughout the entire stroke is in an inclined position with respect to the trajectory of its movement (see Fig. 8).
Inhalation begins at the end of the stroke with the left (right) hand (the swimmer turns his head in the corresponding direction (7) and ends very quickly. After that, the swimmer quickly turns his head to its original position and immediately begins exhaling into the water. Such breathing is called continuous and is recommended for everyone without exceptions for beginner swimmers.Skilled swimmers use "explosive" breathing, when, after inhalation and subsequent breath holding (before the next breath), an energetic and quick exhalation is performed - "explosion". Inhalation is carried out only through the mouth, exhalation - through the mouth and nose. The swimmer's head should to be in a comfortable position, not rising high and not falling low.
Proper coordination or coordination of the movements of the arms, legs and breathing ensures that the swimmer advances evenly. There are two-, four- and six-stroke crawl, when in a full cycle of arm movements (with inhalation and exhalation), the legs make the named number of strokes. This is determined by the individual characteristics of each swimmer, as well as purely athletic factors, but the most common is the six-stroke front crawl.
Crawl on the back (Fig. 2). The characteristic features of this method of swimming - the swimmer lies on his back, breathing is carried out without exhaling into the water.
In the initial position, the body of the swimmer is horizontal, face up, arms and legs are straightened and connected. The legs, bending and unbending in all joints, perform alternating and continuous movements from top to bottom and from bottom to top. Each of them ends with an active overlap of the foot upwards with an amplitude of 50 - 60 cm (in children it is much less) (3). If we take the lowest position of the leg as the initial one, then here it is straightened, the foot is slightly turned inward (2). Having started the movement, the leg immediately bends at the knee joint (6) - the thigh rises, and the lower leg and foot seem to “sag” and move behind the thigh, resembling a whip blow as a whole. Down the leg always moves straight.
Hands, in addition to flexion and extension, also perform rotational movements in the elbow joints; The stroke begins with the entry of the hand into the water (with the edge of the palm) (5), its subsequent immersion and movement down and slightly to the side (the arm is first straight, then bent at the elbow). The stroke ends at the hip; the hand comes out of the water straight and sweeps over the water at some distance from the body (1).
The swimmer begins to inhale at the end of the stroke with the left (right) hand (4), then holds the breath and quickly exhales. Continuous breathing is very rare here (see "Crawl on the chest"), its implementation in beginner swimmers is difficult for a number of reasons. Inhalation is performed only through the mouth, exhalation - through the mouth and nose.
When swimming crawl on the back in full coordination, the most rational is the six-stroke coordination of movements.
Breaststroke (Fig. 3). The method, breaststroke, in terms of structural and coordination features, stands out among the sports methods of swimming, because a person in his daily activities does not at all (or almost at all) perform movements that resemble the work of the legs of a breaststroke swimmer.
The technique of leg movements consists of dilutions, flexions, rotations, straightenings, adductions and deployed position of the feet before the stroke.
In the initial position, the body of the swimmer is horizontal, arms and legs are connected, the head is between the arms, the face is lowered into the water (1). In the breaststroke, one of the features of swimming as a sport is most clearly manifested - cyclicity. After sequentially performed simultaneous and. symmetrical movements of the arms and legs, inhalation and exhalation into the water, a pause follows - the body moves forward, slides in its original position (1). Then the stroke is performed again with the hands: both move simultaneously to the sides and slightly down, the hands immediately turn to an inclined position (see Fig. 8), and then the arms are bent at the elbow joints (3, 4). During the preparatory movement, the elbows move towards the longitudinal axis of the body, approach under the swimmer's chest and then with a quick movement of the arms straighten to the starting position (7).
When the arms finish the stroke, the legs begin the preparatory movement, bending simultaneously at the hip and knee joints, the feet are straightened, the hips are spread apart and bent at an angle of approximately 115 ° (8); maximum flexion in the knee joints. Before the stroke, the feet are bred outward, leaning as much as possible on the water. This movement promotes some rapprochement knee joints; legs, when viewed from behind, resemble the Latin letter W (9). This is followed by an energetic push outward-backward, and as the legs are straightened, back-inward with sweeping movements of the feet.
With full coordination of movements, the arms almost complete the straightening already at the beginning of the stroke movement with the legs, which gives the body a fairly streamlined position (9). Inhalation coincides with the end of the stroke with the hands, when the shoulders are most raised. This is the most common version of the breaststroke technique - the breaststroke "with pickup", when the arms, barely stretched forward, immediately begin the next stroke (without a pause between cycles).
Dolphin (Fig. 4). When characterizing this method of navigation, we confine ourselves to general ideas about its technical features.
The legs and torso perform wave-like movements, and the arms make strokes and sweep over the water both at the same time. Due to such powerful movements, the swimmer develops a speed second only to freestyles.
In the initial position, the body is located horizontally at the surface of the water (on the chest), the arms and legs are straightened and connected, the feet are turned inward, the face is lowered into the water. In a two-stroke cycle, leg movements begin, performing strikes of different amplitude and strength. Hands move in the water along trajectories characteristic of a crawl, but both at the same time. Coordination of movements and breathing is carried out as follows: the first kick is performed at the moment the hands enter the water and the start of the stroke (1), the second - at the end of the stroke (9).
ORGANIZATIONAL SUPPORT FOR LESSONS PREPARATION OF PLACES FOR LESSONS
Stationary indoor pool. The rules for the operation of pools of this type have been developed and approved, and the leaders of kindergartens receive appropriate instructions: on the sanitary condition and water change, temperature regime, hygiene rules, etc. However, designers and builders often do not take into account the “little things”, the absence of which complicates the educational process. In this regard, the author strongly advises those heads of kindergartens where the construction of swimming pools has begun or is just being designed, to take into account the following recommendations. Firstly, it is best to build a trenchless pool with a sloping terraced bottom; the maximum water depth at the end part is at least 1 m (Fig. 5). The entrance to the water and the exit from it in such a pool will be smooth, stairless (a). On one of the long sides (on the deep part), it is possible to equip starting places flush with the floor; here or on another - install a slide for games (b, c). Secondly, it is advisable to insert metal glasses (at least 25 cm deep) into the sides, where racks will be inserted, for which you can tie a cord and place hoops and toys (a) on it. It is advisable (although this depends on the width of the room in which the pool bath is located) to make several rings or hooks flush on opposite walls so that these cords can also be strengthened. Thirdly, put into long sides (at a distance of 3 - 5 cm from the bottom, opposite each other) metal glasses of different sizes (d), into which you can insert wooden or metal poles necessary to perform some exercises and games. Fourthly, lay out multi-colored tiles at the bottom of the pool: 30 - 40 cm from the sides - straight lines forming a square, diagonals; along the entire bottom - the number 8. Other markings are possible, depending on the size of the pool. Builders often decorate the walls of children's pools with colored mosaics. Heads of preschool institutions should follow the theme of mosaic panels so that it is close to this species sports and understandable to children.
The interior of the children's pool should meet the learning objectives. It is permanent and temporary (replaceable).
The permanent interior is decorated with color posters or large format photographs, which reflect the main elements of the technique of all sports swimming methods, as well as performing various exercises, exhaling into the water, etc.
The temporary (replaceable) interior is decorated with photographs or drawings that meet the objectives of the topic being studied (for example, how to be under water with open eyes, how to puff out your cheeks while holding your breath, how to lie on the bottom like a “submarine”, how to fall into the water in a “column” and etc.).
Natural reservoir. In such reservoirs (with the exception of specially equipped children's baths), group classes with preschoolers require careful organizational preparation. The author recommends conducting classes in the form of mass bathing (see p. 29) and individual lessons (see pp. 29 - 31). But even in these cases, the strictest discipline of those involved and the utmost attentiveness of adults who are in the water and in group training are needed: each of them should take care of no more than 5 children. For the slightest disobedience - independent entry into and out of the water, attempts to push, drown a friend or sit on top of each other, diving without permission, false cries of "Sink!" etc. - violators should be removed from the water and severely punished.
You can organize bathing for children on the sea, river or lake beach, as well as on any natural body of water. In this case, especially during group bathing, the following mandatory conditions must be observed:
- the shore should be sandy or pebbly, gently sloping, smoothly descending to the water; the bottom is flat, hard, best covered with small pebbles; water in the reservoir - transparent and clean;
- the depth of water at a distance of at least 5 - 6 m from the shore should not exceed the height of the child;
- before each lesson, it is necessary to carefully
check the condition of the bottom and remove foreign objects that can cause injury;
- the water temperature should be at least +20° (subject to prior training or hardening water procedures), and the air temperature should not be lower than the water temperature;
- the place chosen for bathing should be far from sewers, places for watering livestock and rinsing clothes;
- if the water in the reservoir is restless (for example, in the sea), group bathing cannot be carried out, as well as in rainy windy weather;
- the presence of unauthorized persons during swimming is highly undesirable.
When conducting group and individual classes in natural reservoirs, the following mandatory requirements must be observed.
1. The teacher enters the water first, gives a permissive signal and takes a place beyond which children cannot go; it is also necessary to designate a bathing area along the shore.
2. Entry into the water and exit from it is allowed only on a signal to all children at the same time - best of all holding hands (in pairs, three people, the whole line). In this regard, it is necessary to first identify children who do not dare to enter the water the first time, combine them into a special group, etc. deal with them separately under the guidance of one or more (depending on the size of the group) teachers.
3. Before a lesson in the water (in a natural reservoir), it is advisable to take a sunbath, and then perform a set of exercises on land.
4. Lesson length depends on a number of factors (see page 26). At first, it is no more than 5 - 8 minutes, and as the children adapt, it increases to 20 - 25 minutes.
5. All exercises and movements can only be performed from a deep place to a shallow one or along the coast.
6. Inventory and number of toys should be kept to a minimum; rubber inflatable circles can also be used as a means of support by putting them on the child (Fig. 6), - in this case, the arms and legs are free. If the toy is in a deep place, one of their adults should quickly return it to the children. In no case should a child be allowed to get a toy on his own, even if he already knows how to swim.
7. In case of individual training, in whatever conditions it may be carried out, it is impossible to introduce or bring a crying child into the water. If he is afraid to go to the parents standing in the water, then one of them needs to take the baby by the hand and slowly introduce him into the water; dad and mom can both take the baby by the hand and the three of them enter the water; you can bring the child in your arms, but again, if he behaves calmly. It is not recommended to go deep with a child in your arms, especially at the initial stage of training.
8. If children show signs of hypothermia - blue, goosebumps - they should be immediately taken ashore, rubbed with a dry towel and dressed.
Home swimming pool (bath). For successful learning to swim in a home pool, it is necessary to carefully consider its organizational support. It consists in the following.
1. The child must be perfectly healthy before starting classes, so it is necessary to undergo a medical examination with him and obtain a doctor's opinion.
2. The time of individual year-round swimming lessons at home depends on many reasons, but still the best time for classes is the first half of the day, before daytime sleep.
3. It is necessary to teach the child before class (not swimming, but a swimming lesson) to send natural necessities, blow your nose.
4. Help from adults should be gradually reduced to a minimum: teach children to undress on their own, put on bathing panties, etc. Girls cannot hide their long hair under a rubber cap - parents do it.
5. Before class, you must thoroughly wash the bath and prepare the water of the appropriate temperature and level. The doctor may recommend any water supplements (coniferous extract, etc.), which should certainly be followed. To control the time, it is convenient to use an hourglass.
6. To ensure the safety of the classes
taps should be covered with foam pads or special devices.
7. The selection of toys and aids should correspond to the topic and objectives of the lesson.
8. It is advisable to make a folding ladder and teach the baby to go down into the water on his own (to do this, place a weighted small stool, step or other device on the bottom of the bathtub).
9. It is necessary to remove linen and towels from dryers and ropes so that the interior of the home pool matches the upcoming lesson.
10. Clothes of a home teacher: on the head - a special hat (women need to tie their hair with a scarf), as well as a waterproof oilcloth apron and rubber slippers.
11. During classes, you should not be distracted by phone calls or doorbells, and you should also turn off the gas or electric stove, TV, radio. If other family members are in the house during classes with the baby, they should not distract the home teacher, keep quiet. Under no circumstances should you leave your child alone in the bath.
The bathroom should be prepared so that each lesson is a holiday for the child, and the very stay in the water would be useful and joyful in every way. This is largely facilitated by the colorful interior of the home pool; as well as toys and aids, he should help the child not only learn the necessary exercises, but also learn about the world around him.
In a home pool, the interior can also be permanent and replaceable.
Toys and features of their application. Toys must not be large sizes, in a limited amount, reflect belonging to life on the water (ducks, other waterfowl) or to a certain activity (boat, steamer, steam locomotive) so that the child learns to dive “like a duck”, swim “like a steamer”, buzz “like a steam locomotive” , i.e., compare your actions in the water with something already familiar. Toys can be varied, but it is advisable to do this for educational or methodological purposes. For example, if a child “outgrew” this toy to solve the problems of the lesson - it no longer contributes to learning, revealing the secrets of swimming and related exercises, then he needs another one. Which one, exactly? This should be established by the home teacher.
Insurance and teacher assistance for individual learning.
Walking in place. Standing facing the teacher, hands forward - the teacher holds the child by the hands; the same, but the child holds the teacher's hand with both hands; the same with the left (right) hand alternately; the same, but the child is holding on to the wand in the hands of the teacher, over the side of the bath. Standing with his back to the teacher - the teacher holds the child under the armpits, clasping the back with his thumbs, the rest - the child's chest. Standing sideways to the teacher - the child holds on to the support with both hands *; one hand of the teacher is located on the back of the baby's head, the other - under the breast.
* Meaning "moving stick", in this case held by the teacher or (for the same purpose) fixed motionless.
Walking chest (back) forward. The child is holding with both (one) hands on the “moving stick” (see page 25). Walking with small and large steps with the teacher's insurance (facing him).
Squats. Standing facing the teacher - the child holds on to his hands (hand), to the stick, to the side of the bath; standing sideways to the teacher - the child holds on to the support, to one hand of the teacher, over the side of the bath; standing with his back to the teacher - the teacher holds the child under the armpits.
Jumping in place and on the move. The above methods of retention with the obligatory insurance of the teacher: one hand is located on the back of the head, the other - under the baby's chest.
When crawling, walking on all fours, while playing in a sitting position and in a horizontal position on the chest and back, when the hands are pressed to the body, the teacher must necessarily insure the child's head.
Getting up. The above methods of holding with mandatory insurance of the head (nape) of the baby. Coups from a sitting position to an emphasis lying and vice versa - with one hand the teacher insures the child's head, with the other helps him roll over.
