THE USE OF PHYSICAL TRAINING MINUTES AS A MEANS OF INCREASING THE EFFECTIVENESS OF LEARNING MATERIAL

THE USE OF PHYSICAL TRAINING MINUTES AS A MEANS OF INCREASING THE EFFECTIVENESS OF LEARNING MATERIAL

Perveeva Viktoriia

PhD, EMBA Head of the Scientific Department of the Limited Liability Company “BVT15”,

Russia, Saint-Petersburg

The article is devoted to the analysis of questions of application of PE minutes in educational practice in order to increase the effectiveness of learning material. The concept of a physical training minute is given, its key features associated with an increase in the level of motivation, providing a child's distraction from the current activity with the transfer of attention to a new type of activity, opportunities to relieve stress, etc. are emphasized. Two typical ways of introducing physical culture minutes in the educational process are given: according to the results of observation of the state of fatigability of the student and the interval method. The results of the analysis show that the total loss of time for physical activity minutes will not exceed a few minutes, while providing the effect, several times the potential of the time spent.

Increasing complexity of educational programs, increasing the study load, as well as multidisciplinary in education together become factors that determine the high fatigue of students in the process of learning material. As a result of prolonged mental work, a child's ability to work significantly decreases, increasing the load not only on the brain centres, but also on the physical condition of the child. Prolonged sitting during the lesson reduces the level of attention, significantly interferes with productivity, indirectly affects the level of motivation to learn. As a result, the overall performance of the educational process falls, the overall effectiveness of general educational training decreases [1].

The relevance of the study is dictated by the fact that the avoidance of all of the above consequences becomes possible through the use of physical training minutes during the lesson. In this context P.S. minute is considered as a source of distraction from the main activity, a kind of micro pause, contributing to the relaxation of the mental and physical state, the transfer of attention to other aspects of educational activity. The teaching practice of the author shows quite clearly that an active lifestyle enhances a child's activity in the learning process; the use of physical activity minutes effectively relieves the child on a physiological and mental level, gives a new incentive to increase overall performance.

Nevertheless, today the issues of introduction of physical recesses are quite complex both in terms of theory and practice element of the lesson, as it requires compliance with a number of principles: effectiveness, individual focus, combinability, contextual possibility of application, the presence of a real effect. In other words, when including a physical minute in the plan of the lesson, it is important for the teacher to take into account what exercises will be performed by children and, therefore, exactly the possibility of their correct performance by all students without exception (here, to a greater extent, the aspect of physical health of the child and absence of contraindications to exercises is considered).

Thus, the combination of these moments becomes one of the central problems in the application of gym minutes, which requires a detailed study for resolution.

The purpose of the article - to analyse the possibilities of introducing and applying of gymnastic minutes in the lesson as a means of increasing the effectiveness of mastering educational material.

Short and at the same time capacious exercises, presented in the form of a combined group of physical exercises, the main purpose of which is to reduce stress, levelling the negative impact on health, rendered in the process of educational activity.

The key figure in changing the child's condition becomes performance, represented in the final potential of a person, in the ability to effectively perform educational activities; the child's performance is closely related to the resulting psychophysiological processes. Working capacity is reduced through general human fatigue; in this key the reduction of the influence of fatigue factors prevails: physical influences, mental work, neuro-emotional factors, chronic diseases [2].

The use of physical training minutes quite effectively eliminates the influence of two factors: fatigue as a result of active mental activity and as a result of neuro-emotional tension. However, in real educational practice all these components are in close relationship with each other, forming a single construct (Fig. 1):

Figure1. Factors determining the level of fatigability of a child during a lesson

Turning to Fig. 1, we can emphasize that each of the presented factors affects the final level of fatigability to a different extent. As the results of the analysis of studies conducted by different authors show, it is the mental activity that mostly affects fatigue, since it is the most common centre of influence on the child in the process of learning activity, can also stimulate other types of fatigue [3].

If in the case of fatigue as a consequence of physical activity, the use of physical activity minutes will be rather negative effect, but when fatigue as a result of mental activity, physical activity minutes will relax the muscles and body, and as a consequence, unload the work of the brain. This is due to the fact that it is the muscles that supply the brain with the largest number of nerve impulses, keeping it in working condition; therefore, after the use of physical activity a child will feel a burst of energy, increasing levels of motivation, mental relaxation will occur. As a result, the child "with new strength" will approach the implementation of the tasks already set within the lesson, and the total loss of time for physical activity will not exceed a few minutes, while providing the effect of several times the potential of the spent time.

The optimal duration break to physical training no more than 2-3 minutes, during which it is recommended to make stretching, exercises for the muscles of the trunk, arms and legs. Coordination and relaxation exercises become quite effective; in some cases, it is possible to use squats or neat jumps. It is advisable to conduct the physical activity minute with an emphasis on two methods: interval and by observation. In the first case, the teacher clearly fixes the time of the beginning of the lesson, from which he counts down about 20 minutes, after which he conducts a PE minute. In the second case, the teacher uses the PE minute when he detects a general decrease in the performance of children, visually recognizing the manifestation of fatigue. 

The key aspect of physical activity minute - reducing fatigue of child, increasing efficiency, etc., can increase the overall efficiency of learning material, which contributes to: distracting the child from the monotonous activity, release the main centres of attention, focusing on the child performing exercises, providing a reproduction of the exact repetitive action in the form of exercises. Thus, at the expense of physical training minutes, the teacher manages to transfer children's attention and then organize it again in a vector of orientation to the educational material. As a result, the effectiveness of teaching increases [4].

The results of the theoretical analysis show that the application of gymnastic minutes to real practice really allows you to increase the effectiveness of learning material by relieving children from mental activity. The use of PE minutes is an essential aspect of elementary school children's learning, as children can switch mental activity to physical activity during the lesson, relieve muscle tension and continue learning in a more efficient manner. 

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