The main set of exercises to strengthen the musculoskeletal system is hardening of the body. Methodical work on physical culture on the topic: "Physical exercises for the prevention and correction of disorders of the musculoskeletal system" On a raft along the stream
The musculoskeletal system is subjected to constant stress throughout a person’s life and wears out over time. There are negative changes in the joints and bones, the muscles of the body, cartilage and ligaments atrophy and weaken. The main causes of changes are aging, excessive body weight, mechanical damage, prolonged exposure to positions that are uncomfortable for the human body. To maintain the health of the musculoskeletal system, you need to control your diet, consume enough minerals and vitamins, and also regularly perform physical therapy exercises.
Physical exercise are training movements that are performed with a certain level of load. They can be active - then the exercise is classified as dynamic. If during the execution of an element a large amount of energy is consumed, and the amplitude of movements is absent or relatively small, then it is referred to as static. Such exercises are characterized by an increase in blood pressure, therefore, in old age, this type of load is contraindicated.
To strengthen the musculoskeletal system, dynamic exercises are used that have a positive effect on the entire body as a whole, and especially on the heart, respiratory organs and circulatory system.
Benefits of dynamic exercise:
- They stabilize the psycho-emotional background, relieve the effects of stress, improve brain function by increasing blood supply.
- Prevent excess body weight gain.
- They train the heart muscle: regular dynamic exercises help the heart to accelerate without problems in the right situation, and quickly equalize the rhythm. Thanks to the clear work of the heart, the work of the circulatory system as a whole is normalized.
- They deepen breathing, helping to saturate the body with oxygen and remove carbon dioxide.
- Develop joints, ligaments and muscles, expanding the boundaries of movement. The amplitude becomes larger, muscle strength increases, and the process of muscle tissue atrophy stops.
- Strengthen bones, act as a measure for the prevention of osteoporosis.
Physical exercises to strengthen the musculoskeletal system must be performed according to certain rules in order to be beneficial, not harmful:
- be versatile, including different parts of the body;
- be regular and carried out according to a specific schedule of the day;
- should not be traumatic: they exclude jumping, sharp and wide swings of the arms.
The load should be increased gradually, as the body gets used to it. Before classes, a consultation with a doctor is required, which will help determine the initial level of load. The best option: to conduct the first workouts under the supervision of an exercise therapy instructor.
The elderly person is limited in choice therapeutic exercises, but, if desired, will be able to choose an acceptable option for themselves. For everyday physical activity, you can choose walking, swimming pool, jogging, Nordic walking. At home, they perform gymnastic elements that involve leisurely slow actions. Exclude from the program inclinations, lifting lower extremities in the prone position, and in the presence of varicose veins, you will have to abandon squats and weight lifting.
The daily routine takes into account the following points:
- Morning workout. Exercises begin right in bed, immediately after waking up. Within 5 minutes, slowly sip and rotate the limbs, bending them at the carpal, ankle, elbow and knee joints. Then they take a sitting position and knead the shoulder and cervical sections for 5 minutes: perform head and hand turns. After they get up and walk for another 5 minutes in place, raising their knees high; or cross the room, from wall to wall, taking deep breaths and strong exhalations.
- Daily walk. This item does not include going to the grocery store. There should be no items in the hands. You need to walk from 30 minutes to an hour, without interrupting the movement. For walking, it is better to choose a park or a sparsely populated street, because outdoor activities are an excellent prevention of nervous disorders.
- Workout. It can take place at home or in a specialized center. The load and lesson plan should be compiled by a specialist, taking into account the age characteristics of the patient. Classes should be held at least 3 times a week for 40-45 minutes.
- Evening gymnastics. It consists in walking and deep breathing (as in the third stage of the morning workout). If the weather permits, you should open the window and breathe in fresh air.
In addition to exercise, multivitamin supplements should be taken to reduce the chances of osteomalacia or osteoporosis.
In an effort to strengthen the skeleton and muscles, we must not forget that physical activities have a number of contraindications that are important to consider for an elderly person. Diseases in which active loads are unacceptable include:
- massive damage to the heart;
- asthma;
- some types of heart defects;
- arrhythmia;
- persistent arterial hypertension;
- pathological changes in the respiratory system;
- diabetes(uncompensated);
- ulcers;
- kidney disease in the acute stage;
- infectious processes.
If during training there are bouts of dizziness, pain in the head, limbs or chest, impaired coordination of movements, high heart rate, nausea and excessive arousal, then the session should be stopped and a specialist should be consulted for re-consultation.
Prevention of diseases of the musculoskeletal system should begin at a young age: sedentary work must be compensated for by active walks and hobbies; in the diet, if possible, you need to limit the consumption of harmful products. It is important to watch your weight; avoid damage to bones and joints; strengthen the muscles that support the spine. Older people, when carrying heavy objects, need to distribute the weight on both sides of the body, lifting it from half-bent legs, and not in an inclination. During the day, you need to lie down on a hard surface several times and completely relax, giving rest to the spine.
for children of senior preschool age with impaired functions of the musculoskeletal system and a set of exercises for children with cerebral palsy.This card file includes game exercises that are simple in content, well known to children for various muscle groups, contain elements of corrective gymnastics, psycho-gymnastics, eye gymnastics, and finger gymnastics. The duration of gaming recreational exercises for children of senior preschool age is not more than 10 minutes.
The main purpose of using the Health Exercises card file by teachers or parents in working with children is to prevent muscle and visual fatigue, as well as to develop memory, thinking, imagination, perception, analysis, synthesis, eye-motor coordination, finger motor skills, kinesthetic sensations. Card file "Improving exercises" was compiled to help teachers of preschool educational institution and parent community.
GYMNASTICS FOR THE EYES
Target: increased motor activity; oculomotor coordination; development of articulatory motility, air jet strength.
"SUNNY BUNNY"
My sunny hare,Jump on your palm.
My sunny hare,
Small as a baby.
Jump on the nose, on the shoulder.
Oh, how hot it got!
Jump on the forehead, and again
Let's jump on the shoulder.
So we closed our eyes
And the sun is playing
Cheeks with warm rays
Gently warms.
Children stretch out their hands.
Put the index finger of the other hand on the palm.
They trace with their eyes the movement of the finger, which they slowly touch first to the nose, again moving it forward, then successively touching one shoulder, forehead and the other shoulder, each time moving the finger in front of them.
The head is always in a fixed position.
Close your eyes with your palms.
Everyone visits the sickAll patients are treated to:
Who is cloudberry
Who is blueberry
Who dried strawberries.
They shift their gaze up and down, right and left.
Looks nose left and right,Looks nose up and down.
What did the sly nose see?
Well, where did we go?
Move your eyes sharply to the right and left.
Move your gaze quickly up and down.
Gently run your index fingers over your eyelids.
"BUNNY"
Each child takes a bunny in his hands or any objectBunny jumped to the right,
Everyone saw a rabbit.
Bunny jumped to the left
Everyone saw with a glance.
Bunny - right, bunny - left.
Oh, what a brave bunny!
Children follow the movements of the bunny with their eyes, the head remains in a fixed position.
"FLY"
The fly buzzed loudlyShe began to curl over the elephant.
Fly, fly flew
And she sat on the elephant's nose.
The fly flew again
And she sat on her ear.
Fly up and fly down.
Well, Elephant, beware!
Our elephant closed his eyes -
Fidget has flown away!
They stretch their hand forward and describe a circle in the air with their index finger, tracing the movement with their eyes.
Touch the tip of the nose with a finger, focus on the tip of the finger.
They touch the ear, tracing the movement of the finger with their eyes within sight, without turning their heads. They also slowly touch the second ear, tracing the movements with their eyes.
Sharply move the gaze to the right, left, up, down, fixing it on the tip of the finger.
Press the palms tightly against the open eyes so that light does not penetrate through them.
Looks to the right - no oneLooks to the left - no one.
One-two, one-two
Head is spinning.
The eyes were closed
The eyes rested.
How do we open our eyes
Let's look up, yes, yes, yes.
Lower your eyes down
Raise them up again.
Stroke your eyes with your fingers
It's time to rest.
They look sharply to the right and to the left.
Perform circular rotations of the eyes.
They close their eyes.
They look up and down sharply.
Gently stroke the eyelids with index fingers.
And in Africa, and in Africa,On the black Limpopo
Sitting and crying in Africa
Sad Hippo.
He's in Africa, he's in Africa
Sitting under a palm tree
And on the sea from Africa
Looks without rest:
Doesn't he ride in a boat
Dr. Aibolit?
But look, some bird
Closer and closer through the air rushes.
On the bird, look, Aibolit is sitting
And he waves his hat and shouts loudly:
Long live dear Africa!
They sit in Turkish, slowly, in the rhythm of the poem, move the pupils from left to right.
They look up and down.
They fold their fingers in a “tube” look into the “spyglass” first to the right eyes, then to the left.
"LETTERS"
A lot of trouble with letters.That's the kind of people they are...
We will look for letters
Let's strengthen our eyes.
Here I see: the letter B
Holds a squirrel in his hand.
They look up and down.
They shift their gaze to the right and to the left.
Complexes of corrective exercises
Target: promote increased physical activity; strengthening the arches of the foot; development of motor-motor coordination
You can hardly hear the autumn is coming,The fruits on the branches ripen.
The forest is full of sweet berries.
And autumn rain pours from heaven.
The garden has been calling us for a long time...
We'll go on a hike.
Here is the road ahead.
We need to go sideways.
Raising your legs high
We have fun walking.
Steps to the lake in a hurry,
They tell us to jump.
Along the earthen path
We go "snake"
Then normal walking.
We are all going in all directions.
We'll find a garden soon.
They saw the garden and ran.
What do we see in the garden?
red apples
High on the branches
We'll get them, kids.
Here they are -
Red, big.
Find apples under the tree
And we'll put it together.
Children will shake the apple tree -
The apples will begin to swing.
We shook the apple tree
Apples fell.
Let's look under the branches:
Are there any apples, kids?
An apple fell from a branch
And jumped, jumped.
We picked a lot of apples
And a little tired.
We walked around the garden for a long time,
Breathed fresh air
Hands to the sides, to the shoulders -
We don't need fatigue.
Hands up, down, forward
It's time to end the hike.
They walk on socks.
They walk sideways.
Walk with high knees.
Jumping on both feet moving forward.
Walk "snake"
They walk at a normal pace.
They go scattered.
They run in a circle with acceleration and deceleration depending on the tempo of the music.
They stop with their faces turned into a circle.
I.p. - the main stand. 1 - hands forward, up, rise on toes.
2 - return to sp. repeat 6-8 times.
I.p. - sit with straight legs, hands down, in front. 1 - spread your arms to the sides, back. 2 - return to sp. repeat 6-8 times.
I.p. - sit down, legs apart, hands down. 1 - arms to the sides - back. 2- hands forward - down. Repeat 5-6 times.
I.p. - lying on your back, clasp your legs bent at the knees with your hands.
1 - 4 - rocking forward - backward. Repeat 5-6 times.
I.p. - support on the knees and hands.
1 - bend your arms at the elbow joints, bend the torso, make a crawl forward
2 - return to sp. Repeat 3-4 times.
Jumping as shown by the leader.
They walk calmly in all directions, raising their arms to the sides, up, down, to the shoulders.
"Kolobok"
Goals: improvement of the function of the vestibular apparatus, strengtheningmuscle contraction of the spine, upper and lower extremities.
What a strange bun
Appeared at the window?
Lie down a bit
Got it and fell apart.
I.p .: lie on your back, and then sit down, hugging your knees with your handsneither. Put your head on your knees. Press your knees to your shoulders and look at your feet.
Here you are and koloboks!
One, two, three, four, five -
Everything fell apart again.
Stretch your legs and lie on your back.
"Scissors"
Goals: strengthening the muscles of the lower extremitiesin the formation of the arch of the foot.
Let's imagine that our legs are scissors. I.p.:lying on your stomach, raise alternately straight legs up -down. In order for the "scissors" to cut well, the legs must bestraight. Lie on your back, rest. Repeat 3 times. (Second option: i.p. - lying on your back
"Kayaking"
Goals: strengthening the muscular corset of the spine,musculoskeletal apparatus of the legs and arms.
I.p .: sitting on the floor, bend your legs slightly at the knees, youpull forward. Lie on your back and try to sit up slowlywithout the help of hands and lie down again. Let's go! Repeat 5 times.
"Caterpillar"
Goals: the formation of correct posture, the development of coordynamism of movements in large muscle groups of the arms andlegs.
I.p .: get on all fours, pull your knees to your hands,without taking your feet off the floor. And then rearrange both hands onetemporarily ahead, as far as possible. This is how the caterpillar moves in search of food. And now you are all caterpillars. Crawled!
"The Frogs" ("The Frogs")
Goals: formation of correct posture, muscle strengtheninglower limbs and muscles involved in the formationarch of the foot.
Here are the frogs along the path
They jump with their legs outstretched.
Qua-qua-qua!
They jump with their legs outstretched!
I.p .: get on all fours, sit down, with your fingerssit down on the floor. Knees apart, hands between knees. Underjump up and return to sp. (Second option: with promotionmoving forward).
Among the trees, in the swamp,
The frogs have their own home.
Here are the frogs along the path
They jump, stretching their legs.
Kwa-kva-kva, kva-kva-kva, .
They jump, not sparing the legs.
"Penguins on Ice"
Goals: formation of correct posture, strengthening of the muscular corset of the spine, development of movement coordinationzhenii in large muscle groups of the lower extremities.