Educational inventory. For meaningful and interesting work with children 1-2 years old and with preschoolers, it is desirable to have the following inventory:
- foam boards measuring 23X45 cm; inflatable circles; items for getting from the bottom: plexiglass (or from other unbreakable organizational materials) cubes of different sizes and flat figurines, plastic multi-colored plates (diameter 13 - 14 cm and less); river or sea pebbles of various sizes and shapes; light metal discs (diameter 8 cm or less); weighted wooden cubes (I.O.) *. All these items must be painted in bright colours;
* AND ABOUT. - hereinafter, subjects and exercises that are mandatory for individual education of children 1-2 years old and recommended (if necessary) for preschoolers in the process of group education.
- floating rubber and plastic toys of various sizes (I.O.); rubber balls of small, medium (A.I.) and large sizes, nets for balls. These toys are for swimming use only and should be stored separately from others;
- "moving stick" (I.O.); kapron cords of various lengths; plastic, wooden or light metal poles of various sizes; hoops of various sizes and colors (I.O.); drum, sound pipes, whistle; mask glasses; multi-colored flags;
- metal racks with vertically arranged hooks or holes for hanging toys (if there are appropriate glasses in the sides of the pool); "stopper" - a device for restricting leg movements (see below);
- "Alphabet", "Account" - floating or sinking: all letters of the Russian alphabet and numbers from 0 to 9 (I.O.) - several sets.
Inventory that you can make yourself
"Stop" -. On plywood or a thin board measuring 40X20 cm (less for practicing in a home bath), on the one hand, you need to stick one layer of foam rubber, and on the other, attach a handle or cut a groove to hold it with your hands (I.O.). It is used in the study of leg movements. The teacher holds the "stopper" at the child's feet if the feet are too out of the water. You can also use a regular foam board for this purpose:
"Moving stick". A plastic or wooden well-polished stick with a diameter of not more than 25 mm; at one end, a round (wooden or plastic) clamp is attached strictly along the width of the bath (Fig. 7), and the other end rests against the wall.
"Alphabet". "Check". Floating letters and numbers are cut from any wood, plywood, foam; sinking - from plexiglass, plexiglass, ebonite, light metal .. There should be several sets of letters and numbers of the same color for adding words and numbers. - Any flat figures are made in the same way.
"Weighted Cube" It can be made from a board with a thickness of 40 - 50 mm. After cutting the cube, you need to screw several large screws into it so that they completely enter the tree. Then the cube should be carefully sanded and painted with bright nitro paint. You can make two squares by hollowing out a hole in the middle of each of them, where a stone, nut, etc. is inserted; then the squares are connected, fastened, sanded and painted in a bright color.
"Checkbox". It is cut out of fabric of any color (20 - 26X 10 - 12 mm in size) and attached to the shaft of the required length.
ORGANIZATION AND CONDUCT OF THE LESSON
Lesson - the main form of organization of educational work. According to its structure, the swimming lesson is divided into three parts: preparatory, main and final. The preparatory part of the lesson can be carried out only on land or on land and partially in water, the main part - only in water, the final - in water and on land. Each part of the lesson has its own specific tasks, and the main task of the lesson is solved in its main part. The lesson is built in such a way that the tasks of the preparatory and final parts are aimed at solving the main task of the lesson, subordinate to it. For example, the main task of the lesson is the study of slips. Therefore, the material of the preparatory part should contain exercises that contribute to the development of this most important element of technology, prepare students for the development of gliding - coordinationally, functionally, physically, etc. The basis of work with preschoolers, if it is carried out all year round, is a lesson of just such a structure, its duration - 45 min.
Preparatory part (10 min). Building students, roll call, explaining the tasks of the lesson in an accessible form, performing various general developmental and preparatory exercises (partially can be carried out in the water), familiarity with outdoor games.
Main part (30 min). Learning new material and improving previously acquired skills through exercises, games, relay races.
Final part (5 min). Decreased physical and emotional stress. Independent swimming with individual work, i.e. self-examination of mastering the material of the lesson. Summing up the lesson.
The first lessons should be shorter - 15 - 20 minutes each. If the temperature factor is not an obstacle, then the duration of the lesson depends only on the experience of swimming lessons; after 4 - 5 lessons, it stabilizes and is brought to the generally accepted norm. Physical activity from lesson to lesson should gradually increase; on each of them, the load peak falls on the second third of the main part, after which it gradually decreases.
Performing exercises of various complexity, their dosage is equally accessible to boys and girls of preschool age.
The first swimming lesson is held at a depth slightly above the knees for all children, the second and third - at a depth to the waist, and in subsequent lessons the depth depends on the degree of mastery of the training material. If classes are held in a pool with a sloping bottom or a terraced type, then the children will solve this problem on their own and rather quickly - everyone will settle down where it is most convenient for him.
The specificity of swimming is that the swimmer performs all movements in a horizontal unsupported position. That is why up to 80% of the time of the main part of the lesson (including games, relay races, other entertainment) should be devoted to performing exercises aimed at studying and improving this position.
There are cases of expedient and forced (for a variety of reasons) violation of the sequence of studying the material planned in the lesson. There is nothing to fear here, you need to boldly, reasonably change and improve planning. What could be the reason for such changes? For example, the loss of interest in children to the material of this lesson. How to proceed in such a case? Ask the children what they would like to do today. They will answer: so-and-so. Good! Take into account their wishes and build the lesson in such a way as to solve its main tasks (hardening, physical development, knowledge of the world, the formation of swimming skills), using new, interesting non-traditional means.
In the process of swimming lessons with preschool children, the following types of lessons can be used: educational, educational and game; game, mass bathing, individual training, control.
Educational lesson. Dedicated to the study of new material. For example, in one of the first lessons, children walk at a shallow depth in various formations and in various ways: in ranks, “snake”, diagonally; chest and back forward, etc. In the next lesson, these same movements become more difficult (with a quick step, running), new options are studied. Walking - with the left (right) shoulder forward, etc. At each subsequent lesson, it is advisable to repeat the material of the previous one to consolidate it.
Educational game lesson. It involves the study of new exercises and their subsequent improvement in a game or game form, or the improvement of the material of the previous lesson. There may be several options here.
1. At the lesson, new exercises or elements of technology are studied, for which a certain time is allotted. Next, a game is played containing the exercises just learned, then the same exercises are studied again in the training form, etc.
2. Approximately two-thirds of the main part of the lesson is devoted to the study of new material in the educational form, after which a game is played in the remaining time that contains this material and is aimed at its further study and improvement.
3. New and rather complex material is studied, after which a game is played that does not contain the exercises just studied, but has mainly an emotional orientation. Next, another game is played, already saturated with movements that make up new material. This is done for the physical and psychological unloading of the child's body.
The choice of option is determined by the physical and swimming readiness of those involved, the degree of mastering the material, temperature conditions, previous or subsequent employment of children, etc.
Game lesson. Contains games and entertainment. The objectives of such a lesson can be very different: the study and improvement of new material; verification of the degree of its development; emotional impact, etc. However, one very important circumstance cannot be ruled out that, when working with preschoolers, can play a negative role in the further development of swimming skills: one should not get involved in team and even story games in the very first lessons, when children have different degrees of swimming readiness .- If a child who is completely unprepared for being in the water persistently engages in such games, and the teacher does not notice the pranks of already “experienced” children (for example, splashing in the face), then such liberties can develop hydrophobia in a naturally timid baby. First, simple exercises are performed, then they are repeated in a playful way, then games are held, which the children first get acquainted with on land - this is the path of the children who first came into contact with the "big" water.
After passing initial course- studying simple exercises - conducting game lessons containing already familiar material becomes necessary and mandatory. Game lessons are varied. For example, breathing and gliding are studied: you can play games containing only gliding on the chest or on the back, and after each of them, perform breathing exercises; it is possible to alternate games in the following sequence: containing slides on the chest, then with predominant exhalations into the water and, finally, mainly with slides on the back. In gaming, as in any other lessons, breathing exercises are strictly necessary.
Bathing lesson. It can be carried out with preschoolers in the summer on natural reservoirs, while observing the necessary rules (see pages 20 - 21). Lessons of this type, as a rule, are designed to help harden children, their active motor development, the development of the ability to navigate in water, and the improvement of previously acquired skills. The main means used in the lesson are the game and conducting exercises in a playful way. The rest of the means in this case are less effective, because even short-term stops for verbal explanations can cause hypothermia or overheating.
Lesson of individual training. They are usually carried out by parents in natural conditions or home pools. Regardless of the conditions for conducting such a lesson, it has its own specifics and requires careful organizational (see p. 22) and methodological preparation: Individual training in home pools has its advantages and disadvantages. Firstly, the child is at home, in a familiar environment, surrounded by family and friends, and a small home pool is already familiar to him. Secondly, he studies with his permanent (which in this case is mandatory) home teacher. And thirdly, all the time and attention of adults are given only to him alone, which can just be attributed to shortcomings. The child is outside the team, he has no one to take an example from, no one to imitate, no one to compete with. If, under these conditions, a home teacher can replace a child of a peer, then the educational value of the lesson will be invaluable.
The lesson retains the generally accepted structure; its duration in the home pool or natural conditions is determined by the above factors. In the first case, at the beginning of the course of study, it lasts
2 - 3 minutes on land (preparatory part) and 3 - 5 minutes in water (main part). As the child adapts, it is advisable to increase the time of his stay in the water to 40-45 minutes of active training. For children 1-2 years old, the exercises of the preparatory part, which they will perform under the guidance of a home teacher, are still unknown. In this regard, it is recommended to proceed as follows: the child stands in front of a mirror, and behind him is a home teacher. The exercise begins. “Right hand to the side,” the teacher says and performs; so should the child. If the kid can’t cope with the task on his own, the teacher takes his right hand in his own and takes it to the side, repeating that this is the right hand and it is set aside. The child sees the movements of the teacher and his own movements in the mirror and obeys verbal instructions. A well-developed imitation reflex will help the baby master such movements in a few lessons and perform them independently under the teacher's commands. The number of exercises and their dosage are initially insignificant: 3-5 exercises are repeated 3-4 times each.
-During classes in the water, each exercise should be accompanied by a speech signal (command): to start most of the exercises - "MARCH!", to finish - "STOP!". To the team "MARCH!" it is necessary to add a specifically executed movement, action or direction: “Into the water - MARSH!”, “Step - MARSH!”, “Left side - MARSH!”, “Back forward - MARSH!”, “Jumps - MARCH!”, etc. e. STOP! means
the cessation of any movements and the adoption of a vertical position. There are other commands: “REST!”, “SIT down!”, “GET UP!”, “EXHALE!”, “DIVE!”, “SWIM!”, “LYING UP!”, etc. At first glance, these signals are complex, but after a few lessons, the child can perform them without prompting with gestures.
It is imperative (especially in a home pool) to keep a diary of the educational process, which records: a clear plan for each lesson, taking into account the development of the material; studied exercises and their lesson dosage; the degree and duration of mastering the exercises; methodological techniques used, toys and aids, their impact on children in the process of mastering the material. All this is very important for the proper organization of swimming lessons with toddlers and preschoolers.
Control lesson. It analyzes the results of the current and final performance. Under the current performance is meant the development of individual groups of exercises of the swimming course or preparatory exercises (for mastering with water, etc.). The final performance (in terms of kindergartens) reflects, as a rule, the results of work for the year. It is advisable to analyze the current performance in a test or competitive form, the final one - in a competitive one, however, at the same time, children should not fulfill any arbitrarily established, but mandatory standards introduced into the rank.
The most successful educational material is mastered if it is studied comprehensively in almost every lesson. Imagine that the lesson will be performed only exercises to study the movements of the legs. Children will quickly get tired physically and mentally, and if this monotony continues for several lessons, they may lose interest in swimming lessons. That is why the lesson needs to be saturated with a variety of exercises, games containing both new and passed material, contributing to the solution of problems of technical, functional, high-quality, special training. In addition, most exercises should also have an emotional impact. Each lesson has a main task associated, as a rule, with the study of new material. Most of the exercises of the lesson are aimed at its successful solution. For example, the main task of the lesson is to study leg movements. To solve it, it is advisable to alternate exercises for mastering leg movements with exercises for studying and improving arm movements, games, relay races, previously mastered exercises, and studying arm movements will be an additional task of the lesson. Let me remind you that after exercises with holding the breath (namely, these are the ones given above), breathing exercises are necessarily performed.
Before the start of the new academic year, kindergarten leaders make the necessary adjustments to the program, draw up a schedule for mastering educational material for all age groups. For each lesson, a plan is drawn up - an outline, where all the exercises of this lesson, games, entertainment, relay races, organizational and methodological instructions (building, rebuilding, movement, order and sequence of performing exercises, their dosage, etc.) are entered. If in the process of training the leader improves some exercises, systematizes them in a new, reasonable sequence, tests a new methodological technique, then all these innovations must be recorded in the notes of the upcoming lessons and in the long-term plans.
Preparation for a new lesson obliges the teacher to carefully familiarize himself with the content of the previous ones, especially if they are devoted to the study of a specific topic (for example, preparatory exercises for studying sports methods of swimming, the exercises and methodological techniques used and the degree of their impact on the formation of skills), and on the basis of this, establish the need repetition of individual exercises for those children who have not mastered this material, as well as to determine for the rest of those involved in the selection of new exercises and methods for mastering them.
The teacher in the educational process plays a dominant role. His authority in the eyes of those involved of any age, and especially children, is based primarily on high professionalism, which means a creative attitude to business, knowledge of swimming techniques, exercises on land and in water, methods and means of teaching, age-related physiology and psychology, methodological techniques for improving activity of children, the constant search for new, non-traditional, accessible and interesting methods and means of education. In the educational process, children sometimes themselves suggest to the teacher what and what should be studied. That is why their initiative should not be restrained, but, on the contrary, they should be given the opportunity to
to show activity and independence, in every possible way to encourage any manifestations of creativity (naturally, not going beyond the rules of behavior in the pool).
Today, kindergartens with indoor swimming pools are becoming commonplace, but here, unlike subscription groups, as a rule, teachers work without special physical education. As you know, practical success is impossible without a fundamental theoretical base, so preschool workers have an urgent need for additional specialized knowledge. You can improve your qualifications at the correspondence departments of institutes of physical culture or at the faculties of physical education of pedagogical institutes; in addition, the solution of this problem is facilitated by the constant exchange of practical experience at conferences, seminars, as well as self-education. The teacher needs to constantly replenish his personal and office library specialized literature, be sure to use it when preparing for lessons, follow the book novelties on this topic.
