Medicine ball throwing from behind the head standards. Medicine ball throwing technique and regulations

To develop in schoolchildren agility, speed, quickness of reaction, endurance, accuracy, the ability to quickly adapt to various changes in the situation is achieved by performing exercises with a medicine ball. This exercise has a fairly long history. To one degree or another, such actions are characteristic of almost every culture where various sports were practiced.

Medicine ball throwing standards for schoolchildren

Throwing 1kg medicine ball from a seated position (cm)
Boys				Girls
295	235	195		245	220	200
310	245	215		280	215	175
360	270	220		345	265	215
380	310	270		350	275	230
400	330	290		380	290	240
430	350	305		400	320	250
465	415	390		430	350	300
565	435	395		480	390	340
695	530	430		545	445	385
795	600	480		580	470	405
				600	500	450
810	630	520	2 kg 11 cl

Note : the standards and weight of the projectile should be clarified by the teacher of the physical education lesson of your school. The weight of the ball can be from 1 to 8 kg, and there are several ways to throw such a ball.

Features of use in school programs

Initially, it is important to note that the practice of medicine ball throwing can have many interpretations. It all depends on the goal set by the teacher and the need to develop certain muscle groups. It should be noted that the weight of the medicine ball, with the help of which the school standards are passed, can range from 1 kg to 8 kg.

The exercise itself consists of the need to throw the ball as far from the starting line as possible, or move it from one hand to another (from one student to another). It can be done individually, or it can be done in pairs, when students pass the ball to each other at a certain speed (frequency) and different distances (from one meter to 5 meters).

Here, unlike conventional small balls, a variety of positions can be used to achieve the goal. In particular, the ball is usually thrown from the spot. At the same time, this can be done with two hands from behind, with one hand from the shoulder, by throwing oneself back, performing a side throw, throwing it from one hand to the other hand, throwing the projectile while sitting and from other positions.

It is not surprising that such exercises can be performed at any time of the year. At the same time, the delivery of standards can be carried out not only at open stadiums, but also in small internal school stadiums. The standards, depending on the weight of the ball, as well as the complexity of the required actions, have been established for students of all grades. At the same time, before starting the exercise, it is imperative to perform a general warm-up of the body so as not to accidentally pull the muscles while throwing the ball (in most exercises this is done with a sharp wave of the arms or one hand).

Additionally, do not forget about some personal safety standards. In this case, the throwing area must be cleared for outsiders. The range of free space directly depends on the exercise being performed and the severity of the throwing ball. Usually 5 to 20 meters is sufficient. The exercise should be performed under the supervision of a school teacher at his command. Assessed on a five-point scale. Credits are considered "satisfactory", "good", "excellent". The standards are compiled separately for boys and girls, and they increase with the growing up of students.

About throwing technique

Given that the number of possible options for performing medicine ball exercises is very extensive, we will consider the exercises most often practiced in schools, with the help of which the maximum number of muscles is used, and also the real interest of students in the exercise is maintained.

In particular, let's focus on medicine-ball throws from behind, from the chest, from the shoulder, while sitting.

Throw from behind

A very common exercise that allows you to develop speed, dexterity, accuracy, endurance, and technique. The entire process of execution consists of the following actions:

• the student stands on the starting line with his back to his classmates, and facing the direction of throwing the ball;
• the ball is taken with two hands, rises above the head, is retracted, and then with a sharp movement of the hands is moved forward and up;
• during the initial phase of the throw, the body moves back a little, and then, simultaneously with the movement of the arms, it moves forward, accelerating the throw. It is prohibited to move beyond the boundary line;
• the required range of the ball depends on its weight. Three attempts are given for normative implementation.

Chest throw

Another popular exercise is when the medicine ball needs to be thrown as far as possible (or more precisely) from the chest. In this case, some varieties can be practiced. In particular, the ball can be served to the maximum scoring distance, or you can practice accuracy and dexterity by passing the ball to a partner.

In the case of passing the ball forward, the exercise differs little from a throw from behind. True, here the ball is thrown forward with a sharp throw of hands from the chest forward and slightly up. Basically, various muscle groups of the arms are involved here.