White and black penguins
Far visible on the ice floes.
How do they walk together?
Show it to you.
Protruded palms
And they jumped a little.
And suddenly they saw a walrus,
Hands slightly raised
And quickly walked onto the ice floe.
Between the feet are small cubes or bags ofsand. Children perform movements under speech accompaniment.
"Giants and Gnomes"
Goals: strengthening the muscles of the upper and lower extremities,formation of correct posture, improvement of coordinationmovements.
Walking around the hall. "Giants" - walk on toes, hands up. "Gnomes" - go in a semi-squat, hands on the belt. The back is straight!
"Everybody does sports"
Goals: formation of coordination of movements, strengthening of the muscular corset of the spine.
Jumping frog:Qua-qua-qua!
Swimming duckling:
Quack-quack-quack!
Everyone around is trying
They do sports.
Little squirrel:
Hop-hop-hop!
Branch to branch:
Jump-jump, jump-jump!
Everyone around is trying
Doing sports!
Bend your arms at the elbows, tilt to the sides.
Squeeze and unclench your fingers in fists.
Simulate swimming.
Squeeze and unclench straight fingers.
Change the position of the hands.
Jumping up.
Jumping in place, back and forth.
One hand up, the other down.
Change the position of the hands.
"Hedgehog with hedgehogs"
Goals: formation of the skill of correct posture, strengthening the muscles of the trunk, upper and lower extremities.
Under a huge pineIn the meadow, in the forest,
A pile of leaves where it lies
Hedgehog with hedgehogs runs.
We'll take a look around
Let's sit on a stump
And then we all sit together
And we'll show you all the needles.
Showed, shown
And everyone ran home.
Sock running.
Make sounds (frr-frr-frr)
Running in a semi-squat on toes, hands resting on the hips, the back is round.
Sit down, stretching your neck up.
Sit down with an emphasis on the hands, lower your head, your back is round - “we show the needles”.
Sock running.
"Airplane - airplane"
Goals: strengthening the muscles of the body, a mild effect on the functions of the vestibular apparatus, the formation of the skill of correct posture.
An airplane is an airplane.Takes off for flight.
zhu, zhu, zhu,
I will stand and rest.
I'll fly to the left
zhu, zhu, zhu,
I will stand and rest.
Spread your arms out to the sides, palms up.
Turn to the right and make a sound (zh0.
Stand up straight, lower your arms, pause.
Raise your head - inhale. Turn to the left and exhale to the sound (g).
Stand up straight and lower your arms - pause.
"Mouse and Bear"
Goals: strengthening the muscles of the upper and lower extremities, the formation of correct posture, improving coordination of movements.
The bear has a huge house.The mouse is very small.
The mouse walks
On a visit to Mishka,
He won't get to her.
Straighten up, stand on your toes, raise your hands up, stretch, look at your hands - inhale.
Sit down, clasp your knees with your hands, lower your head - exhale with the pronunciation of the sound (w).
"Kitty"
Goals: strengthening the muscular corset of the spine.
I.p .: get on all fours with support on your knees and hands. “The cat is angry” - the back is round, lower the head as low as possible. “Kitty kind, affectionate” - bend your back, raise your head.
"Spruce, Christmas tree, Christmas tree"
Goals: education and formation of correct posture, strengthening the ligamentous-muscular apparatus of the trunk and limbs, training attention.
There are tall firs in the forest. Stand up straight, like these slender fir trees, pull yourself up, straighten up. (Head, torso, legs - straight, spread your arms, "branches", slightly to the sides, palms forward.) Let's go further into the forest, see if the tall spruce has sisters? So the sisters ate - Christmas trees.
They are shorter, but just as slender. (Take the correct posture, but in a semi-squat.) Let's go, let's look for more Christmas tree sisters. Here they are, very small. But they are also remote: beautiful and also slender. (Squat down, head and back straight, hands slightly apart with palms to the sides.)
"Martin"
Goals: formation of coordination of movements, strengthening of the muscular corset of the spine and muscles of the lower extremities.
I.P. - OS: stand up straight, raise the right (left) leg back up, arms to the sides, tilt the torso slightly forward, raise the head. Hold for 1 - 2 s, then return to I.P. Repeat the same with the left leg.
"Walk sideways"
Goals: education and formation of the skill of correct posture, development of coordination of movements, strengthening of the muscular corset of the spine and the muscular apparatus of the feet.
I.p. - OS: take the correct posture, a bag of sand on your head. Walking sideways with an added step (left, right).
"Corner"
Goals: improving the function of the vestibular apparatus, strengthening the muscular corset of the spine, muscles of the upper and lower extremities.
I.p .: lying on your back, stretch your closed legs. Raise your legs and head at the same time and hold for 1 - 2 s, the back is pressed to the carpet.
(Second option: the back comes off the floor and rises with the head).
"Seated Football"
I.p .: sitting on the floor, legs bent at the knees and pressed to the stomach. With the movement of the legs forward, throw the ball to the child sitting opposite. He catches it with his hands, and then kicks the ball sharply to his partner with his feet. (Options: catch the thrown ball with your feet, roll it with one or the other foot, knock down the pins with the ball, which are at an equal distance between the players). After the game, the facilitator invites the children to lie on their backs, raise their hands and stretch. Then turn on your stomach and stretch again (raise your head and look forward).
"Turtles"
Objectives: formation of correct posture, strengthening of the muscular corset of the spine, development of coordination of movements in large muscle groups of the upper and lower extremities.
I.p .: get on all fours with support on your knees and hands. Move forward while moving the right arm, left leg, then left arm, right leg. The back is straight, raise the head.
"Geese"
Goals: strengthening the muscular corset of the spine and muscles of the lower extremities.
I.p. - o.s.: standing, then squatting down, walking with a “goose step”, put your hands on your knees. Keep your back straight.
Literature:
1. M.Yu. Kartushina "Improving classes", M: "Creative Center", 2004.
2. E.N. Dumpling "Physical and recreational activities with children 5 - 7 years old", M: "Creative Center", 2002
Games and exercises for the development of hand motor skills
"Washing my hands" - children alternately cover the hands of the right and left hands in a circular motion.
"Put on gloves" - we draw from the nail to the base of each finger of the right hand with all the fingers of the left hand gathered together (and vice versa) starting from the thumb.
"We take off the mitten" - we begin the movement at the base of the hand (we cover the right and left hands alternately) and reach the fingertips.
"A horned goat is coming" - all fingers except the middle and index fingers are clenched into a fist. In this case, the outstretched hand is turned alternately to the right and left.
"Bunny wiggles his ears" - the index and middle fingers are directed upwards, they are alternately bent and unbent (the rest are all the time clenched into a fist).
"Hello finger!" - in this task, you need to alternately touch the thumb with the index, middle, ring finger and little finger. When children can remember the names of all fingers, you can complicate and concretize tasks by changing the sequence of touches.
"Draw the sun in the sky" - with the index finger “draw” a circle, using both the right and left hands. In the future, you can do this exercise with both hands at the same time.
"Balls" - Light and safe, they can be rolled up from foil or paper.
"Maracas". Pour small items into small plastic bottles: beads, pebbles, coins, seeds. Together with the child, you can simply fill the bottles and twist them, or you can complicate the task: mix the fillers in a pile and lay out each type in “your own vessel”. Each of them will have its own “voice”, in addition, it is interesting to look at the contents through the transparent walls while relaxing!
"Shurshariki". Now we fill with small objects slightly inflated balls, one is left empty. We feel and guess: "what's inside?"
Finger massage
You can perform massage with the following material:
toothbrush,
massage comb,
Pencil, felt-tip pen,
Various balls, balls,
Walnut.
Exercises with balls
Learn to grab the ball with the whole brush and release it;
Roll clockwise;
Hold with one hand or the other and perform screwing movements, clicking, pinching;
Compress and decompress;
Throw and catch.
Grain games
Contribute to the development of fine motor skills, sensory perception, fixing color, shape, thinking.
Massage of the palms with peas or beans,
Transferring cereals from one container to another (jars, bowls, cups, boxes),
- "magic bag" - guessing by touch (various cereals),
- "Dry pool" of beans and peas,
Laying out geometric or floral ornaments at reference points,
Laying out figures of people and animals, numbers, letters
Water and sand games
water games they are good because they allow even a slight movement - a slap on the water - to set in motion both the water itself and the object placed in it. It is good to play with objects of different density: some will float, while others will “drown”. Those that will make sounds, on the one hand, will attract attention, on the other hand, will contribute to sensory perception.
sand games develop and improve tactile sensitivity and motor skills of the hand, attract and hold the attention of the child with their dynamism. Stirring and pouring, filling objects with sand, mixing with water and even sifting through a sieve - these simple manipulations will calm and bring positive emotions at any age. Promote the development of fine motor skills, tactile sensations.
- “burrowing” of a toy, object,
Search for "treasure",
Various images (drawing) on the sand,
Working with a pipette (suction of water with a pipette),
Coloring water (experiments with water),
Sand crafts.
Randomly release the toy from the hand into the water (according to the instructions: "Give");
Take out - put the toy in on your own or with the help of an adult;
Ride a car, a ball, a boat on the water;
Collect small objects from the water with two fingers, varying the weight, shape and size of objects
Games with rubber bands and ribbons, wire
Contribute to the development of fine motor skills, dexterity of fingers, attention, perseverance, patience; development of a sense of color, size.
fold ribbons,
Wrap on a stick
Take the gum from the table with different fingers,
Stretch the rubber band with different fingers
Puppet therapy, finger theater
Promotes the development of fine motor skills, creativity, dexterity, orientation in space, to combine movements with speech, the development of creativity.
driving doll,
Dressing the doll in different hands,
Imitation of movements and speech.
Clothespin games
It promotes the development of fine motor skills, develops dexterity, the ability to control one's movements, develops sensory experience.
Transfer from one hand to another
Take clothespins out of the basket
With clothespins, “bite” alternately the nail phalanges,
- “dry handkerchiefs” (hanging handkerchiefs on a string),
- “additives” we select the missing details for objects (for example, for a hedgehog - needles, for the sun - rays, for a house - a roof, and so on),
Choose clothespins according to the color of clothes, fabrics.
Working with rings
There is a wooden rod on the table and several rings of the same size lie. The child is invited to alternately put these rings on the rod. Previously, an adult explains and shows how to perform these actions.
Working with cubes
Several cubes of the same size are placed in front of the child. After explaining and showing, the kid should independently put the cubes one on top of the other to get a turret, then a house, etc.
Working with wooden toys
Folding wooden nesting dolls, pyramids, boxes are laid out on the table. An adult, together with a child, carefully examines these items. Then the child is shown how the toy opens, how it can be disassembled, assembled and closed. After the explanation and demonstration, the adult invites the child to perform the action on his own.
with balls
An empty box is placed on the table, several balls are placed on both sides of it. The adult takes one ball, which is on the right side of the child, and throws it into the box, and then invites the child to do the same.
In this case, it is necessary to determine how much the child owns one or the other hand, how he grasps the ball.
Give the children the following tasks:
It is easy to press with three fingers on the pear of the spray gun, while directing the stream of air onto the cotton wool so that it moves smoothly on the table.
Stretch a thin rubber band between your index and middle fingers. Finger this rubber band with the index and middle fingers of the other hand (like guitar strings).
We squeeze our fingers into a fist, then alternately bend and unbend each finger with the rest gathered into a fist. Repeat up to 10 times.
With the hands clenched into a fist, we will make circular movements to the left and to the right. Repeat circles in both directions 10 times.
We spread straight fingers and, starting with the little finger, we successively bend our fingers into a fist. Then, starting with the big one, we return them to their original position.
Alternately bend the fingers of the right hand (left hand), starting with the thumb.
Bend the fingers of the right (left) hand into a fist, straighten them one by one, starting with the little finger and starting with the thumb.
Take large objects, different in weight, material, shape of the toy with the whole brush;
Take objects with both hands at once (they change the texture, volume, weight of these objects).
handkerchief games
There is a handkerchief unfolded on the table. The child puts his hand in the middle of the handkerchief, palm down, all fingers apart. To the teacher’s words, “pull your fingers together” and take a handkerchief in your palm. The child moves his fingers, grabs a handkerchief between his fingers. The same is done with the other hand.
- "Snake"
Hands bent at the elbows are on the table. To the words of the teacher, “the snake is crawling fast, calling the guys to play” - the children send a handkerchief between the little finger and the ring finger, put the handkerchief between the ring and middle fingers, then stretch it between the middle and index fingers. The stretching between the index and thumb ends, the “snake” crawls from right to left and back, starting its way between the thumb and forefinger, etc. The direction of movement of the "snake" will depend on the hand, the motor function of which is most preserved.
- "Lump"
The handkerchief lies unfolded on the table. The palm of the hand is placed on the corner of the handkerchief. To the words of the teacher “and-and-and ... crumple, crumple, crumple our hands do not appease” - the child begins to crumple the handkerchief so that it is all in his fist.
Tasks for the development of facial expressions in children with cerebral palsy:
an adult should demonstrate to the baby how a puppy sniffs, a bird listens, how a cat tracks a mouse. Then you should ask the child to repeat what he saw;
demonstrate surprised eyes, ask to repeat;
describe the moment of happiness and pleasure, show how the kitten rejoices in the caress, and the puppy in the delicious treat;
describe the feeling of pain, demonstrate pain in the abdomen, crying, feeling cold;
show a moment of disgust: let the baby imagine that he is drinking a bitter medicine or eating a lemon;
explain what anger is by showing an angry person;
demonstrate a sense of fear, loss of home or loved ones;
develop a sense of shame and guilt for their actions, teach to ask for forgiveness.