In addition to educational purposes, the lesson also has a great educational value. That is why in pedagogical activity strictness and justice are necessary, and, if necessary, punishments (if violations of discipline caused bruises and, moreover, injuries). When verbal forms of influence do not give positive results, violators of discipline are removed from the lesson, not allowed to attend the next lesson, etc. In this case, at the end of the lesson, the teacher must announce the punishment for the violator in the presence of the whole group and warn that for such misconduct any of them will be punished just as severely.
Any member of the family or relative who best of all has a penchant for pedagogical work can become a child's home educator. The requirements for a home teacher have already been described earlier, they are no different from the generally accepted ones. However, it should be remembered that family proximity cannot serve as a reason for mitigating these requirements, on the contrary, unusual working conditions, its specificity should help strengthen the child's discipline and the steady implementation of the rules of conduct in a swimming lesson.
The teacher must sometimes show maximum perseverance, patience, perseverance: not all children have the same ability to master "swimming literacy", they are all differently understanding and inquisitive, and everyone needs a swimming skill. And everyone can and should be taught to swim - only in one case it will take less time and labor, and in the other - more. That is why the teacher must carefully and patiently look for ways and means by which a child in a kindergarten, a subscription pool group, in the process of individual learning will acquire at least basic skills, and later learn to swim.
The lesson as a form of education provides for a whole range of requirements both directly to its content and to the teacher ( appearance, demeanor, culture of speech, ability to manage a group, possession of lesson material, etc.). The successful mastering of educational material, the development of attention, orientation in new conditions, disciplines are facilitated by signals: sound (voice, whistle, handclaps, gong, drum, tambourine, etc.), visual (with the help of gestures) and combined ( combination of sound and visual). For example, the trill of a whistle encourages children to focus while swimming on their backs using only their legs. The movement of one hand to the back of the head, and the index finger of the other hand up means that the back of the head should be kept on the water and look straight up. Gestures can determine the direction, its change during movement, the methods of movement and position of the hands, the pace of the exercises, and also have a purely technical purpose. Combinations of commands, instructions and orders by voice and gestures are the most understandable and interesting for children. For example, children should perform walking in a "snail" (or "spiral"). The teacher commands: "Snail - MARCH!" - and, while walking on the spot, with one hand indicates the direction of movement, and with the other slowly writes out a spiral in the air - "The snail crawls into the shell." With his pace of walking on the spot, the teacher determines the pace of the children's movements, slowing it down as the cochlea “twishes”. This is followed by the command "STOP!", turn around and move in the opposite direction - "The snail crawls out of the shell."
When teaching kids to swim, teams are used in special cases - for example, when children need to quickly leave the pond, etc. However, the commands “MARCH!” were given above. and “STOP!”, without which it is almost impossible to do without in work with any contingent; in the above cases, they are served stretched out, singsongly: “M-A-A-A-R-R-Sh!”, “S-T-O-O-O-O-Y!”, Which is more consistent not with the team, but order. Children are introduced to the basic orders, signals and gestures in detail before the start of classes in the water - in the hall, on a walk, on the playground, and in the pool before and during the tasks, the teacher only reminds them and prompts.
In kindergartens (especially in the initial period of education), the teacher is in the water and from there directs the lesson: gives commands, follows at the head of the formation, indicating with voice and gestures the direction of movement and its change; encourages manifestation of initiative and independence; alternates guides; stops naughty and cheers up timid kids; constantly identifying children capable of becoming leaders.
The choice of a place for the lesson, its change during the lesson (especially if the teacher is in the water) are determined by the conditions of the lesson, the age of the children, their swimming and physical fitness. But wherever the teacher is - in the water or on the side, he should always be located in such a way that the children can see him, and he, in turn, would see all the students at the same time. Before the lesson, it is advisable to outline the main "guiding points" and ways of moving children - individual or group. For example, for the first time, children learn to walk in a square: the teacher leads the column to the corner of the pool, showing and prompting how to perform 90 ° turns without stopping; the children continue to move along the side, and the teacher, having shifted to the side and back, shows and explains the same to other children, standing in the corner of the pool. When passing the square again, children are given the opportunity to complete the exercise on their own, which stimulates their further actions.
The instructor (trainer) of subscription groups, as a rule, conducts a lesson, standing on the side. Here it is necessary to take into account the conditions for classes (the depth and area of the pool, the possibility of unhindered movement along the side for urgent assistance and, if necessary, be closer to the children, etc.) and, based on them, determine the organizational and methodological structure of each lesson.
The lexicon of the teacher should be understandable to all students, it is based on professional terminology. The speech of the teacher should be precise, specific, free from all sorts of lisping, diminutive and caressing expressions (leg, pen, finger, etc.), with the exception of professionally necessary ones, for example, “Asterisk”, “Hippo”, etc. It should always remember that children are very touchy and easily vulnerable, sometimes they react painfully to “little things” that are not noticeable to adults. I have witnessed such a case. A young female trainer taught a lesson in a subscription group of preschoolers, coping well with her professional duties, but unnecessarily saturated her speech with endearing expressions. And suddenly one girl (seemingly for no reason) wept bitterly and stopped doing the tasks. All the attempts of the coach to find out what was the matter and to calm the child did not give results - the girl was crying uncontrollably. In the end, they calmed her down and found out that she was crying because the coach called almost all the children by diminutive names - Tanechka, Mashenka, Olenka, and she was simply Vera.
The teacher should always be smart, neatly dressed and combed, start the lesson on time. Any carelessness in dress, hairstyle, vocabulary or gestures will be noticed, especially by children of older preschool age, and may adversely affect the authority of the teacher.
The necessary equipment for this lesson should be prepared in advance; for this purpose, children should also be involved, appointing duty officers in each group. What it is and in what quantity is needed for each specific lesson - this is determined by the teacher, under whose guidance the duty officers (according to the number of students) lay out the inventory in pre-specified places. After the lesson, the inventory and toys are cleaned so that before the next lesson, the attendants can easily and quickly prepare everything they need.
At the swimming lesson, especially in its preparatory part, you can use musical accompaniment, which requires careful preparation: the tape recorder or player must be in good working order; cassettes with records or records should correspond to the objectives of this lesson; a scenario plan is also needed, according to which each exercise is performed to a specific melody (or a specific part of the same melody). In water classes, when exercises are performed in a playful way or outdoor games are held, musical accompaniment is advisable and even mandatory. It is necessary to accustom children to music in swimming lessons gradually, starting preliminary preparation in the hall or on the site, for a short time. Music creates a good emotional background, promotes the development of rhythm, a culture of movements, reveals an ear for music, serves as a means of raising the mood and aesthetic education of children.
Classes in the pool must be preceded by hygiene procedures. Before taking a shower, children must visit the toilet to prevent unwanted phenomena in the water. Then they thoroughly but quickly wash themselves in the shower, learning to do it on their own or with the help of peers. If a child during class has a need to blow his nose, this can only be done in a drain chute or in another specially designated place. After classes, the children again take a short shower, dry themselves with a towel, dry their hair, dress and rest.
In the lesson, all children should have a single uniform: special bathing panties, a rubber or cloth cap. Both panties and a cap should be tight-fitting so that there are no funny cases during the lesson.
The rules of conduct in the swimming pool for those involved in any age are the same and provide for their strictest observance, unquestioning obedience to leaders.
METHODOLOGICAL SUPPORT OF THE LESSON
The process of teaching young children to swim must be built in such a way that the child learns to learn about the world around him, acquires the knowledge and skills necessary in life. Many phenomena that seem to have nothing to do with the studied methods of movement in the water are the foundation for mastering the special skills of swimming as a physical action. Physical exercises should be used not only to improve the health of children, the formation of movements, motor skills and physical qualities, but also to develop and improve cognitive activity. This can be done using the methods and methodological techniques used in the process of learning to swim.
TEACHING METHODS
The teaching method is a set of purposeful methods of transferring knowledge and skills that provide knowledge of reality. In this case, these are techniques for teaching movements that form the basis of the method of movement in water. Swimming teaching methods are divided into three groups: visual, verbal and practical.
Visual methods create a clear idea of the subject being studied. They are practically implemented by demonstrating swimming techniques and various exercises (this requires a good demonstrator, preferably a peer who is fluent in these movements or actions), as well as showing photographs, drawings, posters, toys, etc.
Verbal methods include explanations, storytelling, comparisons, remarks, instructions, orders, commands, counting, analysis (for senior preschool age). When working with kids, verbal methods should be intelligible, accessible to the understanding of kids; comparisons with movements and actions known to the child should be widely used.
Practical Methods- these are methods of exercise, studying movements in general and in parts, competitive, control. The exercise method provides for repeated execution of movements with control over the dosage, pace, rest intervals, which in general (taking into account the complexity of the exercise) is a physical load. The method of studying the movement as a whole (meaning swimming in one of the ways in full coordination) will not give the desired results, if those involved have not mastered basic exercises- slip and exhale into the water. The method of studying movement in parts provides for the development of individual elements of technology - movements of the legs, arms, breathing, their consistent coordination in this method of swimming. The quality of learning the elements can only be tested by swimming in full coordination. Competitive and control methods are described in detail in the section "Organization and conduct of classes" (pp. 31 - 32).
METHODOLOGICAL TECHNIQUES
In the process of training, the child gets acquainted with a variety of exercises that not only develop the functional capabilities of the body and coordination of movements, strengthen muscles, but also solve a specific problem - learning the skill of swimming. However, enough complex structure movements, coordination features of swimming methods and the specifics of performing most exercises are difficult to explain and difficult to understand for preschool children. How to be? It is known, for example, that in all sports methods of swimming, the hand (rowing plane) moves along unusual trajectories and, at the same time, occupies an inclined position with respect to its trajectory (Fig. 8). It is necessary to teach children to hold the hand in this way when performing appropriate exercises. But how do you explain this to kids? Figurative expressions, comparisons with the movements of animals and birds, fairy-tale characters, everyday gestures and skills come to the rescue. For example, after breakfast, there were crumbs on the table. How to remove them from the table, what position will the brush take with such a movement? It is inclined - as when performing a stroke (Fig. 9). Or while playing in the sandbox, you need to show the children how best to rake sand, how to grab more of it and move it in an arc, zigzag, along other trajectories with one and both hands at the same time, holding the brush in an inclined position (Fig. 10). Here, the teacher not only introduces the child to the form of stroke, but also instills in him the necessary life skills. One more example. Winter, the children went for a walk, and suddenly it began to snow in fluffy flakes, a snowflake "sat down" on the palm. Let's try to blow it off - it's not difficult at all, you just need to lightly blow on it. And now let's put a small snowball or piece of ice on the palm of our hand and also try to blow it off. In this case, you will have to blow much stronger, more energetically, only then the snowball (ice) will fall from the palm of your hand (Fig. 11). This is how you need to exhale in swimming lessons. On a walk in the summer, you can pick a dandelion and use a strong exhalation to try to blow off all the fluff. Such comparisons, solving both general and particular problems and aimed at understanding the essence of the studied movement by those involved in any age, are called methodological techniques in pedagogy. There are a lot of them, and to present at least some of them, used in practice and developed by the author, you will need a separate book. Each teacher in his creative work applies both generally accepted and his own, prompted by experience, techniques. The main thing is that they are understandable to a small child, and the movements studied with their help become more accessible.
Below are the methodological techniques, exercises and games, the consistent study of which ultimately forms the skill of swimming. The task of teachers, parents teaching their children to swim is to choose those that correspond to the level of physical development and swimming readiness of the child, and for beginners to use the consistently stated methodological recommendations.
Common methodological techniques
Performing exercises in pairs with support from a partner (Fig. 12). It is necessary to first explain and show the children the way of support, establish the order of its implementation, determine the tasks of the performer and supporter. Using this technique, children (especially supportive ones) should be taught to control the quality of the partner’s movements, to help in eliminating the noticed mistakes.
As a rule, this technique is used in work with children of older preschool age.
Contrasting packs 12. Partner support for growth. For example, the teacher gives the task: to sit on the bottom, but so that the head is under water (for this, the depth of the water should be at chest level). If a deep breath and holding the breath are previously performed, then this is impossible. However, exhaling air as he squats and dives, the child will complete the task - he will sit on the bottom. Therefore, a preliminary deep inhalation and subsequent breath-holding keep the body at the surface of the water, and when exhaling it sinks into the water. Another exercise: in the supine position, take a deep breath, hold your breath (“Balloon”), press your hands to your body and try to lie down on the bottom - it won’t work! Then we will exhale (“Beep”) - and the body will lie on the bottom like a “submarine”.
Variability in the study of movements. In order for children to learn to swim technically competently, they must try out many options for movements, and from their variety choose “their own”, corresponding to the individual characteristics of each. For this, it is planned to study various movements - with straight and bent arms in a circle, a rhombus, a “petal”, in the form of an hourglass, an arc, etc.
Performing movements in a competitive or game form. In the process of studying movements in various positions, games are played that necessarily contain these movements. In the game, the child's activity is aimed at achieving personal or team victory - all previously studied movements are performed abstractly, so the degree of their development is most clearly manifested here. The teacher controls the actions of students and at the end of the game in an accessible form indicates the mistakes made.
With great interest, children perform exercises in a competitive form. It should be remembered that when using this technique, participants must know the final result, otherwise this form of training loses its meaning. At first, this is an assessment exercise: “Who is better?”, “Who is next?” (advance the toy, slip), “Who is more accurate?” (dive under the floating circle), etc.
Facilitation (complication) of the conditions for performing exercises. The teacher notes that in a shallow place his wards perform the exercises well. To test the strength of the skills being studied, children are temporarily transferred to a deeper part of the pool, where they are asked to perform the same exercises, but first in a small dosage. If everything goes well here, the time of work in complicated conditions increases. Complicating the conditions can also be non-stop exercise. along the entire length of the pool, swimming only with the help of arms or legs with additional resistance, etc.