When the ball is passed in pairs to each other, a slightly different algorithm works:

• students stand opposite each other, facing one another;
• the ball is thrown not at full strength so that the other side has the opportunity to react to an approaching object and grab it in time;
• the distance between students should be from 3 to 5 meters (for high school students, a little more is possible);
• the exercise can be performed with several students at once (it all depends on the number of balls).

Shoulder throw

It is practiced when a heavy medicine ball (about 8 kg) is used as the throwing object. Dash from a place, or with a small run. The essence of the exercise is the need to throw the ball to the maximum length using the strength of the arms, torso, legs. Usually, if you try to pass the standard without technical skills, only hoping for the strength of the arm muscles, the result is not always the desired one.

Therefore, it should be borne in mind that throwing heavy objects from the shoulder is best performed with the simultaneous use of the legs (done from a comfortable stand with bent legs), back muscles (they help to push the ball during its start), as well as hands (the lion's share of the work falls on them , but without the previous two positions, the efficiency decreases by 20 - 30%).

Develop strength, endurance, agility, accuracy. Usually such exercises are performed in open stadiums under the close supervision of teachers for the safety of all students.

Seated throws

Exercises that are practiced with elementary school students. Lightweight stuffed balls are used here (usually 1 kg). As a rule, the whole essence of the exercises boils down to the need to throw the ball a short distance (1 - 3 meters), towards another student, or into the distance. They can be performed individually or in pairs. They are practiced in indoor gyms, or specialized rooms for the game.

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

Standing long jump

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

An adult uses a tape measure or a centimeter tape to measure the distance between the take-off line and the footprint (at the heels) upon landing (in cm). The best of three attempts is scored.

Definition of flexibility

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

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

Determination of the Equilibrium Function

The child stands barefoot, the toe of the backward leg is close to the heel of the forward leg. Hands below.

Task for the child: to stand in this position with open eyes as long as possible.

The time (in seconds) of holding the pose is estimated from the moment it is taken and until the moment when the feet move O places or the child staggers.

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

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

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

The adult measures after each throw and records the best result in the protocol.

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

PSYCHOLOGICAL DIAGNOSTICS OF CHILD DEVELOPMENT

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

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

In domestic pedagogy and psychology, several diagnostic packages have been developed to assess the child's readiness for school. The most important indicators are the level of formation of arbitrariness of attention, memory; cooperation (cooperation) skills,

the quality of speech, communication and social skills, the general level of culture and the formation of ideas about conventional norms; the quality of socialization, the idea of \u200b\u200bthe norms of communication and justice, the level of moral judgments and assessments, the readiness for moral choice. To monitor the achievements of the program, it seems to us advisable to use the following methods in our work:

Methodology "Conversation about school"(modified version by T.A. Nezhnova, D. B. Elkonin, A. L. Venger)

Purpose: to identify the formation of the student's internal position, motivation for learning.

Age: 6.5-8 years old.

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

Test for the cognitive initiative "Unfinished Tale"

Purpose: identifying the development of cognitive interests and initiatives.

Age: 6.5-8 years old.

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

Methodology for identifying the nature of attribution of success / failure(Reflexive evaluation - causal attribution of failure)

Purpose: to identify the adequacy of students' understanding of the reasons for success / failure in activities.

Age: 6.5-7 years old.

Question: "It so happens that you draw, sculpt or fold the constructor and you can't do it?"

If the answer is yes, one more question is asked: "What do you think, why do you not always succeed?"

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

Question: “What tasks do you like - difficult or easy? "

If you answer “I always succeed,” the poll stops.

Evaluation criteria:

My own efforts - I didn’t try, I quit, I have to learn, I have to ask to explain, help, etc.

The objective complexity of the task is very difficult, difficult, not for children, for older ones, etc.

Abilities - I do not know how, I always fail.

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

Assessment levels:

1. The child refers to ability, luck.

2. The child refers to objective difficulty and lack of effort.

3. The child refers to the lack of effort. The task of taking into account the motives of the heroes in solving the moral

dilemmas(modified problem by J. Piaget, 2006)

Purpose: revealing the orientation towards the motives of the heroes in solving the moral dilemma (the level of moral decentration).

Age: 6.5-7 years old.

Assessment method: individual conversation.

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

Story text

Little boy Seryozha wanted to help his mother wash the dishes. He washed the cup and was about to put it on the table, but slipped, fell and dropped the tray on which the cups were. Five cups were broken.