A set of exercises for children with cerebral palsy
Classes that develop movement skills:
the child squats, the adult stands in front of him in the same way, puts the child’s arms on his shoulders and, holding him at the waist, tries to put the baby on his knees;
the child is on his knees, the adult supports him with his armpits and tilts him in different directions. This technique allows the child to learn to distribute the load on the right, then on the left leg;
an adult stands behind a standing child, holding his armpits, and gently pushes the child's popliteal cavities with his knees, forcing him to sit down;
the child sits on a chair, the adult stands opposite him, fixing his legs, pressing his feet to the floor. The adult takes the child's hands and pulls them forward and upward, which makes the baby stand up;
holding the child, ask him to stand alternately on each leg, trying to maintain balance;
securing the child by the hands, make pushes and pulling movements in different directions, forcing the child to take a step.
Classes for the normalization of joint functions:
the child lies on his back, one leg is extended, and the other should be gradually brought with the knee to the stomach, and then returned to its original position;
the child lies on its side, with the help of an adult, slowly moving the thigh to one side or the other. The knee is bent at the same time;
the child lies on his back, alternately raises and lowers his legs, bending them at the knee;
the child lies on his stomach, a pillow is placed under the chest. An adult lifts the child by the upper limbs, unbending the upper body.
Exercises for abdominal muscles:
the child sits on a chair, the adult helps the child lean forward. The baby must return to its original position on its own, or with a little help from an adult;
the child lies on his back, arms along the body. It is necessary to stimulate the baby's attempt to roll over on his stomach and again on his back on his own, without using the handles;
to teach the child to strain the muscles of the tummy, the exercise can be combined with deep breaths and exhalations;
the child sits on the floor, legs are extended. Help the baby reach out with his fingers to his toes, without bending the legs at the knees;
the child lies on his back, the adult helps the child raise the straight legs and bring them up, touching the floor above the head with the fingers.
Classes to eliminate hypertonicity of the muscles of the hands:
carry out active movements with the child's brush in different directions, occasionally shaking the hand and relaxing the muscles;
hold the child’s hand or forearm firmly until the state of hypertonicity is eliminated, then shake or shake the limb to relax.
Leg muscle exercises:
the child lies on his back, arms along the body, legs lead to the stomach. An adult holds the shins and alternately abducts the legs in the hip joint, combining abductions to the sides with circular rotations of the leg;
an adult conducts flexion and extension movements of the hip joint to the child, after which the child tries to hold the leg on his own.
Exercises to maintain the cervical muscles and the muscular corset of the body:
the child lies on his back, and the adult, lifting the body by the armpits, shakes it from side to side, turns right and left, not allowing the child to resist. In the same way, they shake their head, holding it in the air;
the child lies on his side, and the adult tries to knock him over on his stomach or on his back. In this case, the baby should try not to succumb to pushes, resisting;
the child sits on a chair, hands and head are relaxed. The adult turns his head in different directions, tilts back and forth, and the child tries to relax the neck muscles as much as possible.
Exercises to stabilize breathing:
ask the child to imitate deep breathing, blow out a burning candle, blow a feather from the palm of your hand. It is useful to inflate together with the baby air balloons or play blowing bubbles;
an excellent effect can be expected if a child is taught to sing. A similar effect is observed when playing the harmonica, flute, for starters, you can use a regular whistle.
Correctional games
12. Kach-kach
Children lie or sit on the floor, legs extended. At the signal of the educator, the feet are swayed to the sides (to the right, to the left), bent and unbent. The movements are accompanied by the words "kach-kach". Repeat 2-6 times.
13. Spruce, Christmas tree, Christmas tree.
The teacher invites the children to go to the forest: the children walk through the hall. “There are tall fir trees in the forest, stand up straight, like these slender fir trees, pull yourself up, straighten up.” Children stop, assume a correct posture (head, torso, legs straight), spread their “branches” arms slightly to the sides, palms forward. "Let's go further into the forest, see if the tall spruce has sisters?" Children follow the teacher. He stops: “Here are the sisters of the ate-tree, they are shorter, but just as slender, beautiful.” The teacher invites the children to stand up like Christmas trees - to take the correct posture, but in a half-squat position. “Let's go, children, let's look for more sisters of firs. Here they are quite small, but also remote: beautiful and also slender. The teacher asks the children to become little Christmas trees. Children squat down, head straight, back straight, hands slightly spread apart with palms to the sides. The game is repeated several times. The teacher encourages children who have completed the task correctly.
16. Frog.
The child sits on his haunches, leaning on his hands (on all fours). An adult grabs him by the waist and encourages him to straighten his bent legs back (first one, then the other, then both at the same time); for a moment, the child leans only on his hands (with the help of an adult). Repeat the exercise 3 times so that the child first lifts the feet off the ground and raises the straight legs as high as possible.
19. Ragdoll.
The child first gets acquainted with a rag doll, in which all the limbs are gently movable. He is tasked with lying on his back, closing his eyes and relaxing (like a rag doll). To make sure that the child is well relaxed, you can take his hands and shake them. With proper relaxation, these passive movements they pass from the hands to the entire shoulder girdle and neck, while the child’s head sways like a rag doll. The ability to relax is very important for mastering the body, for relieving mental stress, for example, when falling asleep. Exercise "rag doll" to repeat with each lesson.
29. Clock.
The teacher says: “Children, you know that the hands of the clock go around all the time. Wherein hour hand moves very slowly, minute - faster, and second - runs very fast. So our tongues with you must learn to walk in a circle, like the hands of a clock. To do this, children must perform slowly circular movements with the tongue, stretching it in a circle, first along the upper, then the lower lip. Such movements are made from left to right, then from right to left. In this case, you need to make sure that the child's mouth is open, and the lower jaw remains motionless. Exercise develops and strengthens the muscles of the tongue.
42. Sitting in Turkish.
Children sit on the carpet, legs in Turkish (crosswise), the outer edges of the feet equally evenly rest on the floor. You need to get up, holding on to some kind of support, or with the help of a teacher, or another older child; legs should be straight (cross) and should be on the outer edges of the feet. Just sit down; the weight of the body is evenly distributed on both legs, on the outer edges of the feet.
47. The gray bunny washes.
One of the players is designated as a bunny. Everyone else becomes in a circle. "Bunny" takes a place
in the middle of the circle. Children standing in a circle say together with the instructor:
Bunny goes to visit people. He will also wash his paws,
We will bathe together. Wipe them off with a clean rag.
Bunny washed his mouth and ears. Dressing, lope, lope -
He is good, he is obedient. Rushing to visit with all legs.
"Bunny" makes all the movements corresponding to the text. Children repeat these movements after him. The one to whom the “bunny came to visit”, from those standing in a circle, becomes a “bunny”, and the game ends when 5-6 “bunnies” change.
57. Who flies.
Children stand in a circle facing the teacher standing in the middle of the circle. He explains the rules of the game. The teacher loudly calls the object, animal, bird and at the same time raises his hand up.
Children should raise their hand only when the teacher names only what flies (airplane, rocket, lark, etc.). If the child made a mistake and raised his hand when the teacher named a non-flying object, he is credited with an error. The most attentive children who have never made a mistake win.
60. Fist - palm.
Children sit or lie down. Hands in front of you. Everyone should clench their left hand into a fist, fingers up. The outstretched fingers of the right hand rest against the fist of the left hand. Then the right hand is compressed, and the fingers of the left hand are extended and rest against the fist of the right. Movements must be fast and precise.
62. Ear, nose.
Children sit or stand. The players should clap their hands in front of them, take their left ear with their right hand, and their nose with their left. Then, clapping your hands, on the contrary, grab your nose with your right hand, and your right ear with your left hand, and so on several times. Whoever makes the fewest mistakes wins and is appointed as the leader in the next game.
78. Fish.
From a supine position, the child quickly rolls onto his stomach, arms extended up or along the body.At first, the game is played on a soft mat (an adult insures the child), and then on a hard one and already independently (without safety net). Repeat 3-5 times, giving a little rest between repetitions.
79. The hedgehog stretched out - curled up.
In the supine position, the child raises his hands behind his head and stretches as much as possible.
Then, raising the upper half of the body to the knees, leans forward, i.e. grouped, clasping the legs under the knees (the hedgehog curled up). Repeat 2-6 times. Between each repetition, rest, lie down like a “rag doll” (see game No. 19), relax.
81. Balance.
Parents, squatting, tightly clasp their hands (the right mother from the left father), pressing them to their body. With other hands, they take the hands of the child, who becomes one foot on the hand of the father, the other - on the hand of the mother. Parents slowly stand up and raise the child to waist level, in a standing position (the child straightens his back). After that, they begin to walk slowly, encouraging the child to continue to stand, maintaining the correct posture. Step by step speeds up. After 1-2 minutes, the parents again squat down, and the child jumps to the ground.
85. Cranes and frogs.
2-5 players represent cranes - they stand on one leg, changing one or the other leg when tired. The rest of the children depict frogs, jump on all fours.
At the signal of the leader, the “cranes”, jumping on one leg, catch “frogs” running away to the “swamp” - a circle outlined on the floor (ground) in one of the corners of the room (platform). In the "swamp" they are saved. Then the children switch roles.
86. Sleeping cat.
One player lies down (sits down) on a bench (chairs) standing in the middle of the site (room), depicting a sleeping cat. The rest of the children - mice - quietly go around him on their toes from all sides. At the signal of the leader, the cat "wakes up" and catches the mice running away. Caught in turn becomes a cat.
106. Mice in the pantry.
Children pretend to be mice. They sit on chairs or on benches on one side of the site (mice in holes). On the opposite side of the site, at a height of 40-50 cm, a rope is stretched, behind which there is a "pantry". To the side of the children sits an instructor playing the role of a cat. "Cat" falls asleep, "mice» RUN INTO THE "PANTRY", THEY BEND AND CREATE UNDER ROPE.
Then, squatting down, “nibble crackers”: “crunch-crunch”. The "cat" suddenly wakes up and runs after the "mice". "Mice" run out of the "pantry" and run into the "minks". "Cat" catches "mice". Having caught one, the "cat" puts him separately and repeats the game with the rest. The game ends when all mice are caught. At the end of the game, the teacher invites everyone to stretch, raise their heads up: “now they are not mice, but nice kids and they will grow up well.” At the same time, posture and lip closure are controlled.
119. Train with watermelons.
The game is played while sitting. The players sit in a circle. The teacher is behind the circle. Children throw the ball to each other in turn, and then throw it to the teacher. This is "loading watermelons on the train." Then the children make circular movements with their hands, saying: “Chu-choo-choo” ... The train is moving! After 2-3 minutes the train stops. Children say "Shhhh..." After that, the "unloading of watermelons" begins - the same movements as during the "loading". When pronouncing the sound "Shhsh", the lips fold into a tube.
126. Catch the balls - big and small.
The players form a circle.The teacher brings two balls - small and large. Children must, on signal, pass the balls in a circle. The game is played standing or sitting on chairs (bench). At the signal "Big, go ahead!" a big ball is passed, and after it, having missed 2 people, at the signal "Small, forward!" a small ball is passed. After some time, at the direction of the teacher, they begin to pass the balls in the other direction, i.e. big for small. The game continues until one ball catches up with the other. Then the transfer of balls is carried out differently: for example, by hitting the floor. Whoever makes a mistake is out of the game. Whoever the balls meet can become the leader in the next game.
127. We walk in hats.
The players are standing. Children are placed on their heads with a light, light load - a “hat” - a sandbag weighing 200-500 g or a plank, a wheel from a pyramid. After checking the posture of the children (the head is straight, the shoulders are at the same level, parallel to the floor, the arms lie calmly along the body), the teacher gives a signal to walk. Children should walk at a normal pace around the room (playground), maintaining good posture. For children 5-6 years old, the game can be complicated by offering children to dance, walk along a winding line drawn on the floor with chalk, along a gymnastic bench, or step over various objects on the floor (platform). The winner is the one whose “hat” has never fallen and at the same time he has not broken his posture.
132. Wolf.
The "wolf" (leader) is selected.The place outlined by the line is considered to be the forest where the "wolf's lair" is located. Children go to the "forest" for mushrooms. They crouch (looking for mushrooms) and sing:
We go for a walk in the forest
And we'll find mushrooms.
You, wolf, don't scare us,
Give us mushrooms.
The wolf is coming! All over me!
We ran home.
"Wolf" rushes at the guys, they take flight. The one who is caught becomes a "wolf". If the "wolf" does not catch anyone, then it goes back to its lair. The game is repeated.
134. Forest fairy tale.
Choose "Christmas trees" and "bunnies". Leading - "Santa Claus" (educator). He says:
Slender Christmas trees flaunt,
Bunnies love them
"Christmas trees" stand straight, hands on the belt (fingers in front), "bunnies" jump between the "Christmas trees" on their toes. Santa Claus is coming. "Bunnies" scatter in different directions and squat down (bench). Then, at the sign of the educator, the “bunnies” join the children depicting Christmas trees, and become them. Host (Santa Claus) says:
I'll freeze the trees, And I'll straighten the tops,
I'll straighten all the needles for them. I'll go back and look.