Slow swimming. This is the most effective technique aimed at studying the coordination of movements with breathing (especially in the freestyle on the chest). The fact is that small children, in order to keep the body near the surface of the water, reflexively perform very fast movements with their hands, do not have time to take a breath in time and choke, and then stop. The essence of the recommended technique is the ability to subordinate movements to the rhythm of breathing, which at this stage of training can only be done with the help of slow swimming. However, to master this technique, the following is necessary: firstly, to learn how to perform well
sliding (for a long time to maintain the original position to perform swimming movements); secondly, swim at least a few meters at a very slow pace, lowering your face into the water (holding your breath); and thirdly, to be able to repeatedly perform rhythmic exhalations into the water, plunging headlong (“Pump”). If breathing difficulties occur during slow swimming, you should perform the exercise shown in fig. 13. A gradual increase in the speed of swimming while maintaining rhythmic breathing in accordance with the movements of the arms and legs indicates a strong mastery of the skill. A child can, holding his breath or disturbing his rhythm, quickly swim a certain distance, and those who watch him get the impression that the movements and breathing are correctly coordinated. You can determine the error by external signs: shortness of breath, discoloration of the skin (more often redness) of the face, neck, shoulder girdle. If the rhythm of breathing is not disturbed, these signs are absent.
Performing movements, holding on to a fixed support. For this, a drain gutter, specially made poles, etc. are used. In the conditions of small-sized pools, this technique is most appropriate to use to improve functional fitness, when foot movements are already well mastered in an unsupported position. Children willingly do this to the music, where the periodic alternation of slow, medium and fast tempos, respectively, changes the pace of the movements. If this technique is used to study leg movements, then the child will be able to perform them correctly only if he accepts and maintains the correct starting position throughout the exercise (Fig. 14), which requires preliminary mastering. If the starting position is incorrect (Fig. 15), this technique will not bring any benefit, but will only complicate and increase the time for studying simple movements (in particular, the crawl). That is why the author (unlike many of his colleagues) does not advise using this technique to study movements, but strongly recommends it only as a test to assess the quality of their performance.
Methodological techniques systematized and developed by the author and aimed at solving particular problems
1. On a walk, pay attention to how the sparrow jumps - let them try to jump in the same way before class in the pool (on land). "Who will show how the sparrow jumps?" The child correctly pushes off with both legs at the same time, placing his hands arbitrarily, although it is desirable to keep them on the belt, however, for children 3-4 years old, it is more difficult to do this on land than in water. To do this, ask the child: “When the sparrow jumped, how did he hold his wings?” Pressed to the body. Therefore, we put our hands on the belt, thus assuming the optimal position for jumping.
2. You say, "Today we're going to try dolphin swimming with the legs and torso." In sports practice, these movements are referred to in one word - "wave", which is consistent with their technical specification. Children stand on the shore of a pond or other body of water, you throw a stone into the water, and they watch how the waves scatter (the so-called movements that are to be studied). Before entering the pool, you can remind the children of this by throwing a ball or a toy into the water and watching the waves break. If there is an aquarium in the garden, watch the movements of the fish with the children and focus their attention on the movements of the caudal fin, explaining that it is these movements that help to move forward. Now ask how the waves ran, how the fish swam - let the children show.
3. The trajectory of hand movements in all swimming methods resembles various objects in shape: an hourglass, a keyhole - in a dolphin; petal, heart - in the breaststroke; arc, zigzag, inverted question mark - in crawl. To study movements in the water, children should show these objects. For example, on a walk, the children stopped at a lilac bush. Ask them to look carefully at the leaves (“This is a “petal”), remember their shape and here try to perform a movement in the shape of a petal with both hands at the same time. Explain that it is very similar to the breaststroke stroke, and when learning the breaststroke technique, be sure to remind the children of this movement by performing it during preparatory classes on the land. Next to come
the study of movements with both hands at the same time, as when swimming with a dolphin. Show the hourglass, explain its purpose and along the way (for educational purposes) tell us in an accessible way what a clock is in general, what types they are: manual (like mine), wall-mounted (like in our group room), table, floor, etc. e. On a walk, let the children try to draw an hourglass on the ground, holding a twig in each hand; the same in the sandbox, etc. Having completed these movements in physical education classes or in a swimming lesson (on land), proceed to their development in the water. All the guys try to do the right thing. For most, the stroke is good, but the carrying (preparatory movement) of the hands over the water fails. Therefore, you ask: “How did the butterflies that we saw yesterday while walking (crows in winter) flap their wings? Show who remembers. The child performs a slide, a stroke with both hands at the same time and a carry over the water - “A butterfly (crow) is flying”. The movements of the wings do not exactly correspond to the technique of the preparatory movement (carrying), but it is important to perform them with both hands at the same time and above the surface of the water.
4. When learning the front crawl, many children perform movements with strongly bent legs, forming a mass of splashes, rather than foaming water. There are several concepts that need to be introduced to children in order to better understand and learn movements. The first concept is the study of alternating movements with slightly bent or straight legs: the teacher strikes the drum with drumsticks. Are the sticks straight? Yes! How do they knock? Alternately - ta-ta-ta-ta! Let's try to do the same movements with our feet in the water. Knee flexion has become optimal for almost everyone, but the legs are raised high to the surface of the water, which again creates splashes instead of a foamy trail. Now let's move on to another concept: while washing hands, focus the attention of children on the abundant formation of soapy foam - this is how you need to foam the water with your feet. You can show it churning in the water or use a successful little swimmer to demonstrate. You can perform .-.- and such an exercise: children clap their palms on the water alternately with each hand, creating splashes - this is wrong! Lightly immersing their hands in water, the children perform the same movements, forming a foamy trail of foam ("Washing my hands"). And now let them try to perform the same movements with their legs in a given position. For children who find it difficult to control their movements, a "stop" can be used (see page 25).
5. Move on to learning the hand movements in front crawl. For qualified swimmers, the stroke trajectory is purely individual and, as already mentioned, resembles various objects in shape. Here you should use the methodological techniques outlined above, reminding children that during the stroke they “sweep the crumbs”, “rake up the sand”, performing this movement with the hand under the chest towards the thigh of the same name.
6. On a walk, you can learn figured marching in an interesting way. Draw with a twig or lay out with pebbles on the ground a square approximately equal to the size of the pool: walking in a square; walking diagonally - drawn, completed, erased; walking in a circle - outlined a circle, completed; walking in loops, indicating loops of different sizes - completed, erased; figure eight walking - outlined, completed, erased, etc. Along the way, introduce the children to each of these concepts. For example, everyone has loops on their clothes; explain what they are for, what their shape is, and then ask them to march in. one short form. loops, one long, etc. At first, the teacher is the guide, then the most intelligent children who show a tendency to lead. Particular attention should be paid to the performance of the "eights", and not only because this is one of the forms of figured marching. "Eights" (horizontal, inclined, vertical) - the main exercise for the formation of stroke technique in any swimming method. In addition, performing such movements with the hands in the position “I am sitting on a chair” or lying on my back, as well as “Floating against the wall”, the child is not only freely held in an unsupported position, but also moves forward on his back.
7. Children perform the “Screw” exercise: while sliding, you need to roll over 360 ° without stopping around the longitudinal axis, remaining in a horizontal position. Why is the exercise called "Screw"? What is a screw? Explain to the children the purpose of the screw, its shape, why it is screwed into a tree (because it has a thread, a conical shape and a sharp end). So, holding your arms in an outstretched position, you need to “screw” into the water, move forward (Fig. 16). The child receives not only the necessary information about the exercise being performed, but also elementary technical knowledge.
8. "Balloon". To properly perform some exercises, you need to learn how to hold your breath while diving. Show the children a balloon, and now we will inflate our cheeks like a “balloon” (Fig. 17) and complete the task. For this purpose and to study active exhalation, children can be instructed to inflate swimming circles and other rubber toys: inhale - cheeks like a “balloon” - exhale, etc.
9. The correct execution of exhalation into the water at the initial stages of training is largely facilitated by the simultaneous buzzing in the water, reminiscent of the whistle of a locomotive: woo. If the child “buzzes” long enough and loudly enough, the exhalation is performed correctly, and the “beep” is heard above the water (“I hear the beep”). If you perform this exercise in a playful way, then it is advisable to involve children as arbitrators, distributing them into pairs, fours, etc.
10. "Asterisk" - the main exercise for studying the horizontal static position. The child should lie on the water like a "starfish"; its tops (arms and legs of the child) are spread out to the sides.
11. In the group room, all children sit on chairs. The teacher stands facing those sitting and says: “Let everyone say: “I am sitting on a chair” - and remember how he was sitting (back straight, pressed against the back of the chair, legs bent, looking forward). Now put your hands forward-red-sideways and start moving your hands in the form of horizontally extended, vertically extended and inclined “eights”. This is the basic initial exercise.
a technique for studying the stroke technique in all swimming methods, when the hand is held obliquely with respect to the trajectory of movement (see Fig. 8). In the course of the exercise, the pace and amplitude of movements change, the arms bend at the elbows and straighten. At the swimming lesson, the same exercises are performed in the water: while squatting, the children seem to sit on a chair and immediately begin to move their arms in the form of horizontal "eights"; to maintain the “I am sitting on a chair” pose, you need to perform them actively. As you master the "eights", the position of the legs changes: knees together, shins to the sides; the same, but the feet on “yourself”, give the shins and feet the position of the “fin”; straighten and spread your legs, socks “on yourself” - “Spreading” (Fig. 18).
12. While sliding, the body should be straightened - “like a clock hand”, “like a string”. These concepts primarily define a body that is straight in shape. During the performance of the slides, if the body takes the wrong position, it is necessary to give the appropriate instruction: "Stretched out like a string, like a clock hand."
13. When swimming in a front crawl, the stroke should end at the hip. How to learn it? The kid keeps his hand in his pocket. Invite him to take it out of his pocket - something like this ends the stroke in the freestyle on the chest, after which the arm begins to be carried through the air.
14. The children received the task: "We fall like columns." Do they know how the bars fall? Hardly. You can use skittles, a stick, a pencil or other similar object for this. Pay attention to the fact that they fall straight - and in the water you need to fall forward, backward, on your side only in a straightened position, holding your hands according to the task of the teacher.
15. On a walk, the teacher led the children to a pond where ducks swim. Watching them, the teacher focuses the attention of the children on how the duck dives for food - while she raises her tail. In a swimming lesson, have the children try the same movement to retrieve a toy from the bottom. Call this technique “Duck Dive”, and the “tail”, which must necessarily appear above the water, will be the legs of the diver.
Show the children in a photograph or drawing of a whale releasing a fountain of water - let them try to exhale just as hard, plunging into the water, especially in the prone position ("Like a whale"); strongly pushing off with both legs, emerge from the water (“Like a dolphin”); swim on your back, working with your hands (“Like a windmill”), etc.
As methodological techniques, you can use various landmarks - permanent and temporary.
Permanent landmarks - longitudinal and transverse lines laid out with colored tiles on the bottom of the pool; mosaic on its sides, squares on the end, etc.
Temporary landmarks - a teacher standing at a certain distance; an object mounted on the side; hanging hoop, colored ribbon hanging from the side, etc.
MEANS OF EDUCATION
So, all organizational issues to ensure classes have been successfully resolved. Tomorrow in kindergarten - the first swimming lesson! Where to begin? Let's ask the children, and they will very expressively answer this seemingly difficult question. They will respond with their actions, behavior in the water, the ability (or only attempts) to perform various exercises, the ability or inability to handle toys and other floating objects. To clarify this idea, I will give an example from personal experience. Somehow I was invited to a kindergarten, where an indoor swimming pool had recently begun to function. The leaders were interested in the question: is it possible, appropriate, is it not too early to teach children the movements characteristic of the “dolphin” method? Trainers who have been here have responded negatively. I asked if there was an aquarium in the kindergarten. Fortunately, the aquarium was, and quite large. Before the swimming lesson, we took the children to the aquarium, and I asked them to look very carefully and remember how the fish swim. When the lesson in the pool began, I gave the children the task: "Swim like fish." I had no doubt that some of them would move their legs and body like fish. But when 20 out of 22 children performed these movements on their side (that is, really “like fish”), it surprised even me, who had devoted his whole life to learning to swim. This is how the children answered, this is the strength of their imitative reflex, although they had not previously studied such movements, and not everyone has mastered the basic exercise “Sliding”. The bottom line here is that in any group of a kindergarten or subscription pool group there can be children who have completed a certain course of study: their parents taught them to regularly communicate with water, taught them to stay on the water in home baths, bathed and taught them to swim in natural reservoirs, take it to the pool with you. Therefore, one or two, or even the first three lessons must be devoted to finding out the child's attitude to water, to find out who can do something and who can't do anything. The need for strict differentiation in this case is simply explained: each lesson should be interesting to all children, which will become possible only if the degree of their swimming preparedness is revealed. When are kids interested in swimming? When the proposed exercises are clear, accessible, based on previously acquired skills. When is it not interesting? When the exercise cannot be performed due to its complexity, incomprehensibility, when there is no preliminary preparation.
So, strictly controlling and skillfully directing the learning process, the teacher provides children with the opportunity to show their skills and abilities, to show (which is very important in future work) organizational skills, the makings of a leader in the best possible way. Consequently, in the first lessons, everyone does everything that he wants and knows how, but at the same time observing the rules of behavior in the pool and being under the constant supervision of the teacher. The significance of this differentiation is enormous. Firstly, the educational process becomes more interesting for all children, since the division into subgroups allows the use of tools that correspond to their preparedness. Secondly, beginners will watch "experienced" peers and try to imitate them - to do what was not available to them yesterday. Thirdly, those who can swim should help the weak - this is one of the main ways to identify leaders in groups ... Fourthly, this is direct help and support in learning the exercises. And finally, fifthly, the free, unconstrained actions of children in the water, the performance of arbitrary exercises will help to identify natural inclinations to master topics. or any other way of swimming,
However, this is often the case. After several lessons, those children whose level of swimming readiness (due to increased activity, curiosity and previously acquired skills) will be much higher than the rest, may sharply decrease their interest in classes, since they have already mastered the material required by the completely unprepared. In this case, you need to separate the weak from the successful, organize two groups and deal with them separately. The group of strong ones can be periodically replenished with successful ones from the group of weak ones, which will become an incentive for other children.
Of great importance for the successful development of exercises. in the water has a preliminary, training on land - both cognitive and general developmental physical orientation. You can perform a variety of exercises that develop coordination of movements and the necessary physical qualities (strength, flexibility, speed), as well as aimed at familiarizing yourself with the form of movements of sports swimming methods. The sequence of their study and dosage are regulated by the age of the children, their physical development, physical and swimming fitness, as well as the rules set forth in the manual "Physical Education in Kindergarten" and in the Model Education and Training Program in Kindergarten.
Exercises in water are aimed at getting acquainted with its properties: density, fluidity, resistance, etc. Beginners should master them in strict sequence. Each teacher - whether it be a parent, a kindergarten teacher or a coach of a subscription group - should be guided in the learning process by one of the main didactic principles - the principle of gradualness, when each previous exercise is the basis for studying the next one. In this regard, the child learns new exercises easily and with interest only if they contain elements of previously mastered exercises, which he should be reminded of at each lesson. In particular,
preparatory exercises aimed at studying the technique of movements should contain all the positions of the rowing links (hands and feet), which form the basis of the swimming technique.