Another boy Petya, when his mother was not at home, wanted to take jam from the buffet. The shelf on which the bank stood was high, and he stepped into a chair. Trying to get the jam, he hooked on the cup. She fell and crashed.

1. Which of the children is more to blame?

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

Assessment levels To question 1:

There is no orientation to the circumstances of the act - there is no answer, both are to blame.

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

Orientation to the motives of the act - Seryozha wanted to help his mother, and Petya wanted to eat the jam, Petya was more to blame.

To question 2:

There is no orientation towards the circumstances of the act - both should be punished: both are to blame, both did wrong.

Focusing on the objective consequences of an act - Seryozha should be punished: he is more to blame, since he broke more (many) cups.

Orientation to the motives of the act - Petya is more to blame, because Seryozha wanted to help his mother, and Petya wanted to satisfy his desires. Orientation to the hero's intentions. The manifestation of decentration as taking into account the intentions of the hero of the story.

In the rest of the educational areas, traditionally established and proven methods are used, described by the authors in the guidelines.

tions to the program. In particular, you will find such programs for examining children in key areas of the formation of elementary mathematical concepts, the basics of the logical thinking of a child, preparation for teaching literacy 1.

Introduction 3

11explanatory note 5

Brief description of the program -

() non-binding part 17

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

First junior group (2-3 years) 18

Second junior group (3-4 years old) 32

Middle preschool age (4-5 years) 45

Senior preschool age (5-7 years) 62

Senior group (5-6 years old) 62

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

Children's achievement monitoring system

planned results of mastering the program 99

Interacting with family 101

Appendix 103

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

Diagnostics of the mental development of older preschool children / R.I.Bardina, A.I.Bulycheva, O.M.Dyachenko et al. - M., 1996.

Educator's Diary: Development of Preschool Children / Ed. O. M. Dyachenko, T. V. Lavrentieva. - M., 2000.

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

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

Wilson G. Learn the intellectual capabilities of your child / G. Wilson, D. Grills. - M., 1998.

Gutkina N.I. Psychological readiness for school / N.I. Gutkina. - M., 1996.

Diagnostics of educational activity and intellectual development of children / Ed. D. B. Elkonin and A. L. Venger. - M., 1981.

Figure: 1 Medicine ball toss

Exercise 1 (Fig. 1).
Toss the medicine ball overhead with one hand and catch it with the other hand.
The exercise is performed at an average pace for 20-30 seconds.

Figure: 2 Medicine ball toss

Exercise 2 (Fig. 2).
Toss a medicine ball from behind the head, first with the right and then with the left hand, at a distance.
5-6 throws with each hand.

Figure: 3 Medicine ball toss from behind the head with two hands

Exercise 3 (Fig. 3).
Starting position: standing, medicine ball in hands raised up.
Two-handed medicine ball throw.
Repeat 6-10 times.

Figure: 4 Medicine ball toss from the chest

Exercise 4 (Fig. 4).

Toss the medicine ball from the chest first with the right hand and then with the left hand.
Repeat 5-6 times with each hand.

Figure: 5 Medicine ball tossed off the chest with two hands

Exercise 5 (Fig. 5).
Starting position: standing with medicine ball in hand in front of chest.
Medicine ball tossed with two hands.
Repeat 6-8 times for throw distance.

Figure: 6 Two-handed medicine ball from underneath

Exercise 6 (Fig. 6).

Two-handed medicine ball from underneath.
Repeat 6-10 throws.

Figure: 7 Medicine ball toss over oneself

Exercise 7 (Fig. 7).
Starting position: standing with medicine ball in front of lowered hands.
Bend over and throw the medicine ball over yourself.
Perform 6-10 times, practicing the throwing technique.

Figure: 8 Two-handed medicine ball forward over the body, leaning forward

Exercise 8 (Fig. 8).
Starting position: standing, medicine ball in lowered hands behind the back.
Two-handed medicine ball toss over the body, leaning forward.
Repeat 6-10 times.

Figure: 9 Medicine ball back between the legs, leaning forward

Exercise 9 (Fig. 9).
Starting position: standing, feet shoulder-width apart, medicine ball in arms outstretched forward.
Medicine ball back between the legs, leaning forward.
Repeat 6-10 times.