"Santa Claus" puts "Christmas trees" tightly against the wall. The hands of the children are lowered and slightly laid aside with the palms forward, the hands and fingers are firmly pressed against the wall with the back side. "Santa Claus" corrects the children's posture, closing their lips, then says:
You can swing branches
Just stand tall!
Children, standing against the wall, move the lower jaw forward. In this case, the tongue rises and moves back and forth across the palate.
Children raise slightly bent arms up, lean to the right and left, lower their hands down. "Santa Claus" blows on "Christmas trees" and "bunnies". Children say:
Oh, the blizzard breaks us:
It bends, it unbends.
All children standing raise their hands up with palms forward, bend over and, lowering their hands, touch the floor with their fingers. The movements are repeated. With the words:
How much snow has fallen
How we were crushed by snow!
Children lie on their stomach, put their heads on their folded hands.
"Father Frost":
You can, you can stretch and
bend over a little,
Keep your legs straight
Branches - straighten your arms.
Children, lying on their stomachs, bending slightly, stretch, without lifting their legs slightly apart from the floor.
"Santa Claus" gives the command:
Strongly, strongly stretch
And turn back.
Children turn, lie on their backs, muscles are relaxed.
"Father Frost":
Let's raise our legs
Raise and lower.
On the stomach we will turn
And let's turn to the kids.
Having done everything that "Santa Claus" requires, the children at the end of the game drive a cheerful round dance with "Santa Claus".
136. Carousels.
Children join hands and form a circle, lower their hands and in a circle stand at the back of each other's heads. Walking slowly one after another, on the signal of the teacher they say:
Carousels, carousels,
We sat in the car with you
And let's go.
Saying the last word, the children bend their arms in front of them, clench their hands into fists (“steering wheel” in their hands) and with the sound “rrrr ...” run in a circle, turning the “steering wheel”, making movements with their hands to the right, to the left. After running for 1-2 minutes (changing direction), the children hold hands. Then they raise their hands high (big guys) - inhale, lower them down and bend over ("little guys") - exhale. Then the children lower their hands, stand in a puff to each other, walk slowly in a circle and sentence the same rhyme.
After this phrase, the children bend their arms at the elbows, making circular movements in the shoulder joints and saying “choo-choo”, move faster and faster (the train picks up speed), moving on to run. Gradually, the run slows down, the children join hands and walk in a circle.
140. The sea is worried.
They put two benches or two rows of chairs next to each other (one chair less than the players). You can also draw a large circle on the ground and mark the places of the players on it with numbers. The one left by lot without a place is called the "sea". He is leading the game. Each of the players takes the name of a fish or sea animal. The driver walks around the players, smoothly waving his hands, saying: “The sea is worried! Ocean is shaking". Suddenly he stops and names some fish. The player called by that name follows him. All the other “fish” are also called and follow the “sea” in a string, imitating its movements and saying: “The sea is worried.” As soon as the driver says: “There is a storm on the sea!”, Everyone circles in place. If he says: "The sea is calm," everyone hurries to take their places. Of course, the "sea" will always provide a place for itself. The one left without a place becomes the “sea”, and the game will resume, then everyone can take another name for the fish. The driver (“sea”) can shout: “The sea is calm” when he wants, even when not all “fish” are called. The game can be ended when all the players have been in the role of the sea. If the number of players is large, the teacher ends the game arbitrarily.
150. Between maces.
Bypass the “snake” maces placed in a row (the width of the passage between them is 30 cm). The child who does not knock down a single club wins. You can complicate the game by passing with maces with your eyes closed.
Here are the maces in a row. Let one replace the other
Go around them all. And the maces will not hurt.
Variant of the game: crawl in a plastunsky manner between the maces without hitting them. The same on all fours. The game can be played by teams (relay).
160. Statues.
Children stand in a circle, leaving a gap of at least two steps between them. One of the players throws the ball to the other. He, without changing his place, loits him. The one who did not catch the ball turns into a "statue", remaining in the position that he took when catching the ball. The game continues until one player remains. He, as the winner, must revive the "statue". To do this, he goes to the middle of the circle and throws the ball to each of the players, and he in turn must throw it to the winner. The “statue” that caught the ball is considered animated and can again take a free pose. If the winner does not catch the ball returned to him, he also turns into a "statue", and the game continues from the place of the one who throws the ball last.
183. Bees and a bear.
A child - a "bee" crawls out of the hive (crawls under a chair, rope) and "flies" - runs easily, arms outstretched. When exclaiming: "bear" - quickly returns to the hive. The "bear" can be another child or an adult. A "bear" can appear and grab a "bee" without a shout.
188. The children dressed up.
Children stand in a circle, one child in the center. Holding hands, the children walk in a circle and sing:
Valya walked along the path, Valya tried on slippers,
Valya found slippers. Just put it on, limped.
I gave Kolya slippers,
I went to dance with Kolya.
The child standing in the center depicts everything in motion (trying on “slippers”, jumping on one leg, etc.), then dancing in a circle with a child selected from the circle. The rest of the children sing along and clap their hands.
The teacher draws the attention of children to the ability to beautifully hold their heads, to the correct posture.
190. Ballerina.
The child, standing on the left leg, bends the right leg, takes it back and grabs the sock with the right hand. The left one holds on to a chair, table or the hand of an adult who gives the bill.
196. Don't lose the ball!
All children are given medium or small balls. The teacher says: “You can play with the ball as you want!” Children scatter in different directions and play freely with balls: roll, throw, catch. To the words "Don't lose the ball, lift it up!" everyone stops and shows their balls. The game is repeated 3-4 times. After that, the teacher invites the children to walk around with the ball in their hands.
Having placed the children in a circle, the teacher invites them to do several exercises with balls, for example: 1) lift the ball up, look at it and lower it;
2) spread your arms to the sides, then, connecting them in front of you, transfer the ball from one hand to the other and lower your hands down;
3) bend down, put the ball on the floor, straighten up without the ball, bend down again to put the ball on the floor, straighten up without the ball, bend over again and pick up the ball;
4) sit down, roll the ball on the floor from the right hand to the left (and vice versa), then stand up, lifting the ball; 5) lift the ball up and pass it back to the player standing behind. During the exercises, calm closure of the lips is controlled.
Anyone who drops the ball at least once is out of the game. When the game is over, the children put the balls in baskets or boxes.
210. My cheerful sonorous ball.
Children stand or sit on chairs at a distance of 1m from each other. They are given palm-sized balls. Together with the teacher, the children hit the ball on the floor and catch it with one hand under the poem:
My cheerful, sonorous ball,
Where did you jump off to?
Red, yellow, blue.
Don't chase after you.
For younger children, a large ball is taken. Children hit it on the floor and catch it with both hands, then throw it to each other in turn. Whoever has the ball dropped is out of the game. The rest of the children start the game again. Play 2-3 times. The best players go through the "lap of honor" with the teacher. The teacher controls the correct posture.
239. Clever guys.
Children stand or sit. This game can be played by 2-3 children competing in dexterity (who crawls under the rope or quickly climbs over it without hitting it), in jumping (who will jump higher without hitting the rope). The game can become a team game if there are at least 6-8 children. Divided into two teams, children compete among themselves in the quality of jumping and in the ability to crawl under the rope or climb over it.
276. Jump - jump - jump.
Jump alternately on one and the other leg, then stand up, tucking one leg up like a stork, then get on all fours and jump like a frog, 5-6 m. Repeat everything, jump on both legs, holding your hands on your belt. At the same time, nasal breathing is controlled, calm closing of the lips.
We are jumping along the path, It is no longer a stork - a bird,
Changing legs frequently. That frog is a frog,
They galloped, galloped, "Kwa-kva-kva!" - shouts to girlfriends.
And then, like a stork, they stood up. Jump, jump, jump,
Come, look: I rode as far as I could.
277. We jump on one leg.
We jump on one leg with the right, and then with the left.Then vice versa - left and right, moving forward. At first 1 - 1.5 meters, then the distance increases.
290. Transplantation.
The child from a kneeling position sits to the right, returns to the starting position without the help of hands.Then sits to the left. The adult first helps the child, supporting the hands. If there are 2 or more children, you can organize a competition: "Who will do this exercise better, with a straight back."
Forms of combating diseases of the musculoskeletal system
Physical exercise and sports increase the strength of bone tissue, contribute to a stronger attachment to the bones of muscle tendons, strengthen the spine and eliminate unwanted curvatures in it, contribute to the expansion of the chest and the development of good posture.
The main function of the joints is the implementation of movement. At the same time, they act as dampers, a kind of brakes that dampen the inertia of movement and allow for an instant stop after a fast movement. Joints during systematic physical exercises and sports develop, the elasticity of their ligaments and muscle tendons increases, and flexibility increases.
When working, muscles develop a certain force that can be measured. Strength depends on the number of muscle fibers and their cross section, as well as on the elasticity and initial length of the individual muscle. Systematic physical training increases muscle strength precisely by increasing the number and thickening of muscle fibers and by increasing their elasticity.
It is estimated that all human muscles contain about 300 million muscle fibers. Many skeletal muscles have strength in excess of body weight. If the activity of the fibers of all muscles is directed in one direction, then with a simultaneous contraction they could develop a force of 25,000 kg m.
The main physical culture form of combating diseases of the musculoskeletal system is physiotherapy exercises. It is used in the form of therapeutic exercises, walking, health path, games, strictly dosed sports exercises. Therapeutic gymnastics is the main form of exercise therapy (see Appendix No. 2). Exercises of therapeutic gymnastics are divided into 2 groups: for musculoskeletal and respiratory.
The first, in turn, are subdivided according to the localization of the impact, or the anatomical principle, - for small, medium and large muscle groups; according to the degree of activity of the patient - passive and active. Passive exercises are called exercises for the affected limb, performed by the patient with the help of a healthy limb or with the assistance of an exercise therapy instructor; active - exercises performed completely by the patient himself.
Based on all of the above, we can conclude that in diseases of the musculoskeletal system, the main emphasis should be placed on:
exercises aimed at strengthening bone, muscle tissue, joints.
Physical therapy must be included in the treatment of diseases of the musculoskeletal system.
Classes are conducted by the best specialists-rehabilitologists. The effectiveness of each individual lesson and training complex will provide a lasting result.
Kenesitherapy for scoliosis, kyphosis, flat feet, osteochondrosis, osteoporosis.
Articular gymnastics for arthritis, arthrosis and injuries.
Gymnastics "relax" - with radiculitis, osteochondrosis, acute pain in the spine and joints.
Adaptive physical culture - to improve metabolism and adaptation to physical activity.
Corrective, detorsion gymnastics - for the formation of a corrective muscle corset and normalization of muscle tone.
There are two types of physiotherapy exercises: general training and special training. General training in exercise therapy is aimed at strengthening and improving the body as a whole; and special training during the course of physiotherapy exercises are prescribed by a doctor to eliminate violations in the functioning of certain organs or systems in the body.
To achieve results in physiotherapy exercises, certain exercises are used to restore the functions of one or another part of the body (for example, to strengthen the abdominal muscles, physiotherapy includes a set of physical exercises in a standing, sitting and lying position). As a result of taking a course of exercise therapy, the body adapts to gradually increasing loads and corrects the disorders caused by the disease.
The attending physician prescribes a course of therapeutic exercises, and a specialist in physiotherapy exercises (exercise therapy) determines the methods of training. The procedures are carried out by an instructor, in especially difficult cases - by a physiotherapist. The use of therapeutic exercises, increasing the effectiveness of complex therapy of patients, accelerates the recovery time and prevents further progression of the disease. You should not start exercise therapy classes on your own, as this can lead to a deterioration in the condition, the method of therapeutic exercises prescribed by the doctor must be strictly observed.
General Exercises for Joint Mobility
To increase mobility in the joints, you can use the following exercises:
Starting position - hands forward, palms down. Movement of the brushes up, down, in, out.
Starting position - hands forward, palms inward. Movement of the brushes up, down, inward, outward, in the wrist joint.
Starting position - hands forward. Circular movements in the wrist joints, in the elbow and shoulder joints.
Starting position - hands on the belt. Turns of the body to the left and right with different positions of the hands (to the sides, up).
Starting position - hands behind the head. Circular movements of the body.
Starting position - hands to the shoulders. Circular movements of the pelvis to the left and right.
Starting position - semi-squat, hands on knees. Leaning the legs to the left and right. Circular movements in the knee joints to the left and right.
Starting position - main stance. Tilt left, right.
Starting position - arms up to the sides. Lean forward until your hands touch the floor.
Starting position - lying on your back, arms up. Leaning forward, hands to toes.
Exercises for the muscles of the arms and shoulder girdle are performed from a wide variety of starting positions (standing, crouching, lying, hanging, kneeling, etc.). Movements to the sides, up, back and forth are carried out both with straight arms and bent at the elbow joints. Exercises for the arms and shoulder girdle can be widely used in combination with exercises for other muscle groups (legs and torso, etc.).
Exercises for the neck muscles are mainly tilting the head forward, backward, to the sides, turning the head and rotating movements.
Exercises for the muscles of the legs should be selected taking into account all muscle groups that perform flexion and extension of the legs in the hip, knee and ankle joints, as well as abduction and adduction by the hips. These are various movements with straight and bent legs, lunges forward, sideways, backwards, lifting on toes, squats on two and one legs with and without support by arms, jumping in place, moving forward, etc.
Exercises for the muscles of the body contribute to the development of mobility in the spine. These are basically tilts and turns in various directions.