And what about the parents of one-year-old children who decide to start systematic swimming lessons in home baths? Where to begin? Look carefully at the recommendations for kindergarten teachers (pp. 50 - 51) and do the same. So, put the baby in the bath (the water level should be below chest level), give him one or two toys that he should get used to and love in advance, and give him complete freedom of action - check your child's attitude to water, desire to fiddle with toys. Sitting passively and shifting a toy from one hand to another is permissible only in the first lessons, and then many children begin to act up and even protest, because they tend to move. So, the child had a need to move. How? To do this, appropriate exercises are performed that contribute to the solution of learning problems, as well as the natural harmonious development of the child. For this purpose, all means of physical education can be used, but forcing, like any coercion, is unacceptable: a baby can be dipped into water, and one-year-old children and older must learn the art of swimming consciously, independently - of course, with the help and under the supervision of a teacher.
Dry exercises
Exercises for general physical development and coordination of movements
1. Normal walking, figured marching (in a square, circle, diagonal, “snake”, “loop”, “eight”, in a spiral, “snail”, etc.), back forward, left (right) side forward, side, cross steps (I. O.); rebuilding on signals, rebuilding options; the same with an accelerated step, running.
2. Starting position (i.p.) - main stance (o.s.) (I.O.). 1 - hands forward; 2 - hands up; 3 - arms to the sides; 4 - return to and. P.
3. I. p. - about. from. (AND ABOUT.). 1 - arms to the sides; 2 - hands up; 3 - hands forward; 4 - return to and. P.
4. I. p. - o.e. (AND ABOUT.). 1 - hands up; 2 - arms to the sides; 3 - hands forward; 4 - return to and. P.
5. I. p. - about. from. (AND ABOUT.). 1 - left hand up; 2 - right hand up; 3 - lower the left; 4 - lower the right one.
6. I. p. - about. from. (AND ABOUT.). 1 - left hand through the side up; 2 - right hand through the side up; 3 - lower the left; 4 - lower the right one.
7. I. p. - hands on the belt (I. O.). 1 - turn the body to the left; 2 - return to and. P.; 3 - turn the body to the right; 4 - return to and. P.
8. Same as exercise 7, but in and. n. hands to the sides.
9. I. p. - about. from. (AND ABOUT). 1 - turn the body to the left, arms to the shoulders; 2 - return to and. P.; 3 - turn the body to the right, arms to the shoulders; 4 - return to and. P.
10. Same as exercise 9, but turn your arms to the sides.
11. I. p. - hands on the belt (I.O.). 1 - turn the body to the left, arms forward; 2 - return to and. P.; 3 - turn the body to the right, arms forward; 4 - return to and. P.
12. I. p. - about. from. 1 - right hand up, turn the torso to the left; 2 - return to and. P.; 3- left hand up, turn the body to the right; 4 - return to and. P.
13. I. p. - about. from. (AND ABOUT.). Circular movements with the left hand forward.
14. The same with the right hand (I.O.).
15. I. p. - about. from. (AND ABOUT.). Circular movements with the left hand back.
16. The same with the right hand (I.O.).
17. I. p. - about. from. Circular movements with both hands at the same time back.
18. The same forward.
19. I. p. - about. from. 1 - 3 - straight arms through the sides up, clapping your hands over your head; 4 - return to and. n. (I. O.).
20. I. p. - hands on the belt. 1 - sit down; 2 - return to and. with the help of a teacher (I. O.).
21. I. p. - about. with., hands in front. 1 - sit down; 2 - return to and. with the help of a teacher (I. O.).
22. I. p. - 1 - sit down, spreading your knees to the sides; 2 - return to and. with the help of a teacher (I. O.).
23. The same, but while squatting hands forward.
24. I. p. - hands on the belt. 1 - swing right forward; 2 - return to and. P.; 3 - swing left forward; 4 - return to and. P.
25. I. p. - about. from. 1 - swing right forward, arms forward; 2 - return to and. P.; 3 - swing left forward, arms forward; 4 - return to and. P.
26. I. p. - about. from.
1 - swing right to the side, arms to the sides;
2 - return to and. P.;
3 - swing left to the side, arms to the sides;
4 - return to and. P.
27. I. p. - sitting on the floor, emphasis on the back (I.O.). 1 - raise the body; 2 - return to and. n. (Fig. 19).
28. Jump from a cube (brick, steps) no more than 20 cm high, pushing off and landing on both. legs.
29. I. p. - hands on the belt. Jumping on both legs.
30. The same, trying to reach out with your hands to the object in front.
31. The same with moving forward.
32. Walking in place.
Preparatory exercises
1. I. p. - right hand forward-to-side. Horizontal "Eights" straight right (I.O.).
2. The same with the left hand (I.O.).
3. I. p. - hands forward-to-side. Horizontal "Eights" simultaneously with both straight arms (I.O.).
4. The same, bending and straightening the arms.
5. The same, increasing and decreasing the range of motion.
6. The same, increasing and decreasing the pace of movements.
7. I. p. - right hand forward, palm facing inward. Vertical "Eights" of the right (I.O.).
8. The same with the left hand (I.O.).
9. I. p. - hands in front, palms facing inward. Vertical "Eights" with both hands at the same time (I.O.).
Rice. 19. Exercise for mastering a straightened body position
Rice. 20. "Arc"
Rice. 21. "Question Mark"
Rice. 23. Acquaintance with the form of rowing movements
Rice. 22. Hourglass
10. I. p. - right hand forward and to the side, the palm is tilted. Inclined "Eight" right.
11. The same with the left hand.
12. The same with both hands at the same time.
13. I. p. - right hand up, palm forward. Movement of the right in an arc from top to bottom - "Arc" (Fig. 20).
14. The same, bending the arm.
15. Same as exercise 13, but with the left hand.
16. Same as exercise 14.
17. I. p. - right hand up, palm forward. Movement of the right in the form of an inverted question mark (Fig. 21).
18. The same with the left hand.
19. I. p. - hands up, palms forward. Movement with both hands simultaneously down - "Hourglass" (Fig. 22).
20. I. p. - sitting in an inclination. Hand movements in the form of a "petal".
21. I. p. - sitting in an inclination. Hand movements from front to back (“Hourglass”) to the starting position - “Butterfly is flying” (see page 57).
22. I. p. - about. from. 1 - tilt forward, touch the floor with your right hand; 2 - return to and. P.; 3 - tilt forward, touch the floor with your left hand; 4 - return to and. P.
23. I. p. - about. from. 1 - tilt forward, lift the cube from the floor with one hand; 2 - straighten up, shift the cube to the other hand; 3 - tilt forward, put the cube on the floor; 4 - return to and. n. When performing this exercise, it is advisable to use the object that the child will get from the bottom in the lesson in the pool.
24. The same, but instead of a cube, a flat object (a plastic plate, etc.) is used in a normal position, and then in an inverted position. At first, each child can be allowed to have “his own” object, which differs in shape and color, then the children change objects, etc.
25. I. p. - about. from. 1 - step to the left, arms up and to the sides; 2 - return to and. P.; 3 - step to the right, arms up and to the sides; 4 - return to and. n. ("Asterisk").
26. I. p. - hands on the belt. 1 - inhale, sit down (plunge into the water with your head); 2 - straighten up, exhale.
27. I. p. - sitting on the floor, legs straightened, arms in front. Stretch forward and perform movements simultaneously with both slightly bent arms through the sides back; palms are turned outward and touch the floor with large and index fingers(Fig. 23).
28. The same, but the movements of the hands are performed along the legs from front to back, the palms touch the floor with the little fingers ("Rowers"); carry your hands over the water to the starting position - “A butterfly is flying” (Fig. 24, a, b).
29. I. p. - sitting on the floor, emphasis on the back. Raise the right leg - lower, raise the left leg - lower (I.O.).
30. I. p. the same. Bend your arms, raise your legs and perform alternating movements with them - “drum sticks” (I.O.). It is more convenient to perform this exercise while sitting on a low bench or on the side of the pool.
31. I. p. the same. Raise your legs and spread apart, and then close. At the moment of closing the feet, connect with your thumbs, heels apart - “Fin”.
32. I. p. the same. Heels together and supported; turn your feet outward and spread your fingers - “Spread out” (see Fig. 18).
33. I. p. - standing, hands on the belt. Hitting the ball with a raised left (right) foot; the ball can be placed in the vegetable packing net and held in a suspended position (fig. 25).
34. Blowing off light and then heavier objects from the palm.
35. Perform a strong exhalation, trying to blow off the table tennis ball from the palm of your hand; the same on the table - “Whose ball will roll further?”; blow off a cotton swab (dry and moistened), a piece of paper (dry and moistened), etc., from the palm of your hand; unwind the paper spinner (Fig. 26).
water exercises
Sitting on the bottom (depth at chest level)
1. Reach out and take with your left (right) hand, with both hands a floating toy, a number, a letter (I.-O.); hands on the surface of the water, with the left (right) hand “digging a hole”, hold the brush obliquely; the same with both hands simultaneously, alternately; the same, but "digging a deep hole." Movements - with the left (right) hand (hand) - "Like a fish with a tail"; the same with both hands at the same time, changing the pace and amplitude of movements (I.O.).
2. Hands on the surface of the water forward-to-side. Bringing and spreading the arms, holding the brushes obliquely, - “We rake and rake the sand”, “Sweep the crumbs”, horizontal “Eights” with the left (right), with both hands at the same time (I.O.); the same, but bending and straightening the arms, increasing and decreasing the amplitude and rate of movements, trying to rise (Fig. 27); rake a floating object (toy) towards you: vertical "Eights" with the left (right), with both hands at the same time (I.O.); oblique "Eights" of the left (right), both hands at the same time (I. O.); the same, decreasing and increasing the amplitude and pace of movements; movements with both hands simultaneously from front to back (“Rowers”) (I. O.), returning to their original position, hands sweep over the water (see Fig. 24); movements of the hands with a “petal”, trying to move forward, move forward, - “Who is the first?”.
3. I. p. - sitting on the bottom, emphasis on the back. Breeding and adduction of the legs, connecting the thumbs, heels apart - “Fin” (see Fig. 44) (I.O.); alternating leg movements - "Fountain", "Football" (I.O.); legs are straight, turn one foot outward (“Stick”, “Poker”) and spread your fingers (I.O.); raising and lowering the legs, keeping the fingers spread out, - “Spread out” (see Fig. 18).
4. I. p. - sitting, emphasis on the back. Rise, straightening your arms (Fig. 28) (I.O.); move forward and then back, pushing off with your hands - "Who is faster?" (Fig. 29) (I. O.); rise on your hands, raising your legs to the surface of the water, the torso is straight; in the same position of movement of the legs (Fig. 30) (A.I.); arms to the sides on the water, torso turns to the left, to the right, palms to hold obliquely (Fig. 31) (I.O.); roll over onto your chest
in the supine position (Fig. 32) (I.O.); in the same position to advance on the hands (I.O.); in the same position of crawl foot movement - “Drumsticks” (I.O.); without stopping the movements of the legs, advance on the hands - “Crocodiles on a walk” (Fig. 33) (I.O.). At first, the exercises of this series are performed individually until the children learn to do it freely, easily, then together, then repeated many times and without stops in the specified sequence.
5. I. p. - emphasis lying. Raise your legs to the surface of the water - inhale, lower your face into the water and open your eyes;, the same, but push off with your hands from the bottom and clap your hands under the body - “Hot Bottom” (Fig. 34); the same with several claps - “Applause” (A.O.) * There is one very important circumstance here: the performance of individual exercises of this series is associated with complete immersion in water. To avoid water entering the nasopharynx (which is inevitable if the dive begins on inspiration), children should learn to close their mouths and hold their breath, puffing out their cheeks - "Balloon" (see Fig. 17). This is necessary for the development of subsequent exercises aimed at studying the horizontal position at the surface of the water; for these purposes, the exercise "Sit on the bottom" is recommended, which cannot be performed if you take a deep breath and hold your breath (the depth of the water should be above chest level).
Walking
1. Walking on all fours; the same with crawling into a hoop, crawling under a stick, etc. (AND ABOUT.).
2. Individual walking in place, holding the hands of the teacher, the stick, the side of the bath, the support (see page 26); the same in motion (along the side of the bath, with a “moving stick”, etc.) (I. O.).
3. Walking in ranks, columns.
4. Walking (marching) curly (Fig. 35): in a circle, diagonally (I. O.), loops, “snake”, “snail” (in a spiral), “eight” (I. O.), along square; walking with a wide step ("Skorokhody"); raising knees ("Horses"); on the toes (“Stilts”), on the heels, the feet are spread apart, the fingers are splayed (“Spread”) (I.O.). All these movements are performed with ordinary, side, cross steps; left (right) side forward, back forward; face (back) in a circle, to the teacher, to the side of the bath; holding hands, putting their hands on each other's shoulders, hands behind the head, to the shoulders, etc., with the support and help of the teacher (I.O.).
5. The same, but performing movements with both hands simultaneously (“Hourglass”, “Petal”) and alternately (“Zigzag”, “Arc”, “Inverted Question Mark”).
1. Running in ranks, columns, in a circle, etc.; regular, cross, side steps; left (right) side forward; back forward.
2. Race running - "Who is the fastest?".
3. Running with simultaneous and alternating movements of the hands.
All movements by step and run, when children have mastered this material, it is advisable to perform ^ in a playful way. For example, children form a circle and move forward in a circle, putting their hands on each other's shoulders (or holding hands), in cross steps. A ball floats in the center of the circle. At the signal, everyone rushes to him. The one who takes the ball first will be the winner. Or another game. Children walk along the long side of the bath (facing it). At the signal of the teacher, they turn around and. run to the opposite side - "Who is the first?". Such tasks are regulated by the size of the pool: if it is impossible to complete the task with the whole group at the same time, then you can divide into two (or more) subgroups; first, the winners in the subgroups are identified, and then the race of the winners is organized and its fastest participant is revealed - the “absolute winner”.
During individual lessons in a home bath or in a natural reservoir at the initial stages of training, it is advisable to saturate the lesson with exercises containing mainly walking, and for relaxation, use exercises in a vertical static position - in the future, these exercises will be held under the symbol "rest".
jumping
1. Jumping, pushing off with both legs at the same time; the same, but deeply crouching before each jump, - “Jump-jump”, “Who is higher?”; the same, but after the jump, sit on the bottom; the same, pushing off with the heels, hold the feet and fingers in the “Spread out” position (A.O.).