They are performed from the starting position standing, sitting, lying on the stomach and back, kneeling, etc. After exercises aimed at developing a particular muscle group, a relaxation exercise should be followed, which normalizes muscle tone. This is the raising of the arms and their free, relaxed lowering, wide, sweeping movements of the body without tension, leaning forward with arms lowered, relaxation of the muscles in a sitting position, lying down, shaking arms, legs, and some others.
Exercises for the education of posture. As a rule, with age, as a result of weakening the muscles of the legs and torso, incorrect or forced position of certain parts of the body at work or at home, posture worsens.
The constant use of specially selected exercises will help maintain a correct and beautiful posture for many years.
conclusions
Thus, the main forms of combating diseases of the musculoskeletal system are physiotherapy exercises and massage. Therapeutic physical training is used in the form of therapeutic exercises, walking, health path, games, strictly dosed sports exercises. Therapeutic gymnastics is the main form of exercise therapy. Massage as part of a comprehensive rehabilitation treatment allows you to reduce the intensity of drug therapy, and accelerate the process of recovery of the body in case of illness. In the correct and rational implementation of a set of exercise therapy exercises and passing a course of massage, the patient's condition will improve. Classes in rehabilitation centers are conducted by specialists of various profiles and a high level of training. For each type of disease of the musculoskeletal system, a separate rehabilitation program is being developed.
The main physical culture form of combating diseases of the musculoskeletal system is physiotherapy exercises. It is used in the form of therapeutic exercises, walking, health path, games, strictly dosed sports exercises. Therapeutic gymnastics is the main form of exercise therapy. Exercises of therapeutic gymnastics are divided into 2 groups: for musculoskeletal and respiratory.
In diseases of the musculoskeletal system, the main emphasis should be on exercises aimed at strengthening bone, muscle tissue, and joints. Classes are conducted by the best rehabilitation specialists and masseurs.
INTRODUCTION
CHAPTER I
1 The main aspects of the problem of the formation of correct posture in preschool children
2 Anatomical and physiological features of the formation of correct posture and the causes of violations in preschool children
3 Means and methods for the formation of correct posture in preschool children
4 Conditions for the formation of correct posture in a preschool institution
CHAPTER II. METHODS AND ORGANIZATION OF THE STUDY
1 Research methods
2 Organization of the study
CHAPTER III. ANALYSIS AND DISCUSSION OF THE RESULTS OF THE FORMATION OF CORRECT POSTURE IN PRESCHOOL CHILDREN BY MEANS OF PHYSICAL CULTURE
1 Analysis of research results
2 Discussion of the results of the study
BIBLIOGRAPHY
APPENDIX
INTRODUCTION
The relevance of our study is due to the fact that correct posture is of great importance in human life, since it contributes to the rational use of the biomechanical properties of the musculoskeletal system and the normal functioning of the life-supporting systems of the body.
According to the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, about 90% of children have various deviations in physical and mental development. One of the first places among them is occupied by disorders of the musculoskeletal system, which have a negative impact on the leading physiological systems of the body (cardiovascular, respiratory, nervous, etc.), on health indicators in general and on the level of working capacity.
According to M.S. Milovzorova (1999) the formation of correct posture is one of the main tasks of physical education. It is especially needed in the initial periods of age-related development, when the morphofunctional development of the body is most intensive, including the formation of spinal curves and other structural foundations of posture.
The physical education strategy should be to teach him as many movements as possible.
The problem of posture disorders in children is currently becoming more and more relevant. This is due not only to the growth of this pathology in recent years, but also to the fact that it is a predisposing factor to the occurrence of somatic diseases.
Thus, it is most favorable to start measures for educating the skill of correct posture in children from the first year of life in the form of a sufficient and harmonious training of all four chain adjusting reflexes. The problem of prevention and correction of deviations in the state of health of children has acquired particular relevance. This is primarily due to the presence of a large number of preschoolers (84.0%) and younger schoolchildren (89%) with various health problems (O.M. Evdokimova, 1996; R.B. Sterkina, 1996).
The annual analysis of the state of health of children in the city of Surgut also reveals a number of problems. Before entering school in 2012. only 19% of children were assigned to the first group of health, 47% of children have pathology of the musculoskeletal system. As noted above, this pathology is a predisposing factor to the occurrence of somatic diseases.
When conducting classes, age-related features of the musculoskeletal system of children are not taken into account, and exercises aimed at developing the skill and muscular-motor prerequisites for correct posture are not used regularly and to a limited extent. There are no recommendations for the prevention of posture disorders directly in the process of training, since in the developed methods in this area this problem is solved mainly through the use of additional forms of physical education. Features of exercises aimed at the prevention and correction of posture defects do not allow to fully ensure the emotionality of classes (A.N. Bakuleva, 1999).
Based on the above, we can conclude that the conduct of specially organized classes in therapeutic exercises in a preschool institution will allow timely and effectively eliminate these causes in the early stages of the formation of posture disorders. It is the timeliness of the use of physical exercises for therapeutic purposes that is the most significant factor in the introduction of therapeutic exercises into the practice of correctional work in preschool institutions. The physical exercises used in therapeutic gymnastics should be simple and accessible to perform, not cause side effects, and those carried out in a playful way should become more attractive, increase the emotional state of the child, his physical abilities and eliminate the existing disorders of the musculoskeletal system.
Object of study: The process of physical education of preschool children.
Subject of research: the formation of correct posture in preschool children by means of physical culture.
The purpose of the work: to substantiate the formation of the correct posture in preschool children by means of physical culture.
Research objectives:
To study the problem of correcting postural disorders in children in theory and
practice;
Determine the features of physical development and conditions
contributing to the correction of posture disorders;
3. Analyze the results of the study
Research methods. The work uses theoretical and practical research methods: study and analysis of psychological and pedagogical literature, observation, examination, pedagogical testing of physical qualities, anthropometric measurement, methods for assessing physical performance, processing of the received materials.
Organization of the study.
Choice and understanding of the topic. At this stage, the state of the problem in the psychological and pedagogical research of scientists was studied, attention was paid to the preliminary definition of principles, the development of practical foundations and experimental methods.
Determination of the features of physical development and physical training of children. Conditions conducive to the formation of correct posture.
Analysis of the results of the study, registration of work experience on the topic "correction of disorders of the musculoskeletal system in children of preschool age".
The structure of the work consists of an introduction, three chapters of practical and theoretical, conclusions, list of references, applications.
The coursework is presented on 53 pages of typewritten text, includes 7 figures, 5 tables.
CHAPTER I
1 The main aspects of the problem of forming the correct posture in
preschool children
The human body develops and changes throughout its life from birth to death. This process of individual development is called ontogeny. The most pronounced changes in the structure of the human body occur in the period from newborn to puberty. Each age period from birth to maturity has its own specific features of structure and functioning.
Being a biological object of a natural ecosystem and a member of society, a person is under the influence of a complex set of climatic, chemical, radioactive, electromagnetic, noise and other factors, a peculiar socio-economic environment of his habitat. Therefore, health is a complex result of the complex interaction of man with nature and society.
According to the definition adopted by the World Health Organization, health is a state of complete physical, mental and social well-being. The Institute of Hygiene for Children and Adolescents of Russia has proposed a more specific definition of health: "health is the absence of disease and damage, harmonious physical development, normal functioning of organs and systems, high performance, resistance to adverse effects and sufficient ability to adapt to various loads and environmental conditions."
The protection of the health of the younger generation is the most important state task, since it is known that the foundation for the health of an adult is laid in childhood. A child and a teenager differ from an adult in structural features and body functions, which change significantly at different periods of their life. Knowledge of the age characteristics of the morphology and physiology of children must be used to the greatest extent in the upbringing of the younger generation.
Well-known teachers have repeatedly spoken in their pedagogical works about the role of anatomical and physiological knowledge in the upbringing of children. K.D. Ushinsky emphasized that teachers must necessarily have natural science training, he believed that only when teachers are familiar with the basics of the anatomy, physiology and psychology of the child, they can educate, improving the physical and mental abilities of children.
According to V.K. Balsevich (1988), “the strategy of physical education of a child should be to teach him as many diverse movements as possible…”. Mastering various motor skills enriches the motor experience, expands the range of motor abilities of children, improves the functional capabilities of the body.
Taking into account the fact that in the period of preschool and primary school age skeletal muscles are in the stage of intensive formation and development, one of the most important tasks of the physical education of children is the task of forming correct posture and preventing deformation of the musculoskeletal system.
There are different concepts of "posture". Some authors understand posture as the habitual posture of a casually standing person, holding the torso and head straight without active muscle tension. Others consider posture as an established posture maintained under certain conditions, a person's manner of sitting, standing and moving.
According to the third, posture is a complex of qualities and skills that provide a general posture and position of the body in space that is beneficial for life (Zemskov E.A, 1991). From a physiological point of view, posture is a dynamic stereotype that is acquired during an individual's life.
Thus, we can conclude that posture is not only the habitual position of the human body at rest and in motion, but also one of the important indicators of health, as well as one of the criteria for the harmonious development of a person (Glushakov T.G., Volkova L. N., 1994).
The formation of correct posture is one of the main tasks of physical education. It is especially important in the initial periods of age development, when the morphofunctional development of the body is most intensive, including the formation of the spine curves and other structural foundations of posture. The quality of the rational skill of fixing the basic upright posture in unity with the harmonious development of muscles and the strengthening of the bone-ligamentous apparatus at this time largely determines the status of posture in subsequent years.
Why does a modern child develop a violation of posture?
Obviously, among the most important reasons should be attributed the high percentage of births of weakened children, diseases in the neonatal and later period of the child's development, associated with the restriction of motor activity. All this negatively affects the condition of the skeletal muscles and the spine. It is important to start preventing posture defects or correcting the existing type of posture disorder as early as possible so that the child does not have problems with increased fatigue, headaches and pain in the muscles of the body at school.
According to LG Mirkhaidarova (1997), the largest number of posture disorders in children is associated with a change in the position of the shoulder girdle (71.8%).
According to I.V. Penkova (1997), posture disorders in the sagittal plane are the most common in children (75.6%), among which the following prevail: flat back (29.8%), plano-concave back (18.0%), stoop (13.8%), round back (8.2%), concave back (5.8%).
Posture disorders only in the frontal plane (asymmetric posture) account for 5.4%. Other postural disorders are of a combined nature:
posture defects in the frontal plane are combined with all types of disorders in the sagittal plane.
Obviously, the risk areas that determine the nature of posture disorders are the cervical, thoracic and lumbar spine, the angle of the pelvis, the foot, and the muscular system.
Studies by L.G. Mirkhaydarova (1997) confirm that a violation of posture in preschool children occurs under the influence of static loads, and, in particular, with prolonged sitting in one place, with only 33.3% of children taking the correct posture.
According to O.V. Kozyreva (1997), among the most important reasons for the increase in the prevalence of postural disorders in children in recent years should be attributed to a sharp decline in the health of newborns and the deterioration of the environmental situation, which caused a decrease in the immunobiological response. The consequence of this is a high level of morbidity in the neonatal and later periods of development of children, which limits their motor activity. According to the specialists of the pediatric service, among the reasons that can lead to a violation of posture, a significant place is given to inadequate muscle tone, which often occurs in a maladaptive state of the psyche. So, for example, as a result of a study by M.V. Kiseleva (1994), it was found that children with an initial stage of posture disorders have a high level of personal anxiety, which reflects the presence of long-term significant stagnant foci of emotional stress.
Conclusion: Summarizing the above, it should be noted that during the period of preschool age, the skeleton is in the stage of intensive formation and development, and therefore, any adverse external or internal influences can easily lead to the impact of deformation of its various links.
2 Anatomical and physiological features of preschool children
Let us consider some anatomical and physiological features of the body in children of 6 years of age.
At this age, the musculoskeletal system continues to intensively form. Almost every one of the 206 bones varies significantly in shape, size and internal structure. The growth zones in the bones are still distinctly expressed. New centers of ossification appear.
The spine, which carries complex support functions, is almost entirely made up of cartilage tissue. Mobility in girls is more pronounced than in boys. Observation of hygienic training conditions, improper fit, age-inappropriate physical activity can easily lead to posture disorders associated with an excessive increase or decrease in the severity of the spine curves: cervical, thoracic, lumbar (Fig. 1).
Rice. 1. Sections of the spine and its physiological curves
Physiological curves make it easier to maintain balance, provide high mobility of the spine, Cervical and lumbar lordosis improve the possibility of rotational movements, lateral tilts, tilt forward and, to a lesser extent, back. There is relatively little flexion in the thoracic region. It occurs to a greater extent due to the lower thoracic vertebrae. Lower thoracic vertebrae Together with free ribs, they increase the range of motion, bringing it closer in functional terms to the lumbar region. One of the most mobile parts of the spine is considered to be the transitional section from the thoracic vertebrae to the lumbar. With a pronounced or flattened thoracic kyphosis, the mobility of the chest decreases.
There are different opinions of experts about the timing and order of occurrence of physiological curves of the spine.
A newborn child has only sacrococcygeal kyphosis, other physiological curves are absent and begin to form later.
The beginning of the formation of physiological curves of the spine refers to the period of infancy. Approximately by 3 months of life, the child develops cervical lordosis under the influence of the developing muscles of the neck and back while raising the head while lying on the back and maintaining this position for a certain time.
By 6 months, thoracic kyphosis begins to form. The child develops the ability to move from a lying position to a sitting position and independently maintain this position.