2. Movement by jumping on one ("Jumpers") and both legs ("Sparrows", "Kangaroo") (I. O); the same, but hands on the belt, behind the head, to the shoulders; the same, holding the feet and fingers in the “Spread”, “Fin” positions; with I.O. jumps are performed with the obligatory insurance of the teacher.
Retrieving items from the bottom and diving
1. Sitting, get one object from the bottom, a letter, a number; several items - add a word or number (I.O.); perform exercise 2 without immersing your face in water (I.O.); the same, lowering the face into the water and opening the eyes (I.O.).
2. Bend over and get one given ("your") object; several objects of different colors and shapes, letters, numbers (I.O.); moving forward, get objects from the bottom, located one after another in a straight line (“Underwater path”) (I.O.), along a curve (“Arc”), in a circle (“Hoop”), zigzag (“Snake”), ledges ("Angles"), "eight", etc.
3. Dive and get an object from the bottom; the same, but taking out a given (“own”) object, previously shown on land (for example, a red pebble); the same, but any two objects of the same color and shape, different color and shape (I.O.); any (given) letters and numbers; add a word or number (I.O.); diving in a straight line (A.I.), in an arc, ledges, in a circle, zigzags, etc.; collect items located in the "underwater path", "snake", "arc", etc.; diving into a hoop (I.O.).
Water falls and handstands
1. Standing in the OS, rise on your toes and fall into the water forward, backward, on your side (“Columns”); falling, turn around the longitudinal axis ("Top"); the same, but hands above, on the belt, to the shoulders, to the sides, etc .; having fallen on the water, lie down on the surface, stretch your arms forward and make a stroke with both hands at the same time, stand up; lying on the chest, perform a movement with the feet such as "Fin", "Stick", "Spread".
2. Make a handstand, legs bent - "Duck-dive"; the same, but the legs are straightened - "Acrobats" (Fig. 36); in this position, walking on the hands is performed.
Diving into the water with your head (for children who have not mastered diving)
Many of the previous exercises involved submerging your head in water. However, there are children for whom the implementation of such exercises is of considerable difficulty; this also includes children aged 1 - 1.5 years. In this regard, the exercises below are designed for the gradual development of dives (in the form of I.O.).
1. Sitting at the bottom, splash water on your head, shoulders, face; in the same position “Washing the face; standing facing the teacher, squats; the same, plunging headlong into the water; having rolled the “moving stick” to a conditional place, plunge headlong into the water; the same, but turning during the dive in the opposite direction. All exercises in this series are initially performed with the support and help of a teacher.
2. I. p. - hands on the belt. Immersion in water to the level of the chin, mouth, nose, eyes, with the head.
3. I. p. - hands on the belt. Inhale - crouching, plunge into the water with your head; stand up (do not wipe your face) - exhale; repeat the same many times; the same, but without exhaling, try to sit on the bottom; the same, but exhale and sit on the bottom; the same, pick up a toy from the bottom.
Breathing exercises
Teachers teaching children to swim need to know that the act of breathing consists of exhalation and inhalation without a fixed pause between them. This is the biological nature of breathing, this is how a person breathes. When performing physical exercises, breathing is continuous (there is also intermittent, “explosive” breathing, and in a number of sports, many movements are performed with holding the breath). At active movements oxygen consumption by the body increases, so the athlete in training or competition breathes faster and deeper. However, a deep breath can only be performed if it is preceded by an equally deep exhalation; here the need for the next - inhalation is natural - you just have to open your mouth wide. In other words, if a deep exhalation is made, then the inhalation is performed involuntarily, reflexively, since exhalation is the leading component in the integral act of breathing. That is why when learning to swim, and in particular breathing, exhalation into the water should be given a lot of time and attention. You already know that it is possible and necessary to teach exhalation in any conditions: on a walk in summer and winter (carefully) - blow off fluff from a dandelion, a snowflake, snowball or ice floe from the palm of your hand; while washing - blow on the water in the palms, exhale into a basin of water or when bathing in a home bath, before a swimming lesson (on land). With systematic swimming lessons, exhalation into the water should be repeated many times at each lesson. Here it is necessary to make a reservation. Any information must be "attached" to the topic of the lesson, it is well remembered, as it is transformed into specific actions. That is why one should not get involved in the study of exhalation into the water, when diving or other diving has not yet been mastered - it loses its appropriateness. The teacher says: “Blow on the water like hot tea!” Why? What for? The child does not understand this. When he learns to at least plunge into the water with his head and will ~ do it naturally, repeatedly, exhaling into the water will become natural and timely. “Now let’s remember how we blew fluffs from a dandelion, a snowball from our palms, rotated a spinner, etc. Before exercising in the water, we performed interesting exercises, and now we will continue them in the water.”
1. I. p. - standing in an inclination. Exhale on the water - "Dandelion", "Icicle"; And. n. the same, but exhale into the water, plunging your lips, - “Pipe”; the same, crouching and plunging headlong into the water; repeat the same many times; while exhaling (“Beep”), sit on the bottom (I.O.).
2. I. p. - standing in an inclination. Blow on a floating toy, trying to move it forward (A.I.) and in the right direction; the same in the supine position (I.O.); the same, moving on the hands (I.O.); the same, but for the minimum number of exhalations, move the toy to the landmark - “Who can handle it?”.
3. I. p. - emphasis lying. Lower your face into the water, exhale - “Whales” (I.O.); repeat the same many times; the same, moving on his hands, - “The whales swam” (I.O.).
4. Crouching, exhale into the water, sit on the bottom - “Beep”; stand up, opening your mouth wide for inhalation - “Hippo” (Fig. 37).
5. I. p. - emphasis lying. Exhale into the water and lie down on the bottom - “Submarine” (I.O.).
6. Alternate squats with exhalation into the water - "Pump" (Fig. 38); multiple squats without stopping, individually exhaling into the water (I.O.);
7. Perform the exercise "Whales" with an exhalation into the water.
This exercise can be used as an early test to determine the ability to master one or another way of swimming by leg movements.
It is possible to control the correctness of exhalation into the water by the following signs: 1) active exit to the surface of air bubbles; 2) exhalation ("Beep") is well audible; 3) rising from the water after the next exhalation, the child immediately opens his mouth wide - “Hippo”.
Signs of insufficient (weak) exhalation into the water: 1) when the mouth appears above the water, a characteristic “puff” is heard, since the child “blows out” the air at the border of the air and water environments (Fig. 39); 2) when the head appears above the water, the mouth is not wide open, but forms a narrow gap.
From an early age, children should be taught to independently control the correct implementation of various exercises and movements. For self-control over the correct execution of breathing, the following techniques can be recommended.
1. If, during exhalations, the child is “interfered” by water entering the mouth, it means that the exercise is performed incorrectly, the exhalation is not active enough.
2. If air bubbles strongly tickle the ears and cheeks, it means that the exhalation is performed actively and correctly.
Lying on the water
Our future swimmers have already learned to dive - to move under water. But a person swims at the surface of the water in a horizontal position. You can master this position with the help of various interesting exercises, which are given below, and the exercises performed earlier prepared the children for this, for example, “Hot Bottom”, for example. “Applause”, “Sit on the bottom”, etc. In order to lie freely on the water, you must first take a deep breath and certainly hold your breath; if the child exhales instead of inhaling, he will sink to the bottom, like a “submarine”. In this case, it is advisable to repeat the exercise "Sit on the bottom."
1. I. p. - emphasis lying. Raise your legs to the surface of the water, take a deep breath;, lower your face into the water, hold your breath, open your eyes and look at the bottom, spread your arms and legs apart - the body should lie near the surface of the water, like an "asterisk" (Fig. 40) ( AND ABOUT); the same in a deeper place from a standing position: inhale, hold your breath; arms and legs to the sides, bend over and lie down on the water (I.O.). Legs can drop, which is natural for many guys; to keep them near the surface of the water is best due to the efforts of the muscles of the back and abdominals.
2. In the "Asterisk" position, simultaneous bringing and dilution of straight arms and legs; the position of the brush is always inclined - “Sweeping the crumbs” (Fig. 41) (I.O.); the same, but fix the position of bringing the arms and legs together - “Arrow” (Fig. 42) (I.O.); the same, but changing the position of the foot (on itself and to the sides) - “Poker”, “Stick” (Fig. 43); spread fingers in the indicated positions - “Spread out”; pull the socks, holding them together and turning the feet inward, - “Fin” (Fig. 44) (I.O.); the same, but when bringing the legs together, perform sweeping movements with the feet; in the “Asterisk” position, perform only adduction and breeding of the legs, changing the position of the foot, arms forward and to the sides; the same, but to perform the mixing and breeding of straight arms (obliquely brushes), legs apart; the same, but bend and unbend the arms during movements (the hands are oblique), changing the amplitude and pace of movements; the same, but with alternating mixing and breeding of arms and legs (I.O.).
3. From the “Asterisk” position, pausing between movements, flipping onto the back, looking up - “Asterisk on the back” (I.O.); multiple flips from the position on the chest to the position on the back and vice versa with fixation of the conditioned position (A.I.); in the “Asterisk on the back” position, connect the legs and at the same time perform a stroke with the hands, then press the hands to the body, look up, lie down (I.O.); in the same position, connect arms and legs, stretch out, lie down (I.O); in the same position, connect the legs, simultaneously perform a stroke with the hands and then perform horizontal or inclined “Eights” at the hips, changing the amplitude and pace of movements (Fig. 45) (I.O.).
4. I. p. - "I am sitting on a chair." Perform horizontal or inclined "Eights" with straight arms, bending and unbending the arms, increasing and decreasing the range of motion (A.O.) (Fig. 46).
5. From the “Asterisk” position, perform the “Float”, for which we group tightly, lower our heads to the chest, wrap our arms around our legs, do not close our eyes (I.O.); from the “Float” position, straighten up in the position
zhenie "Asterisk"; take the position “I am sitting on a chair” and at the same time change the position of the foot (see page 48); in the "Float" position, performing with hands
"Eights", to be held at the side, placing feet on it; the same, but raising his mouth above the water (Fig. 47); the same on the back, holding against the wall due to hand movements in the form of vertical or inclined "eights" (Fig. 48).
slip
This group of exercises is aimed at improving the unsupported horizontal position and studying the initial position of the swimmer: the body moves in an extended, tense position, the arms and legs are straightened and connected, the socks are pulled back, the head is between the hands, the face is lowered into the water, the eyes are open (Fig. 49) - slip on the chest. The correct starting position also determines the correctness of subsequent movements, therefore, the study of exercises for mastering gliding should be given particular importance. The correct performance of the slide is determined by the following factors: the starting position before repulsion, the strength and direction of the push, and the position of the body during the slide.
Many exercises performed earlier were also aimed at mastering gliding, in particular repulsion with both legs at the same time (strengthening the muscles of the legs), falling into the water (“Columns”), “Float” and others. Now we have to study new exercises, which are presented below.
1. I. p. - standing at the bottom, arms up and to the sides. Sit down - inhale, hold your breath, bend over, lower your face into the water; put your hands on the water, connect them and stretch them forward; push off from the bottom and slide on the chest - "Arrows floated." In the supine position, lying at the side, put bent legs on the wall - a deep breath; lower your head (face into the water) and hold your breath; quickly connect and straighten your arms, forward, push off and slide on your chest, do not close your eyes (Fig. 50) (I.O.); the same, but when the body assumes a horizontal position, perform a stroke with the left (right) hand, press it against the body and slide in this position (acting); the same, but perform a stroke with both hands at the same time, press your hands to the body and continue sliding in this position (I.O.). In the last two exercises of this series, strokes with both one and two hands are simultaneously performed only once, the ruksh (hand) that completed the stroke remains pressed to the body, and the sliding continues. You can stop sliding, stop only in those cases when: 1) further holding your breath becomes difficult; 2) the body has stopped (sliding has stopped). How to install it? If the slide is performed with open eyes, then the “bottom runs away” before the eyes; 3) legs are actively lowered, sinking, hindering progress; 4) the task of the teacher is completed. Let me remind you that these exercises are associated with a rather long (for a given age and level of preparedness) breath holding, so immediately after they finish, you should perform at least 10 exhalations into the water, plunging with your head (squatting).
When studying slides, no matter from what starting position they are performed, at first it is not necessary to push off very strongly, it is important to do this strictly in the direction of movement. As you master the slides on the chest and on the back, the push should be performed strongly, because the duration of the slide also depends on this.
2. I. p - standing, hands up, sit down, lean back; when the body loses support and starts to fall, push off with both legs simultaneously back; lie on your back and slide (Fig. 51) (A.I.); the same, but standing facing the wall and placing one foot on it (Fig. 52).
3. Perform as shown in fig. 48 (see p. 71) exercise, press your hands to the body, lower the back of your head into the water, push off with both legs and slide on your back in this position (Fig. 53).
4. Perform the exercise (see Fig. 47) - inhale, lower your face into the water, straighten your arms quickly (head between hands), hold your breath - push off and slide on your chest (Fig. 54); the same as exercise 3, but put your hands behind your head, slightly lower your body into the water (sink), push off and slide on your back (Fig. 55); as you master the slide, before the push, you should slightly immerse yourself in the water, push off strongly and slide on your chest, the position of the hands is determined in accordance with the task. In the previous exercises of this series, it is important to perform a push after the torso takes a horizontal position (Fig. 56, a), and the arms are extended and connected, which ensures a streamlined body position.
5. Sliding on the chest, hands in front. Perform a left (right) stroke, press your hand to the body and continue sliding; the same, but stroke with both hands at the same time.
6. Sliding on the back, hands behind the head.
Turn on the left (right) side, on the chest, turn 360 °; fix the indicated provisions (I.O.) - “Screw”, “Vyun”; sliding on the chest, the position of the hands according to the task, socks with a “fin”, “club”, “poker”, “spread”.
It has already been emphasized that if, on their own initiative or for other reasons, some children, assuming a horizontal position, try to work with their feet, then these attempts should be encouraged, without attaching decisive importance to technique. After all, the study of the above exercises was not the main task of the previous lessons - they were only accompanying when studying other exercises, solving other problems. Moreover, in any kindergarten or subscription group of the pool there may be children who, having mastered gliding and have not yet begun to study the movements of their arms and legs, will begin to show a tendency to master one or another method of swimming, i.e., make attempts to swim in full coordination with breath holding. Such children should be encouraged, for they will become role models. For less capable children, mastering one of the methods of swimming will take longer, but in the end everyone should learn how to swim.