By 9-12 months, lumbar lordosis begins to form under the action of muscles that ensure the vertical position of the trunk and limbs while standing and walking.
By the age of 3, the child has all the curves of the spine that are characteristic of an adult, but they are less pronounced, or rather, smoothed out. Until the age of 5-7 years, the shape of the spine is not fixed. In a 6-year-old child lying on his back, all the curves of the spine disappear. By the age of 7, the cervical and thoracic curves are firmly fixed, and the lumbar at puberty.
In junior schoolchildren, the formation of physiological curves is completed, which are supported by an appropriate balance of traction of the muscles attached to the spine. The most stable posture is observed in children aged 10 years.
According to V. V. Anisimov, G. V. Terentyev, the magnitude of the physiological curves of the spine gradually increases as the child grows.
In boys 4-7 years old, the average value of cervical lordosis increases from 2.47 to 2.7 cm, and lumbar lordosis - from 1.52 to 1.8 cm.
In girls of the same age in the cervical region, the indicators increase from 2.46 to 2.69 cm, in the lumbar region - from 1.56 to 1.93 cm (Table 1).
Table 1
The results obtained have a significant deviation of the mean values from sigma, which confirms the high lability of the spine of preschool children.
The so-called first growth shift occurs in the preschool period, when changes in the structure of the body occur: elongation of the limbs, a decrease in subcutaneous fat.
There are about 600 muscles in the human body, most of which are paired. The mass of skeletal muscles in an adult reaches 35-44% of body weight, while in newborns and children, muscles account for 20-23% of body weight (Fonarev M.I., 1983). By the age of eight, muscle mass is 27% of body weight. The increase in skeletal muscle mass is associated with an increase in motor activity.
In the preschool period, there is an energetic growth of muscle tissue and a significant progressive increase in its strength. The flexor tone still predominates over the extensor tone. The abdominal muscles are unable to hold the tension associated with lifting weights. The large muscles of the trunk and limbs are well developed, but the small muscles of the back, which have great importance to maintain the correct position of the spinal column, are less developed. Incorrect forced posture during classes, excessive load in the process of physical education, contributes to the progression of disorders of the musculoskeletal system.
The formation of correct posture occupies a significant place in the harmony of the physical development of children. Good, correct posture plays a positive role in the life of the body, as it significantly affects the state, functions and development of internal organs.
Posture depends on the state of the neuromuscular apparatus and the human psyche, on the degree of development of the muscular corset, on the functionality of the muscles to prolonged static stress, on the elastic properties of the intervertebral discs, cartilage and connective tissue formations of the joints and semi-joints of the spine, pelvis and lower extremities.
The correct posture of a person is characterized by:
Direct position of the head and spine;
Vertical arrangement of the spinous processes;
The horizontal level of the shoulder girdle and the angle of the shoulder blades;
Equal triangles waist;
Horizontal level of the iliac crests;
Symmetrical position of the gluteal folds;
Correct physiological bends;
The same length of the lower limbs and the correct position of the feet.
But the posture of a preschooler has several distinctive features:
The head is slightly tilted forward;
The line of the chest smoothly passes into the line of the abdomen, which protrudes by 1-2 cm;
The curvature of the spine is weakly expressed, the angle of inclination of the pelvis is small and amounts to 22-25° in both boys and girls.
Rice. 2. Correct posture of the child in three projections
The characteristic features of normal posture in children are as follows: the head is slightly tilted forward, the shoulder girdle is slightly shifted forward, not protruding beyond the level of the chest (in profile). The line of the chest smoothly passes into the line of the abdomen, which protrudes by 1-2 cm, the curves of the spine are weakly expressed, the angle of inclination of the pelvis is small.
There are three degrees of these violations:
I degree - is characterized by slight changes in posture, which are eliminated by the purposeful concentration of the child's attention; degree - is characterized by an increase in the number of symptoms of a violation of posture, which are eliminated when the spine is unloaded in a horizontal position or when suspended (by the armpits with the hands of an adult); degree - is characterized by a combination of a violation of posture with early signs of scoliosis.
For children of preschool age, I and II degrees of posture disorder are most characteristic, for schoolchildren - II and III degrees.
The basis of various changes in posture is a violation of the correct ratio and severity of the physiological curves of the spine, which is characterized by the formation of a flat, round, round-concave and flat-concave back (Appendix 1 - 3)
With a straightened posture (flat back), all physiological curves are smoothed out or absent altogether, the angle of inclination of the pelvis is reduced, the chest is flattened - the depreciation capacity of the spine is sharply reduced. Children with flat backs are prone to scoliosis.
The stooped posture (round back) is characterized by an increased cervical bend, the head is tilted forward, the shoulders are lowered and brought forward, the angle of the pelvis is reduced, "winged shoulder blades", the stomach is protruded, the buttocks are smoothed. The development of stoop is facilitated by weakness of the back muscles and increased tone (tension) of the pectoral muscles. As a rule, this is due to psycho-emotional stress or prolonged sitting at a low table, which leads to a shortening of the pectoral muscles.
Lordotic posture (concave back) is characterized by a torso leaning back, a raised head, a protruding and sagging abdomen.
Kyphotic posture (round-concave back), shoulders are lowered, the head is tilted forward, the stomach is protruded, the chest is flattened, the angle of the pelvis is increased. This is facilitated by a weakening of the abdominal muscles or an increased tone of the iliopsoas muscle, which connects the pelvic bones to the lumbar spine. As in the case of a stooped posture, there is tension in the pectoral muscles.
Asymmetry of the shoulders and lateral curvature of the spine lead to a violation of the proportionality of the triangles of the waist. The waist triangle is the space between the elbow joint of the freely hanging arm and the waist. If the size of the waist triangle is not the same on the right and left, this indicates scoliosis or asymmetry of the shoulders.
Curvature of the spinal column in the frontal plane, as already mentioned, is known as scoliosis. In 95% of cases, it develops as a result of rickets, different leg lengths, incorrect posture at the table, which leads to muscle strain on one side and shortening on the other. The earlier scoliosis is formed, the worse the outcome: it is accompanied by significant changes in the musculoskeletal system, chest organs, abdominal cavity and pelvic organs.
The main mechanism for the formation of incorrect posture is a violation of the balance of muscle tone. Normally, the state of muscle tension is such that the muscles retain their length, providing a stable, balanced position of the body. With posture disorders, the body expends additional energy capabilities to ensure a vertical position.
Thus, the formation of correct posture in preschoolers is one of the main tasks of physical education. It is especially important in the initial periods of age development, when the morphological and functional development of the body is most intensive, including the formation of the spine curves and other structural foundations of posture. The quality of the rational skill of fixing the basic upright posture in unity with the harmonious development of muscles and the strengthening of the bone-ligamentous apparatus at this time largely determines the status of posture in subsequent years (Ponomarev N.I., 1998).
There are many reasons for causing various kinds of posture defects in children, and the conditions that aggravate them:
Unfavorable environmental conditions;
Unfavorable genetic prerequisites (for example, a congenital wedge-shaped vertebra with an asymmetry of the growth axis, a congenital difference in the length of the lower limbs, etc.);
General pathological factors (for example, frequent childhood infectious and colds;
Weakness of the muscle groups that maintain the posture, or their disharmonic development;
Limitation of mobility in the joints, elasticity of muscles and ligaments;
Hypodynamia;
Defects in physical education;
Prolonged stay in a number of everyday and working positions, while the vicious position of the body takes on the character of a new dynamic stereotype;
Non-observance of hygienic conditions;
Inadequate nutrition.
The main reason for the violation of posture in children should be considered the formation of the skill of improper body positioning. Posture disorders develop more often in weakened children against the background of a decrease in the functionality of the musculoskeletal system.
Posture disorders often contribute to:
adverse environmental factors;
furniture inappropriate for the growth of children;
too soft bed;
the habit of taking wrong postures, etc.
Most often, posture defects are preventable in principle and can be corrected (excluding, of course, irreversible defects of genetic, pathological and traumatic origin).
Thus: unstable violations of posture of a functional nature are relatively easy to eliminate by means of physical education. To correct persistent pathological posture anomalies, the intervention of a doctor and a specialist in physiotherapy exercises is necessary.
2 Means and methods of physical education for the formation of correct posture in preschool children
Therapeutic exercise is the use of physical culture for the prevention and treatment of various diseases. The main means of physical therapy is specially selected, methodically designed physical exercises.
They are supplemented by physical factors: massage and natural factors of nature as a means of hardening, the use of which changes the nature of neurohumoral processes and adaptive reactions of the human body. Physical exercises used in exercise therapy are divided into:
for gymnastic exercises;
sports and applied exercises,
A special place is occupied by ideomotor exercises: exercises in sending impulses to muscle contraction and exercises performed mentally.
Gymnastic exercises are artificial combinations of movements natural for a person, divided into constituent elements, during the performance of which a selective effect on certain muscles and physiologically related organs is achieved. In exercise therapy, movements of individual parts of the body are most often used, performed from certain starting positions, with a predetermined direction, amplitude, speed, degree of tension, relaxation or stretching of the muscles. Distinguish:
gymnastic exercises without objects,
with objects (dumbbells, sticks, balls, skipping ropes, etc.),
on shells, pairs.
According to the impact on the human body, general developmental
(general strengthening) and special exercises.
General strengthening exercises have a general effect aimed at healing and strengthening the whole body.
Special exercises have a selective effect on certain parts of the musculoskeletal system or certain organs or systems.
The nature of the exercise depends on the characteristics of the pathology and the therapeutic problem to be solved. The same exercise can be general developmental in one case, and special in another. For example, exercises for the muscles of the back and abdominals, by the nature of their impact on a person, are general developmental, but in the treatment of patients with spinal pathology, these exercises solve the problem of strengthening the muscular corset and are special in this case. In addition, the same exercises, depending on the method of their application, can provide a solution to different therapeutic problems. Thus, movements in the joint in one patient can be used to restore the range of motion, in another - to strengthen the muscles surrounding the joint, and in the third - to develop muscle sensation (accuracy in reproducing a given range of motion without visual control). When building a complex of exercise therapy, both general strengthening and special exercises are used.
According to the anatomical feature, exercises are divided according to the location and size of the trained muscles:
for small muscle groups (muscles of the hand, foot, face);
for medium muscle groups (muscles of the neck, forearm, lower leg);
for large muscle groups (muscles of the thigh, torso).
This division is necessary to determine the magnitude of the load, since it depends on the amount of muscle mass involved in the exercise.
According to the nature of muscle contraction, exercises are divided into: dynamic (isotonic) and static (isometric).
Dynamic exercises are exercises in which isotonic muscle contraction occurs, accompanied by a change in its length, which ensures the movement of the corresponding body segment in space. Most gymnastic exercises are dynamic. According to the degree of patient participation dynamic exercises There are: active, passive, reflex.
Active dynamic exercises can be performed with help, with self-help, under light conditions (with a decrease in gravity, friction), with weights, with resistance (at the beginning, in the middle, at the end of the movement).
Passive dynamic exercises are movements performed without active muscle contraction with the help of a healthy limb by the patient or the instructor, without the participation of the patient. Passive exercises are used to improve blood and lymph circulation, to maintain and increase mobility in the joints in the absence of the possibility of active movement.
Reflex dynamic exercises are unconditioned reflex motor reactions in response to irritation of the skin, tension of other muscle groups, changes in body position in space (crawling reflex, extension of the spine). Most often, these exercises are used for children in the first six months of life, in the rehabilitation of patients with neurological pathology.
Static (isometric) exercises are exercises in which muscle contraction is accompanied by a change in tension in it in the absence of changes in length. These exercises improve blood circulation in damaged tissues, promote bone tissue regeneration, and prevent the development of muscle atrophy during immobilization. Muscle training in isometric mode is most effective for development muscle strength and masses. Isometric muscle training under a plaster cast is widely used in traumatology and orthopedics.
Ideomotor exercises are exercises in sending impulses to perform movements and mentally performed movements. They are used in the absence or significant decrease active movements with the aim of stimulating neuroreflex processes, improving conductivity along centripetal and centrifugal nerve fibers.
According to the methodological orientation, they distinguish: power, speed-strength, developing flexibility, speed, stretching and relaxing muscles.
In balance, for coordination, corrective, drill, breathing exercises.
Stretching exercises are used in the form of various movements with an amplitude slightly exceeding the mobility available in the joint. The intensity of the exercise is dosed by the magnitude of the active tension of the muscles that produce stretching, painful sensations the patient, the force of inertia that occurs during fast swing movements with a certain amplitude, initial positions that allow you to lengthen the lever of the moved body segment. These exercises are used for stiff joints, a decrease in tissue elasticity.
Relaxation exercises involve an active voluntary decrease in the tone of various muscle groups. They may be general or local. For better muscle relaxation, the patient must be given a position in which the points of attachment of tense muscles are as close as possible.
Balance exercises are used for balance disorders of various origins: disorders of the vestibular apparatus, the central nervous system; with violations of posture; when getting up after prolonged bed rest.
Coordination exercises are complex combinations of different movements. They are designed to restore and develop the coordination of movements of individual segments of the body or general coordination.
Corrective exercises are used to correct various
deformities of the musculoskeletal system (deformities of the spine, chest, feet). At their core, these are movements performed from a certain initial position, which causes a local impact.
The purpose of these exercises is to eliminate muscle imbalance by strengthening weakened and stretched muscles and relaxing, stretching tense ones.
Exercises with weights and resistance increase the load on the muscles, contribute to a faster increase in their strength and elasticity, and stimulate regeneration processes.