Now all children, without exception, are moving on to the study of movements with their legs and arms, since they have mastered the basic initial (horizontal) position; this becomes the focus of later lessons. If significant technical errors occur when performing leg movements, then they must be eliminated (how to do this will be discussed below). First, it is advisable to also study the basic movements of the hands, which form the basis of the technique of all sports swimming methods. All these movements will be performed with both hands at the same time.
The fact is that the studies of Professor V. S. Farfel and his students established that innate hand movements in humans are simultaneous grasping, while alternating ones are acquired in the process of growth and development of the organism. It is much easier for a small child to perform movements with both hands at the same time. Their expediency is justified by the following reasons. Firstly, in this case, a significantly greater lifting force arises, the body and head are located much higher than when performing alternating movements (with a low position of the head, the child is afraid to swim without outside help and support). Secondly, the structure of simultaneous hand movements is much closer to the technique of sports swimming methods, because the area of support on the surface of the water in this case increases, the probability of occurrence
technical errors are reduced. This is one of the reserves for training future swimmers in individual progressive technique.
Sliding on the chest, followed by movements with both hands at the same time
1. Straight arms through the sides down to the hips, press to the body; slip to continue, breath held (I.O.).
2. Straight arms down and back to the hips (A.I.).
3. Bent arms down and back to the hips (A.I.).
4. Bent arms to the middle back to the hips - "Rhombus" (Fig. 57) (I.O.).
5. Circular movement with bent arms under the chest, straightening them to their original position, - “Petal” (Fig. 58) (I.O.).
6. Bent arms in the form of "Hourglass" or "Keyhole" (see Fig. 22) (I.O.).
7. Stroke with one hand to the hip, the other starts moving through the air (carrying) and then non-stop alternating movements - “I walk on my hands” (I.O.).
Sliding on the back followed by hand movements
1. At the hips in the form of horizontal or inclined "eights", changing the amplitude, bending and straightening the arms; voluntary leg movements (Fig. 59) (A.I.).
2. Simultaneous movements with both hands with the removal
from the water, the movements of the legs are arbitrary, the hands can stop (pause) at the hips or behind the head (Fig. 60). 3. Alternate hand movements; leg movements are arbitrary or resemble movements in crawl (I.O.). In fact, this is an attempt to swim back crawl in full coordination.
If for some of the children the study of lying and sliding on the back caused significant difficulties, and the above exercises were performed with great difficulty, then one should not insist on their mandatory development. It is possible that the front crawl or breaststroke will be more accessible and interesting for them.
Sliding on the chest followed by leg movements
1. Crawl movements on the chest, arms in front, breath held (I.O.).
2. The same, but one hand is in front, the other is pressed to the body (I.O.).
3. The same, but both hands are pressed to the body (I.O.).
4. Breaststroke movements, arms in front, breath held (I.O.).
5. The same, but the hands are pressed to the body (I.O.).
6. Dolphin movements, hands in front, breath held.
7. The same, but the arms are pressed to the body.
8. The same on the left (right) side: the “lower” arm is in front, the “upper” is pressed to the body.
All of these exercises start the same way: hands in front; after a short sliding, having performed a stroke with one or both hands at the same time, the child assumes the initial position in which the exercise is performed and begins to move with his legs.
It can be different: first, sliding, hands in front, then the beginning of leg movements (especially crawl or dolphin) and then a stroke with one or both hands to take the starting position due to this exercise.
Sliding on the back followed by leg movements
The starting position for starting any exercise on the back is the body is straightened, the arms are extended behind the head, the back of the head is on the water, the gaze is directed straight up.
1. Lying on your back, arms pressed to the body. Alternate leg movements (A.I.).
2. Sliding, stroke with both hands at the same time, hands pressed to the body. Alternate leg movements.
3. The same, but stroke with the left (right) hand.
4. The same, but the arms are extended behind the head.
Is it necessary to learn all chest and back exercises in the above sequence? No, not necessarily! If it is clear to the teacher that one of the children is prone to symmetrical footwork, let him perform exercises to study breaststroke movements. Moreover, for one child, for example, it is easier to perform crawl leg movements when both hands are in front, for another when they are pressed to the body, etc. How to be? Each student should perform mainly the exercise that, in terms of the level of swimming preparedness (today), is the most accessible to him, it turns out better than others. Having mastered the easiest exercise, you should proceed to the study of those that did not work out at first.
How to build a further educational process? After all, children have already mastered gliding, breathing exercises, elements of technology (roughly) and now they must begin to master exercises for coordinating movements with arms, legs and breathing and further study the chosen method of swimming as a whole. Here, again, a caveat is necessary. The fact is that many traditional exercises used for this (for example, coordinating the movements of the legs with breathing in the front crawl on the chest, arms in front or one pressed to the body; the same with support on the board; coordination of the movements of the left (right) hand with the movements of the legs and breathing on the chest and on the back, etc.), small children cannot do it. As a result, these exercises not only do not contribute to the study of swimming in full coordination, but, on the contrary, inhibit this process, since they distort the initial position and subsequent movements. In the work of teaching swimming to any age contingent (and especially preschoolers), it is most expedient to move on to swimming in an accessible way for everyone, “in their own” way in full coordination, which will be the main task of all subsequent lessons. In addition, you can study other methods, but so far only for those children who relatively easily master “their own”. Having identified the individual inclinations of each student, the group is divided into crawlers, spinists, and brassists. In the main part of the lesson, all children under the guidance of one teacher will swim in their own way, increasing the distance they swim from lesson to lesson, trying to swim as long as possible without stopping. However, in no case should you force the educational process; everything must be studied sequentially, skills must be formed firmly (especially basic exercises), and each lesson should give children pleasure, contribute to their harmonious development.
The following is an approximate outline of a lesson for children 4 - 6 years old, which studies the chosen way of swimming in general.
The objectives of the lesson: the main - the study of the chosen method of swimming in full coordination; additional - improvement of elements of technology.
On the land. The main focus is the development of coordination of movements, functional and strength training. The exercises are presented on pages 52 - 54.
In water.
1. Multiple exhalations into the water (in a playful way).
2. Improving sliding in various positions, taking into account the chosen method of swimming (during pauses - breathing exercises).
3. Swimming an increasing distance in your own way (during pauses - breathing exercises).
4. Improving the movements of the legs and arms of the chosen method of swimming (during pauses - breathing exercises).
5. Swimming in full coordination in "one's own" way on the instructions of the teacher.
6. Games, relay races (primary focus - emotional impact).
7. Multiple exhalations into the water (in a playful way).
For most children, a long and non-stop (volumetric) swimming will not work right away, especially for rabbits. This is due to two reasons: the unpreparedness of the vestibular apparatus for unusual head movements for inhalation; inability to coordinate exhalation and inhalation with hand movements. A preschooler at the initial stages of mastering the crawl on the chest in full coordination, as a rule, swims on a held breath at a very high pace, not having time to exhale deeply, thereby not providing a deep breath. The same children who try to coordinate movements with breathing breathe shallowly and after several cycles (due to the formation of oxygen debt) stop swimming. In both cases, as it should be in sports swimming, breathing is subject to the pace of movements. However, the high pace of movements characteristic of a beginner does not allow him to timely make an energetic, strong exhalation into the water. How to be? This is where Slow Swimming can help (see page 42). Another essential detail: if it is difficult for a child to inhale by turning his head, then he can do this as shown in fig. 13 (see page 43). In this exercise, the head remains in a straight position all the time, and the body turns around the longitudinal axis in a convenient direction so that the mouth is above the water. But this exercise, which involves the deliberate violation of crawl technique, is a temporary measure that facilitates breathing. After mastering breathing, the movements must acquire the correct form and correspond to the technical structure of this swimming method.
Diving exercises
1. Jumping up (on land and in water) from the squat position and the position of the swimmer at the start, taking out an object (on land - the teacher’s hand, in the water - a stretched cord with balloons and other light objects tied to it (“Who will get the highest ball?").
2. Long jumps from a place (on land and in water) from the position of a swimmer at the start - "Who is next?".
3. Sit down, jump up - stretch out, press your chin to your chest, legs are straightened and connected (on land and in water).
4. In the water: from the position of the swimmer at the start, crouch, arms bent - jump up and forward, followed by a slide of the "Dolphins" type (Fig. 61).
5. Jumping into the water from a small height with your feet forward (the depth of the water should be above the level of the belt).
6. The same with a gradual increase in depth (up to exceeding the height of the child); the teacher is in the water and provides insurance.
7. The same with a gradual increase in height.
8. Jumping, feet down, turning in flight around the longitudinal axis - "Turntable".
9. Jump in a tight group - "Bomb" (Fig. 62).
10. Decline head first from a sitting position on the side (Fig. 63); depth above the height of the child.
11. Jumping head first from a deep squat position.
12. Jumping head first from the position of the swimmer at the start.
Outdoor games in the water
They are command, non-team, plot and plotless.
Team games - participants are divided into teams, and the actions of each player, his skills are aimed at the victory of the team. Non-team - participants are not divided into teams; each player independently solves the tasks. Story games - based on a specific topic: for example, "Carp and carp", "Fishermen and fish", etc. Plotless - based on performing exercises in a competitive form: "Who is the first?", "Who is next?", "Who longer?" etc.
According to their primary focus, outdoor games in the water are divided into the following main groups:
1. To get acquainted with the properties of water. 2. To improve individual exercises and elements of technology. 3. To get acquainted with the elements of applied swimming. 4. For the development of physical qualities. 5. For emotional impact.
Requirements for outdoor games in the water
1. Games should be selected in such a way that they are understandable, accessible and interesting for children of any age group.
2. The game should take into account the level of swimming readiness and physical development of children.
3. Any game should be a means of understanding the world around.
4. All students should actively participate in the game.
5. The game should serve as a means of emotional impact.
6. In training process the game should serve as a means of regulating physical and mental stress.
7. In the game, you can improve the previously studied exercises and elements of technology.
8. In each game, participants must receive active physical activity.
9. Participants must be aware of the conditions of the game in advance: rules, tasks, venue, water temperature, inventory, etc.
10. During the game, the teacher must be constantly monitored.
11. The results of the game must be announced to all participants.
The expediency and possibility of using a particular game are determined by: a) the objectives of each specific lesson; b) the age of those involved; c) the preparedness of those involved, the experience of swimming; d) conditions of holding (outdoor, indoor pool, its size, ambient temperature, availability of inventory, etc.).
A game can be interesting only if it contains motor material that has been previously studied as exercises. If the game is played for the first time or contains, although simple, but unfamiliar exercises (movements), it must first be played on land.
Outdoor games in the water are mainly aimed at improving movements and exercises; the study of movements is carried out mainly by the method of exercise, but in work with children - without fail in a playful way. The game compares favorably with other means of learning in that one movement, sometimes representing a certain difficulty, can be easily learned in a variety of game situations. But I repeat: this is one and the same movement or, for example, an element of technique.
A very important point in the preparation and conduct of games is the appointment of team captains. It's not always right here.
volitional decision of the teacher. Although, on the other hand, if you ask the children: “Who will be the captain?”, - almost all of them will shout: “I!”. Justifies itself, judging by the experience of working with preschoolers, the competition "for the captain", the participants of which must show courage, dexterity, ingenuity, quick thinking, organizational skills. Elected captains should be made aware of their duties.
The duration of each game is determined by: the type of lesson, the tasks of the lesson as a whole and each part of it separately; the level of preparedness of those involved; game conditions.
Featured Games
"Herons". The task is the development of walking on toes, the development of orientation in the water.
Description of the game. Two teams are located at the opposite (short) sides of the pool. On a signal, all children quickly move to the middle on their toes, raising their knees high. Whose participant reaches the set mark first, that team is declared the winner.
Methodical instructions! The preliminary game is played on land; during the game you can not go on a run, move forward by jumping. The position of the hands is arbitrary or regulated - to the sides, forward, to the shoulders, to the belt, etc.
"Bridge". The task is to master the starting position for performing leg movements.
Description of the game. Having settled down in a circle, the players sit on the bottom in the stop position fig. 64 from behind and, on a signal, give the body a straight position at the surface of the water (back of the head on the water, look up - “Who is faster?”); fix this position on the instructions of the teacher (Fig. 64). Repeat 3-4 times. On a repeated signal, start crawl leg movements on the back (see Fig. 30).
Methodical instructions. Having mastered this position, you can move forward and backward on your hands, at first without movement, and then with leg movements in a competitive form. The pace of movements is regulated by the teacher's voice or musical accompaniment.
"Push off with your heels." The task is to master the push with both legs at the same time, to identify tendencies to symmetrical leg movements.
Description of the game. The players randomly position themselves in the pool and, on a signal, start jumping up, pushing off with their heels - “Who is higher?”.
Methodical instructions. Before the game (on land), children must learn to squat and hold the foot with a “club”, and their toes with a “spread”. In the water, during squats, spread your knees, keep your feet with a “stick” when jumping, push off only with your heels.
"Grasshoppers". The task is the development of orientation in the water, emotional impact.
Description of the game. It can be team (if the size of the pool allows) and non-team. The winner is the participant (team) who, by jumping on both legs (the position of the hands is arbitrary or regulated), will quickly reach the established landmark.
Methodical instructions. During the game you can not run, push each other. The position of the hands changes only in order to complicate movement. If two teams participate in the game, then they start it from the opposite short sides of the pool to the middle. The number of players is regulated by the size of the pool.
"Fishermen and fishes". The task is the development of orientation in the water and the development of dives with the head.
Description of the game. Three or four participants (“fishermen”), holding hands, move along the pool, trying to surround (“catch in a net”) the fleeing “fish”. The caught "fish" becomes a "fisherman". The game ends when all the "fish" have been caught, the last being considered the most agile.
Methodical instructions. You can not catch "fish" with a "broken" net. If the “fish” during the pursuit plunges into the water with its head or dives, then it is considered not caught.
"Fifteen". The task is to study and improve head diving.
Description of the game. The players are randomly placed. At a signal, the catcher (determined by lot or appointed by the teacher) begins the pursuit of the players; trying to spoil someone. A tarnished player becomes a catcher
Methodical instructions. Fleeing from the pursuer, children can squat, plunging headlong into the water, or dive; in these cases it is impossible to stain. The player who was caught by the catcher before immersion is considered to be stained; you can’t chase the same player for a long time, wait until the diver emerges, keep each other under water.
"Ball in the air". The task is to develop orientation in the water.