Postural exercises (positional treatment) are methodological techniques that provide special placement of the trunk and limbs in certain corrective or drainage positions using various devices: a special table, an inclined plane, rollers, splints, fixing bandages, etc.
Breathing exercises are exercises with an arbitrary change in the nature or duration of the phases of the respiratory cycle, in combination with movements of the trunk and limbs (dynamic breathing exercises) or without them (static breathing exercises).
Dynamic breathing exercises are various combinations of breathing movements with movements of body segments, and the movements are selected in such a way as to facilitate or increase breathing. For example, forward tilt of the torso is combined with exhalation, while straightening of the torso is combined with inhalation. Dynamic breathing exercises can be selected in such a way as to ensure that a certain part of the lungs is predominantly involved in the respiratory act.
Static breathing exercises are breathing movements performed with a change in rhythm, depth of breathing, duration of the phases of the respiratory cycle, pauses between inhalation and exhalation, with a predominant increase in chest or diaphragm excursions. A variety of breathing exercises are exercises with resistance to breathing, with an elongated and stepped exhalation, with the pronunciation of sounds, with coughing. There are general and special breathing exercises.
General breathing exercises are used to improve pulmonary ventilation and strengthen the respiratory muscles.
Special breathing exercises are used to prevent and eliminate pulmonary pathologies: psostatic and aspiration pneumonia, hypoventilation and lung atelectasis, adhesive processes in pleurisy, etc. This group of exercises also includes "local" breathing exercises, which, with the help of a special laying of the patient, provide preferential ventilation of a certain area of the lungs.
Applied exercises are exercises that are basic natural movements (walking, running, crawling, climbing, throwing), holistic household movements (grabbing and shifting objects, washing, dressing), labor movements (used in occupational therapy).
Sports exercises are exercises that use technique various kinds sports movements (swimming, skiing, cycling, skating, etc.).
Games. Games as a means of therapeutic physical culture are aimed at improving motor skills in changing conditions, at improving the functions of analyzers. Apply: sedentary, mobile and sports games.
The main means of exercise therapy used for violation of posture in children are position treatment, exercise and massage.
Positional treatment is used in therapeutic exercises during rest breaks and during exercise. For this purpose, an elastic roller 2-3 cm high is used (this can be a blanket folded 4-6 times). So:
with a round back, the roller is placed under the shoulder blades when doing exercises while lying on your back, during rest;
with a flat-concave back, the roller is placed under the stomach when performing exercises lying on the stomach or under the neck when performing exercises lying on the back.
Thus, the child's spine assumes the correct position within 5-8 minutes.
Physical exercise is the leading means of correcting postural disorders. General developmental exercises (ORU) are used for all types of postural disorders and cause an improvement in blood circulation and respiration, improve trophic processes. ORU are used from various starting positions, for all muscle groups, regulating total load classes. They can be performed with and without objects, using simulators. Physical exercises are selected in accordance with the type of posture disorder. Exercises that provide correction of an existing posture disorder are called corrective (or special), their implementation leads to the elimination of the defect. There are symmetrical and asymmetric corrective exercises.
symmetrical exercises. When performing these exercises, the median position of the line of spinous processes is maintained. In case of violation of posture in the frontal plane, the implementation of these exercises evens out the muscle tone of the right and left halves of the body, respectively, stretching the tense muscles and straining the weakened ones, which returns the spine to the correct position. These are exercises in the initial position lying on the back, stomach without and with weights for the muscles of the back and abdominals, upper and lower extremities. For example: lying on your back, arms behind your head, bend to pull your legs to your chest; lying on your stomach, raise your torso and move your arms as if swimming with a breaststroke; lying on your back, legs bent and standing on the floor, arms along the body. Lifting your torso, touch your knees with your hands.
Asymmetric exercises help to align the spinous processes in the middle position. They are more often used for scoliosis and require high professionalism in the selection. In case of violation of posture in the frontal plane in the thoracic region, the initial position of the upper and lower extremities changes, giving the body an asymmetric position. For example: asymmetric posture with a raised right shoulder girdle - the left arm is raised up or behind the head and the child performs the “bike” exercise in the supine position; lying on the stomach, left hand up, right along the body, raise the body, bend over and return to the starting position; lying on your back, left hand behind the head, right along the body - bending the legs in the hip joint to an angle of 90 °.
Symmetrical exercises predominate in practical work with preschool children.
Special exercises for violation of posture include exercises aimed at strengthening the muscles of the anterior and posterior surfaces of the thigh, exercises to stretch the muscles of the anterior surface of the thigh and torso (with increased physiological bends), stretching the back muscles (with a decrease in physiological bends).
In therapeutic gymnastics classes, ORU, breathing exercises, special exercises, and relaxation exercises necessarily alternate.
Massage in childhood is an effective method for the prevention and treatment of posture disorders. The main techniques are used: stroking, rubbing, kneading, vibration and their varieties. All techniques are performed smoothly and painlessly. For children of the first year of life, as a rule, a general massage is performed. For older children, the emphasis is on the muscles of the back, chest and abdominals. Preschool children include self-massage techniques with auxiliary means - roller massagers, massage tracks, massage balls, which are used in combination with physical exercises.
1.4 Conditions for the formation of correct posture in a preschool institution
Modern society makes high demands on the work of preschool institutions, designed to lay the foundations for good health and the comprehensive development of the child's personality.
At preschool age, the nervous and musculoskeletal systems are formed, the respiratory apparatus is improved, the foundations of good health and full physical development are laid, therefore, in a preschool institution, it is necessary to create a number of conditions for a beneficial effect on the growth and development of the child's body.
An important condition for maintaining and strengthening the health of children in a preschool institution is:
creation of a sanitary and hygienic environment;
creation of a favorable psychological microclimate. positive emotions contribute to the development of all analytical systems. Successful course of various psychological processes.
Caring for the health of a preschooler is not only a medical problem, but also a pedagogical one. Properly organized upbringing and educational work in a preschool institution to a greater extent ensure full health, prevents the development of diseases in the child at the earliest stages.
The daily routine is a rational duration and a clear alternation of various types of activities and rest during the day: it should provide sufficient time (taking into account age characteristics) for all the necessary elements of a child’s life (sleep, walks, classes, etc.) and at the same time the period of wakefulness to protect his body from excessive fatigue.
Strict observance of the daily routine, carrying out all its constituent elements always at the same time, contributes to the emergence in children of strong conditional connections that facilitate the transition from one activity to another. The child's body in each separate period of time, as it were, prepares for the type of activity that he has to perform, as a result, all processes (digestion of food, awakening, falling asleep, etc.) proceed faster and with less energy. The correct mode disciplines children, improves their appetite, sleep, performance, promotes normal physical development and health promotion.
Motor mode - To assess the motor mode, the total duration of the motor component during the wakefulness period is determined. In accordance with the recommendations, it should be at least 50% of the time of wakefulness. Motor activity is realized through organized forms of physical education and free activity. The motor activity of a preschooler should be purposeful and correspond to his experience, interests, desires, functional capabilities of the body, which forms the basis of an individual approach to each child.
Almost all existing forms of physiotherapy exercises are used in preschool institutions (Table 2).
Forms of physiotherapy exercises for preschoolers
table 2
|
Forms of exercise therapy |
Application duration |
Event organizer |
|
Morning hygienic gymnastics |
5 - 7 minutes (required 1 - 2 special exercises) |
educators |
|
Exercise therapy lesson |
Exercise therapy instructor |
|
|
self-study |
8 -10 minutes (performs 3 - 4 special exercises) |
caregiver |
|
Dosed walking (on the territory) |
100 - 200m at a speed of 60-70 steps per minute. keeping your posture |
caregiver |
|
Game activities |
Exercise therapy instructor |
|
|
Terrencourt (weekends) |
45 -60 min (be sure to observe posture) |
Parents |
Various methods of conducting classes with preschoolers are recommended: individual, small group (5-6 people) and group. Given the characteristics of childhood, the need for constant correction when performing physical exercises, the most common are individual and small-group methods of conducting therapeutic exercises.
Private methods of physical therapy follow the basic didactic principles: consciousness (for children of older and preparatory groups), activity, visibility, accessibility and systematic, consistency.
A therapeutic gymnastics lesson is built according to a certain scheme and consists of three parts: introductory, main, and final.
The introductory part is designed to prepare the body for a gradual increase in load. From the point of view of the physiology of muscular activity, in the introductory part, the development and mobilization of vegetative functions that provide increased motor activity take place.
In the main part, the leading medical and medical-pedagogical tasks are solved, both the affected organs and systems and the entire body are affected by the use of the main means of exercise therapy. Throughout the main part, the optimal level of activity of physiological systems is maintained.
In the final part of the lesson, physical activity is gradually
decreases to a level corresponding to the motor mode.
Great importance is given to the dosage of physical activity, which should be adequate to the state of health of the child and his psychomotor development.
The main criteria for dosage during therapeutic exercises are the initial positions when performing exercises, the selection of physical exercises, the number of repetitions of each exercise and the methods of their implementation (repeated, interval), the duration of the lesson and the motor density of the load throughout the lesson.
There are three types of load: large, medium and small
With a large physical load, all physical exercises are used without restrictions;
With an average, running, jumping, complexly coordinated exercises are excluded.
With a small one, elementary exercises for the upper and lower extremities are used in combination with breathing exercises.
In preschool institutions, when conducting therapeutic exercises, large and medium loads predominate, depending on the state of health of the child and the level of his physical fitness.
Therapeutic gymnastics classes are held in courses. The course of preventive or therapeutic effects is 1.5-2 months. A child must undergo at least two courses of treatment per year. Children with severe forms of diseases (cerebral palsy, myopathy, congenital pathology, etc.) can study without interruptions. A break between courses is 1-1.5 months. The course of physical therapy is divided into three periods: introductory (1-2 weeks), main (3-4 weeks or 9-12 lessons) and final (1 week or 3 lessons).
The introductory period begins with mandatory testing of the strength endurance of the muscles of the back and abdominals in case of violation of posture.
In the first lessons, the child gets acquainted with the proposed exercises and masters them. correct execution(together with the parents present), acquires the ability to self-correct existing shortcomings (adopting the correct posture in the main stance, walking, at the support), adapts to increasing physical exertion.
In the main period of the course of physical therapy, the main correctional tasks are solved. The load continues to increase (until the middle of the period). Then the physical load in the classroom is maintained at the achieved level.
The final period is aimed at a gradual decrease in physical activity to 60-70% of the maximum received in the main period.
The skills of correct posture, correct installation of the feet, correct gait, etc. are consolidated. The last lesson is also held with parents who receive complexes and methodological recommendations for conducting therapeutic exercises at home for the period of a break between courses, which allows each subsequent course of therapeutic physical education to start from relatively high level of physical activity. The end of the exercise therapy course is accompanied by mandatory testing of the child and the identification of the degree of growth or a statement of the fact that there are no changes in the tested indicators. All results are recorded in the survey card. If a child falls ill during a course of physical therapy and is forced to miss classes, then he resumes them after recovery. If you miss only the introductory period of the course, he is connected to his group (on the terms of a temporary decrease in the load in the first lessons). If the child falls ill in the middle of the course, then his course will start with a new group.
If the final period of the course is skipped, the child does not continue the lesson with the group, but ends it with the parents.
Remedial gymnastics can be done daily or every other day, but at least three times a week.
The total duration of the lesson is 25-30 minutes (for children with neurological pathology, this time increases to 35 minutes).
Unloading starting positions are used throughout the course: lying on the back, stomach and side (except for the “asymmetric” posture), standing on all fours. Every 2-3 weeks of classes, 20-30% of the exercises are updated. For preschoolers, 2-3 sets of therapeutic exercises are compiled for one course of exercise therapy.
In classes with children who have a violation of posture, it is necessary to observe two mandatory organizational and methodological conditions.
The first is the presence of a smooth wall without a plinth (preferably on the opposite side from the mirror), which allows the child, standing with his back to the wall, to take the correct posture, having five points of contact - the back of the head, shoulder blades, buttocks, calf muscles and heels, and feel the correct position of his own body in space, thus developing a proprioceptive muscular feeling, which, with constant performance, is transmitted and fixed in the central nervous system due to impulses coming from muscle receptors. Subsequently, the skill of correct posture is fixed not only in a static (initial) position, but also when walking, doing exercises.
Secondly, there should be a large mirror in the hall for therapeutic exercises so that the child can see himself in full growth, forming and fixing the visual image of the correct posture. Preschoolers can try to describe the correct posture based on the images of fairy tale characters, animals, gradually moving on to describing their own posture, the posture of friends.
An important condition for the formation of the correct posture is the right furniture. Incorrect position of the body of the child sitting at the table during meals and activities (for example, drawing, cutting), watching movies, children's television programs, board games. Children usually take a comfortable position for them, but not the correct one, in which the straight, vertical position of the spine is disturbed.
Furniture is selected in accordance with the age and individual characteristics of children. The design of the table and chair should provide:
support for the trunk, arms and legs;
symmetrical position of the head and shoulder girdle.
The size of the furniture corresponds to the height of the child: the length of the seat of the chair, the length of the hips, the height of its legs - the length of the legs. It is good if the back of the chair has a slight tilt back, which allows you to lean back, relax, and give rest to the spine. Feet should be on the floor (or on a stand if the chair is large for the child (Figure 3).
Posture at the table when drawing, looking at illustrations,
time is so - printed games should be comfortable and stress-free.