Description of the game. The players are divided into two teams and are located opposite each other in two lines at a short distance. The teacher tosses a large light ball between the ranks; the players try to master it, not to give it to rivals, for which they pass it on to the members of their team. The ball must not touch the water - that team loses, due to the fault of the players of which it falls into the water.
"Hide in the water." The task is to improve head diving, develop orientation in the water.
Description of the game. The players form a circle. The host takes a place in the middle of the circle and rotates a large light ball suspended on a cord over the heads of the players. In order not to be hit by the ball, you need to quickly
plunge headlong into the water. The winner is the participant whom the ball does not touch even once (Fig. 65).
Methodical instructions. As the game progresses, the rate of rotation of the ball changes - from very slow to fast, and very fast, which is regulated by the level of preparedness of children. The players are not allowed to move to the sides, bend over, etc. One of the variants of this game is to perform exhalation dives into the water.
"Circus". The task is to study and improve diving.
Description of the game. It can be command and non-command. The players lean forward, put their hands on the bottom, trying to do a handstand - "like in a circus." The game can be made more difficult by diving into a floating circle and then a handstand (depth - at the level of the belt).
Methodical instructions. In the event that the game is a team game, the winner is determined by the number of correctly performed handstands at the set time. In other cases, preference is given to the participant who stays on his hands longer (provided that the depth is the same for everyone).
"Round dance". The task is to improve diving and mastering the way out into the water.
Description of the game. Holding hands, the players form a circle. At a signal, a movement begins in a circle in the indicated direction, accompanied by a recitative: “The round dance is on, everything is on, everything is on, and soon he will come, he will come, he will come!” Having finished the recitative, the children stop, let go of their hands and squat, plunging headlong into the water and exhaling actively; then they rise, join hands again and resume the movement in a circle.
Methodical instructions. After each recitative, the direction of movement changes. Until the “round dance” stops, it is impossible to “break” the circle, let go of the hands of a friend, hold each other under water, go forward or backward.
"Swim, toy!" The task is to teach active exhalation, develop orientation in the water.
Description of the game. Children actively Blow on floating toys, moving them according to the task: the toy should only swim straight, in a circle, in a zigzag, etc .; whose toy will reach the set mark faster. Determination of the winner will depend on the option offered to the children to promote the toy.
Methodical instructions. The toy can be anything: a paper boat, a plastic duck, a ball, etc. If the game is played as a competition, then the toys should be the same for everyone. The toy will move faster if you blow on it strongly and correctly - depending on its shape.
"Beep". The task is to learn to dive and exhale into the water.
Description of the game. The players form a circle with the teacher in the middle. On a signal, the children plunge into the water with their heads and perform a strong exhalation, accompanying it with the sound “uuuuuuuuh” - “the whistle of a locomotive”. At the end of the exhalation, you can sit on the bottom (this may be a condition for determining the winner).
Methodical instructions. The teacher controls the correctness of the dives and exhalations in the water. The players should not interfere with each other, leave the circle, bend over. When diving, be sure to open your eyes, look at the air bubbles.
"Sit on the bottom." The task is to learn to dive and exhale into the water.
Description of the game. At a chest-deep depth, the players, crouching, sit on the bottom, sending their straight legs forward; hand position is arbitrary. The time spent under water is minimal - it is important that the “I am sitting at the bottom” position is at least indicated.
Methodical instructions. You can sit on the bottom only if you first (or during the squat) perform a strong exhalation. Do not close your eyes in the water. As the exhalation is mastered, it can be performed for a long time; in this case, the body will also sink slowly.
"Pump". The task is to learn to dive into the water with your head and exhale.
Description of the game. The players, holding hands, stand in pairs opposite each other. On a signal, the first one, by calculation, crouches, plunging into the water with his head, and exhales into the water, then gets up; the second immediately performs a similar dive with exhalation, etc.
Methodical instructions. When determining pairs, the height, weight and level of preparedness of children should be taken into account. It is impossible, for example, to unite in one pair a child who knows how to perform exhalations into the water, and who does not know how at all; tall and small. The pace of squats is strictly individual. The game can be regulated
time (up to 1 min) or determine the winning couple by the number and quality of squats and exhalations.
"Acrobats". The task is to master and improve the unsupported position, the development of orientation in the water.
Description of the game. Children perform somersaults - somersaults forward or backward in a group - "lump". The one who completes wins more somersaults according to the task at the set time.
Methodical instructions. The depth of the water should be above waist level. The position of the group is preliminary studied on land and in shallow water. Somersaults can only be performed from the pool wall.
"Tow". The task is the development of an unsupported horizontal position.
Description of the game. The players are divided into pairs. The first in pairs (according to calculation) take an unsupported position on the chest, and the second hold them by the hands and move backwards - “towing”. The first person to reach the set milestone wins. Then the players change roles. On command or after reaching a conditional mark, the second release their hands so that the first slide in an unsupported position. As a variant of the game, you can use "towing" by one playing two, two playing one, and also use a plastic stick that the "towed" is holding on to.
Guidelines .. "Towed" can take a position on the chest and on the back, various support options; in these cases, the "tugs" can move chest forward. It is also possible during the "towing" or subsequent unsupported sliding to perform various movements with the legs.
"Star". The task is to study and improve the unsupported horizontal position, the study of movements with arms and legs.
Description of the game. The players are located arbitrarily, but without interfering with each other, and on a signal they take an unsupported horizontal position on the chest, arms and legs are separated. On a repeated signal (whistle, drum roll, etc.), they perform information and dilution of the arms and legs (cessation of movement is arbitrary). Movements can be performed simultaneously with arms and legs, as well as alternately. This game is varied. Option 1. During the movements of the legs, the feet are in the “on themselves” position and to the side - “Stick”.
Option 2. "Asterisk on the back." Flips from the position on the chest to the position on the back and back with fixation of the position on the back; the same can be done repeatedly, connecting arms and legs and stretching out.
Methodical instructions. When performing movements with the hands, hold the palms in an inclined position (see Fig. 8) and change the position of the feet: when spreading - the feet “towards you”, when bringing them together - an overflowing movement.
"Diving ducks". The task is to master the unsupported position in the water.
Description of the game. Children randomly position themselves in the pool and, on a signal, try to “grab the bottom”, while raising their legs, to show the “tail”, as a duck does when diving for food. The winner is the one who shows the "tail" more times at the set time.
"Divers". The task is to study the unsupported position, the development of orientation.
Description of the game. May have multiple options. For example, the players are divided into two teams with an equal number of participants. Each player of one team holds a hoop in his hand (Fig. 66), and the players of the other team try to dive into each hoop as quickly as possible (one after another). The end time of the game is determined by the stopwatch. You can divide the children into four teams when each player holds the hoop according to the conditions of the game. The first team to reach the finish line wins. To determine the absolute winner at the next stage, teams compete - the winners of the first stage.
Methodical instructions. It is advisable to complicate the game, for example, to reduce the diameter of the hoop, change its position, use different arrangements of the players, etc.; children should be aware of all changes and complications in advance. When recruiting teams, it is necessary to take into account the degree of mastering the material being studied.
"Dive". The task is the development of an unsupported position and the development of orientation in the water.
Description of the game. The players form a circle, in the middle of which an inflated rubber circle floats. It is necessary to dive under it so that it is on the head (Fig. 67). The one who does it on the first try wins.
Methodical instructions. The distance to the circle gradually increases, which is regulated by the preparedness of the children and the size of the pool. If among the players there are those who dive under the circle on the first attempt, then you can immediately increase the distance or play the game with such children separately.
"Divers". The task is to master the unsupported position. niya, opening of eyes and development of orientation in water.
Description of the game. It can be command and non-command. In the first case, the players are divided into two teams with an equal number of participants. Previously, multi-colored pebbles or other small, but clearly visible objects are scattered at the bottom. On a signal, children dive and get these items from the bottom. The winner is the team whose members got the most stones at the set time. The game can be made more difficult by scattering plastic plates, letters, numbers, flat objects that are more difficult to grasp at the bottom.
Methodical instructions. During diving, you can not interfere with each other, take away objects, drown each other. The teacher should carefully monitor the actions of the players. The option of an individual game is very interesting. In this case, the playing children are located with their backs to the water and, on command, everyone must find “their” toy. The preparedness of children should be taken into account: firstly, everyone should know “his” toy in advance, and secondly, more prepared children get flat objects from the bottom, less prepared ones - cubes, pebbles, etc.
"Torpedoes". The task is to master and improve gliding.
Description of the game. On a signal, the players take their starting position and perform a slide on their chest (several people at the same time). The winner is the one who slides the farthest^ like a "torpedo". Depending on the conditions, the game can be team and non-team.
Methodical instructions. The children themselves can determine the winner, noting the distance that their comrades will glide. As you learn to slide, you can perform one stroke simultaneously with both hands and then slide to a complete stop (or to the mark), pressing your hands to your body. You can also take into account the straightness of sliding. While sliding, you must not interfere with each other, roll over onto your back or side, perform movements that are not specified by the conditions of the game.
"Screw". The task is to master and improve the unsupported position, the development of orientation in the water.
Description of the game. While sliding, perform side turns, back flips, 360° flips, multiple non-stop flips. The winner is the one who completes the most coups and at the same time slides the farthest.
Methodical instructions. The winner is determined by the teacher. During coups, do not spread arms and legs.
"Arrows". The task is to master the initial position of the swimmer.
Description of the game. Children take the “Asterisk” position on the chest and on the back and arbitrarily perform adduction and dilution of the arms and legs - both simultaneously and alternately, fixing the direct position.
Methodical instructions. In a fixed position, the arms are extended and connected, the legs are straightened, the toes are pulled back (“Fin”), the face is lowered into the water. The execution time is arbitrary. In the supine position, look up, without throwing back or tilting your head.
"ABC", "Account". The players stand facing the side, and floating letters or numbers are scattered on the surface of the water, from which you need to add a certain word or number. On command, the children strive to complete the task as quickly as possible. The one who does it first wins.
Methodical instructions. The number of letters or numbers should correspond to the number of players if they all completed the task at the same time. Words and numbers should be simple at first - “mom”, “dad”, “100”, “200”, etc. The game becomes more difficult when sinking letters or numbers are scattered; to get them from the bottom, you must be able to dive - this is an indispensable condition for the game. As this material is mastered, the time for compiling a word or number is limited, which teaches children to read and count quickly.
"Walking on heels". The task is to study the position of the foot in the breaststroke, the development of orientation in the water.
Description of the game. The game can be played in a variety of formations and in a competitive form: walking in ranks towards each other - “Who is faster?”, diagonally, in a circle, etc. with different positions of the hands (but only on the heels), feet to the sides " poker", "stick", toes - "spread".
Methodical instructions. Previously, the game should be played on land so that its conditions are clear to the children: for this, at first, walking can be performed in a half-squat position (knees to the sides), the position of the hands is arbitrary or regulated. When playing a game in the form of a competition, it is necessary to take into account the direction of movement (a penalty point for the offender), the speed of movement, maintaining a given position of the hands, etc.
"Crocodiles on the hunt". The task is to master the horizontal position, leg movements, and develop orientation in the water.
Description of the game. It can be command and non-command. From the position of the emphasis lying down, the players move on their hands along the bottom, while fulfilling the given
(or optional) leg movements. The winner is the one who gets to the "prey" before the others.
Methodical indicated and I. Water depth - no more than 40 - 50 cm. It is allowed (and even encouraged) to move with the help of the legs (arms pressed to the body or extended forward).
"Frog Frogs". The task is to improve the unsupported position, to test the inclinations for symmetrical footwork.
Description of the game. Children take the position of a swimmer at the start and, on command, perform a glide on their chest, followed by leg movements (you can also perform arm movements) - “like frogs”, “like breaststroke”.
Methodical instructions. First you need to show the children photos of the breaststroke swimmer - in this case, it is more expedient to call the game “We are breaststroke swimmers”; if there is no illustrative material, you should explain how the frog swims and invite the children to reproduce its movements. The game may have several options.
"Dolphins". The task is to master the unsupported position and leg movements of the dolphin.
Description of the game. At the command "Start!" children take the position of a swimmer at the start, at the command "March!" they jump forward and then perform movements with their legs and torso like “dolphins”, trying to swim to the set mark. The game may have several options.
Methodical instructions. If the player stops before reaching the set mark, he again assumes the position of the swimmer at the start, jumps out and continues to move. As the movements are mastered, it is advisable to announce the winner of the one who does not make a single stop and swims to the finish line first.
"Hold on!" Tasks - maintaining balance, developing orientation in the water, emotional impact.
Description of the game. Large balls or inflatable circles can be used as a movable escaping support. The players with one hand hold “their” ball or circle near them and, on a signal, try to lie down on it and hold on for a set time. The winner is the one who first lies on a floating object and stays on it for a set time. The game has several options.
Option 1. Initially, only large circles (cameras) or balls of the same size can serve as a support. Option 2. The sizes of balls or circles periodically decrease or increase depending on the level of preparedness of the children. Option 3. The game is played in the form of a relay race, for example, run to a set landmark, dive further a certain distance, lie down on a floating object and stay on it for a set time. Option 4. Lie down on the circle and get to the established landmark, performing leg movements. Option 5. The same as option 3, but after the children can lie down on a floating object, advance to the set mark due to leg movements.
Methodical instructions. Floating objects (unless it is stipulated by the conditions of the event) must be the same for everyone. Depending on the preparedness of the children, the conditions of the game can change and become more complicated. For example, option 3 may include diving in a circle, somersaults, jumps, etc., which is also determined by the size of the pool (or other body of water).
"Ball on the water". The task is the development of orientation in the water, emotional impact.
Description of the game. The players are divided into two teams with an equal number of participants and stand in two lines opposite each other (at a distance of 1 m). The teacher tosses the ball between the lines. The players strive to take possession of the ball and deliver it to a predetermined zone.
Methodical instructions. It is allowed to throw the ball into the opponents' zone no closer than the established mark. You can take the ball away arbitrarily, but it is not allowed to intentionally sink each other.
LITERATURE
Vasiliev V.S. Teaching young children to swim. Moscow: FiS, 1961.
Levin G. Swimming for kids. Per. from German. M.: FiS, 1974.
Osokina T.I. How to teach children to swim. M., 1959.
Sample program education and training in kindergarten. Moscow: Education, 1984.
Physical education in kindergarten: Standard program. M.: FiS, 1984.
Chekaldina M. G. Babies swim on the blue paths - Swimming: Yearbook. M.: FiS, 1984.
_____________________
Recognition and formatting - BK-MTGC, 2017