The elbows of both hands are on the table, the shoulders are at the same level, the head is slightly
tilted forward. The distance from the eyes to the table should be 30 - 35 cm, between the chest and the table - 8-10 cm (the palm passes).
The child should sit with the same load on both buttocks, without twisting to one side. Feet should be on the floor (or on a stand). In this position, the ankle, knee and hip joints form a right angle. Children should not be allowed to sit cross-legged, catching them on the legs of a chair. The posture of the child in any kind of his activity should always be in the center of attention of adults.
During sleep, a child can often change the position of his body (after all, children sleep 1.5 - 2 hours during the day, and 10-11 hours at night). The baby should not be allowed to sleep curled up, with legs pulled up to the chest. In this position, the shoulder blades are displaced, the upper ribs are compressed in the chest plane, and the spine is bent. The entire weight of the body falls on two points - the shoulder and hip joints, and the spine sags between them. The ligamentous-muscular apparatus is overstretched. The bed should not be too soft, the pillow should be large. The length of the bed is 20-25 cm longer than the height of the child, so that he can stretch out freely. It is best if the child sleeps on his back, his head on a small flat pillow, the mattress is even, dense.
The illumination of the premises where children are located affects not only their health, but also the tone of the whole organism. Natural lighting has a particularly positive effect on the body. Therefore, in the building of children's institutions, as a rule, they have natural lighting. When using incandescent lamps, the illumination level should correspond to 100 lux. Such illumination of group rooms with an area of 50 m2 can be obtained with 6 lamps with a power of 300 W each, suspended in two rows (3 lamps in a row) at a level of 2.8-3 m from the floor.
It has been established that direct light, not enclosed by reinforcement, strongly blinds and tires the eyes, causes shadows of great intensity, and reduces the performance of children. So, with direct lighting, the shadow from the body reduces the illumination of the workplace by 50%, and by hand - even by 80%. Therefore, lamps should be placed in fittings that soften their brightness and give diffused light.
The sports hall for classes should correspond to an area of 75 m2 for buildings with 140 and 160 seats and 100 m2 for buildings with 280 and 340 seats.
It is important that the hall has good natural and artificial lighting, and is easily ventilated. In the hall it is necessary to have sports equipment and inventory in accordance with age characteristics.
It is important that a preschool child has not only a certain amount of knowledge and skills, but also good physical and mental health, is developed according to age in all respects. Achieving positive results in the upbringing of a physically healthy child can only be achieved if appropriate conditions for upbringing and education are provided, taking into account individual characteristics.
CHAPTER II. METHODS AND ORGANIZATION OF THE STUDY
1 Research methods
Our experimental work included the study of the formation of the correct posture by means of physical culture.
We have analyzed the scientific and methodological literature of such authors as S.B. Sharmanova, V.N. Shebeko, T.I. Osokina, O.A. Dubrovsky, G.A. Stepanova and others. The analysis of the works of the above authors allowed us to take into account the peculiarities of the physical development of preschool children, to determine the conditions that contribute to the correction of posture disorders. Select the content and structural part of therapeutic physical culture.
A conversation and a series of consultations were held with parents and educators, which made it possible to introduce the system of activities in the educational process both throughout the year and within the framework of each day.
An analysis of the medical records of children and a conversation about the effect of physical exercises on the child's body were carried out.
During the experiment, the following research methods were used:
Standing body height was measured according to the generally accepted method of measuring a person in centimeters.
Body weight was measured on a medical scale, and the result was recorded in grams.
The circumference of the chest was measured with a centimeter tape.
Distance from the right angle of the scapula to the vertebral column and from the vertebral column to the left angle of the scapula.
Rhombus Mashkov. It was measured at four points (seventh cervical vertebra, angles of the shoulder blades, spinous process of the fifth lumbar vertebra).
Measurement of the depth of the cervical and lumbar curves of the spine.
7. Holding the breath while inhaling - Stange's test. The child, on a signal, took a breath, pinched his mouth and nose with a brush. To determine the time of holding the breath with an interval of 3-5 seconds, the time was said aloud.
Lifting the body from a supine position. The child took the starting position lying on his back, hands behind his head, legs slightly bent at the knees, feet fixed. The number of performed torso flexions until the elbows touch the knees in one attempt in 30 seconds is recorded.
Raising the legs from a supine position. The child took the starting position, lying on his back, with his hands holding on to the lower rail of the gymnastic ladder. On a signal, the subject raises his legs to an angle of 90º, trying not to bend at the knees and lowers. The number of raising and lowering straight legs in one attempt in 30 minutes is fixed.
Flexibility of the spine. The subject sits in front of the simulator and rests his feet on it. On command, the child leans forward a shooting gallery of times trying to reach the farthest point of the marking as much as possible. The distance from the beginning of the markup to the fingertips is measured and counted as a plus. If the child did not reach the beginning of the markup, then the result is recorded with a minus sign.
To process the results of the study, we used generally accepted methods of mathematical statistics.
2 Organization of the study.
The research was carried out in three stages.
At the first stage, the problem of correct posture correction in preschool children by means of physical culture was theoretically studied, the basic concepts were determined, the model of the experiment was outlined, and a stating experiment was carried out. In the course of the ascertaining experiment, testing of the physical qualities of preschool children was carried out, the state of health was determined, the results of which made it possible to reliably form the control and experimental groups of the study. Also, conversations and a series of consultations were held with parents and educators, which made it possible to introduce the system of activities in the educational process both throughout the year and within each day (November - December 2013).
At the third stage, a control experiment was carried out, during which a re-testing of physical fitness and medical indicators of children participating in the study was carried out, analysis and generalization of the results of the study were carried out (April 2013).
The studies were carried out on the basis of MDOU No. 64 "Rainbow". Research work was carried out with a group of 6-year-old children with functional disorders of the musculoskeletal system. The experiment involved 30 children. Two groups were formed, control and experimental, 15 people each, from among the children attending kindergarten.
The level of physical fitness and violation of the posture of children in both groups at the beginning of the study was at the same level.
Each group has a protocol with data: full name. child, diagnosis, anthropometric parameters and examination data of the child, spinal mobility and strength endurance.
Children were examined at the beginning and end of the experiment. The results of the study were recorded in the protocol.
An assessment of the effectiveness of measures was developed to track the dynamics musculoskeletal system child, physical development and physical fitness (Appendix 4).
The control group exercised three times a week. The experimental group, in contrast to the control group, was additionally engaged in corrective gymnastics three times a week.
For the children of the experimental group, a long-term work plan and complexes of specially selected exercises were drawn up. Classes were based on the principles of accessibility, systematic, constant complication of exercises, children's interest in classes.
CHAPTER III. ANALYSIS AND DISCUSSION OF THE RESULTS OF THE FORMATION OF CORRECT POSTURE IN PRESCHOOL CHILDREN BY MEANS OF PHYSICAL CULTURE
1 Analysis of research results
Based on the analysis of the study protocols and a comparative analysis of the results of the control and experimental groups, we can conclude that the average height of children in the experimental group was 113 centimeters, and in the control group 115 centimeters. The children in the control group were 2 centimeters taller than the average height of the children in the experimental group. During the study period, the growth of children in the experimental group increased by an average of 9 centimeters, and in the control group by 4 centimeters (Fig. 4).
Fig.4. Dynamics of the growth rate of children during the study period
The average body weight in the experimental group was 17 kilograms and 16 in the control group at the beginning of the study. It should be noted that by the end of the experiment, the increase in body weight in the control group averaged 8 kilograms, and in the experimental group 5 kilograms (Fig. 5).
Rice. 5. Dynamics of indicators of body weight of children during the study period.
The circumference of the chest during inhalation, exhalation and pause at the initial stage of the experiment in one and the other groups was on average at the same level.
At the end of the experiment, the circumference of the chest in the experimental group, on average, exceeded by 3 cm during inhalation, by 2 cm during exhalation and by 2 cm during a pause (Fig. 6).
Rice. 6. Dynamics of the chest circumference of children during the study period
Dynamics of indicators of breath holding on inspiration - the Stange test allows us to judge a significant increase in the result in the experimental group. The breath holding of the experimental group exceeds the results of the control group by 8 seconds on average (Fig. 7).
Fig.7. Dynamics of indicators of breath holding on inspiration - Stange's test.
Comparative indicators of the depth of the cervical and lumbar curvature of the spine indicate a significant change in the magnitude of the physiological curves. In the experimental group, changes occurred in the cervical by 1.16 centimeters in the control group by 0.9 centimeters. In the lumbar region in the experimental by 1.03 cm, in the control by 0.82 cm (Table 3).
Table 3
Comparative results of cervical and lumbar flexion depth
spine
The measurements presented in Table 4 according to the results of the Mashkov diamond before and after the experiment allow us to see a significant improvement in various deviations in posture in the experimental group.
Analyzing the data of testing physical qualities, given in Table 5, one can note the fact that, at the end of the experiment, statistical processing showed that the test subjects of all groups had shifts in test indicators. However, it should be noted that in the experimental group this shift is more pronounced and significantly higher than in the control group. In the experimental group, the test results exceed the results of the control group in the number of leg raises by 5, in trunk raises by 3, the number of squats in 30 seconds by 4, and the increase in flexibility by 4 centimeters.
Significantly decreased the standard deviation of the results in the experimental group.
Table 4
Average measurement results of the Mashkov rhombus
violations
Before experiment
After the experiment
experimental
Round back
13.5 13 ± 0.6 23.5 23
14 14 ± 0.1 25 25
Flat back
14.3 14.1 ± 0.4 22.5 22
15 15 ± 0.2 23 23
Circular back
13.3 13.1 ± 0.5 24.2 24
14 14 ± 0.2 25 25
Control
Round back
13.7 13.1 ± 0.5 23.8 23.5
14.3 14 ± 0.3 24.8 24.7
Flat back
14.5 14.3 ± 0.4 22.6 22.1
16 16 ± 0.3 24.5 24.3
Circular back
14.5 14.3 ± 0.4 22.3 22.4
15.4 15 ± 0.3 23.5 23.2
Table 5
Dynamics of indicators in motor tests
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Before experiment |
After the experiment |
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Leg raise |
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Trunk lift |
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squat |
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Flexibility |
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E - experimental group K - control group
Calculation of the significance of differences and verification of the correctness of the put forward hypothesis is determined by Student's t-test.
Calculation of the arithmetic mean value for each group separately according to the following formula:
where Xi is the value of a single measurement; n is the total number of measurements in the group.
2. In both groups, calculate the standard deviation using the following formula:
δ = Xi max - Xi min
where Xi max - the highest indicator; Xi min - the smallest indicator; K-table coefficient.
Calculate the standard error of the arithmetic mean (m)
according to the formula: M = δ
Calculate the mean error of the difference using the formula:
t \u003d √ me² + mk²
According to a special table, we determine the reliability of differences. To do this, the obtained value (t) is compared with the boundary value at a 5% significance level (t) with the number of degrees of freedom f = ne + nk - 2, where ne and nk are the total number of individual results, respectively, in the experimental and control groups.
In our case, the tabular value (t 0.05) = 2.05 comparing it with our values, it can be noted that it is greater than the boundary value.
Consequently, the differences between the arithmetic mean values obtained in the experiment are considered reliable, which means that there are enough grounds to say that one method of forming the correct posture in preschool children by means of physical culture turned out to be effective.
2 Discussion of the results of the study
In the process of conducting organized classes in therapeutic gymnastics in a preschool institution, it was possible to determine the correction of posture disorders in preschool children and to analyze the results at the beginning and end of the experiment.
The results of the study showed a significant impact on the improvement of such anthropometric data as an increase in the circumference of the chest. A slight increase in body weight in the experimental group compared to the control group. Measurements based on the results of the Mashkov rhombus and the depth of the cervical and lumbar flexion of the spine before and after the experiment allow us to see a significant change in postural disorders in the experimental group.
Indicators of holding the breath, the Stange test allows us to conclude that the rational selection of breathing exercises in the experimental group contributed to the mastery of the skill of rational breathing.
Based on the results of the study at the end of the experiment, it can be concluded that the use of special tools, methods for correcting and preventing posture disorders in children, conducting organized classes in corrective gymnastics in a preschool institution, made it possible to correct and eliminate postural disorders in preschool children in a timely manner.
CONCLUSIONS
Based on the study, we have studied the problem of correct posture correction of preschool children by means of physical culture in theory and practice.
The features of physical development and conditions that contribute to the correction of postural disorders are determined.
The method of formation of the correct posture of preschool children by means of physical culture has been selected, taking into account individual characteristics. The forms, means and methods aimed at the formation of the correct posture of preschool children are highlighted.
The method chosen by us has been experimentally tested. As a result of the experiment and analysis of the data obtained, the initial hypothesis is that the process of forming the correct posture in preschool children will be most successful if:
the features of the physical development of preschool children are taken into account;
the conditions conducive to the correction of postural disorders are determined;
developed a methodology aimed at the formation of the correct posture by means of physical culture;
individual approach is taken into account.
Our research has been fully confirmed.
motor posture correction physical
BIBLIOGRAPHY
Kuchma V.R. Hygiene of children and adolescents [Text | / Kuchma V.R. - M.: GEOTAR-Media, 2010 - 480s.
Kuzmicheva, O.A. Application of the biofeedback method by electromyogram for the correction of motor disorders: Educational manual [Text] / O.A. Kuzmicheva - St. Petersburg, 2003. - 17 p.