Explanatory note

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

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

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

To observe the dynamics of the results shown in the control and test classes, the journal "Accounting and passing the standards of the" Kencheri "physical culture complex is filled in, and for children - an individual map of the child's physical fitness. It is necessary for a physical education instructor, parents and children to monitor and predict the physical fitness of children, identify deficiencies in the planning of educational work, as well as to keep accurate records of children passing the Kencheri physical culture standards.

Responsibility for the organization of work on the physical culture complex of standards is assigned to the head (director) of a preschool educational institution, and the conduct - to a physical education instructor and a medical worker.

1. Goal and tasks

The purpose of the "Kencheri" physical culture complex of standards:

• strengthening the health of preschoolers, creating conditions and promoting the disclosure of the physical abilities of children.

Main tasks:

1. Protection and strengthening of the health of preschoolers, control over the level of physical fitness of the child.
2. Revealing the real level of the child's development and the degree of its compliance with age norms.
3. Promoting the education of moral and volitional qualities, instilling the needs of physical and moral improvement in preschool children.
4. Instilling interest in the elements of various sports, including national ones.
5. Establishment of standards of requirements and conditions for their implementation.

1. Content

The physical culture complex of standards "Kencheri" for the preschool educational institution of the Republic of Sakha (Yakutia) consists of one stage - children 6-7 years old. At this stage, the level of physical fitness of the child is revealed upon graduation from a preschool educational institution.

To complete the assigned tasks, you must:

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

1. Running 30 meters.
2. Running 500 meters and above.
3. Shuttle run 3x10 m.
4. Long jump from a place.
5. High jump from a run.
6. Throwing a sandbag with the right and left hand (200 g.).
7. Medicine ball throwing (1 kg).
8. Flexion and extension of the arms (boys).

Raising the torso from a supine position (girls) - without taking into account time.

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

2.2. Conditions for fulfilling regulatory requirements

1. Running 30 meters.

The running distance is placed on a sports field or any other hard surface. The start is high.

1. Running 500 meters.

Running takes place on the sports ground or on the flat paths of the park and square. The condition for fulfilling the norms for a certain distance without taking into account time is the continuity of running. Stopping and walking while meeting the standards is not allowed.

1. Shuttle run 3x10 meters.

The shuttle run is carried out in open or closed areas with hard surfaces. A segment of 10 m in length is measured with transverse lines for the start and finish. On the start line, place 2 cubes at least 7 × 7 cm in size. The dealer assumes a high start position and picks up one cube. At the command "March" the stopwatch starts, the dealer runs with the cube to the other end of the segment, puts it down, returns for the next cube, and also transfers it to the other end of the 10-meter segment. The moment the second cube touches the floor, the stopwatch turns off.

1. Long jump from a place.

Before jumping, a mat or thick rug is laid on the floor. A measuring tape is attached along its length (with tape) and a repulsion line is marked (with chalk). From the starting position - half-squat, hands down back (start of the "swimmer"), toes on the start line. Swing the arms forward and upward, a jump is performed with a landing on both legs. The result is noted on the heel behind the standing leg. The best of three attempts counts. The measurement is made with an accuracy of one centimeter.

1. Long jump from a run.

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

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

Throwing is performed with the right and left hands alternately into the distance (on the site or in the gym), the throw is measured with a measuring tape from the start line to the place where the bag lands.

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

The throw is made from a seated starting position, feet to the sides on the start line, the ball behind the head. The throw is measured from the start line to the touchdown line. The test is carried out in the gym.

1. a) Flexion and extension of the arms in the lying position - boys.

In a horizontal position, the body rests on the palms and on the toes. When bending the arms at the elbows, the child lowers the torso down without touching the floor, keeping the torso straight (not bending, not bending).

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

Starting position - lying on your back, legs bent at the knee joints at an angle of 90 °, hands behind the head, fingers locked in a lock, feet fixed (toes under the bar of a gymnastic bench or held by a partner). At the command "March", bend vigorously until the elbows touch the knees. In the reverse motion, return to the starting position until the shoulder blades touch the mat. Extension and flexion of the trunk is performed without rest pauses.

1. Flexibility test.

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

1. Swimming.

Compliance with swimming standards is carried out in pools or open reservoirs (rivers, lakes, ponds) in specially adapted for this, in compliance with safety measures. Teaching non-swimmers begins with simple preparatory exercises. They are performed in order to get used to the water, to learn how to perform the simplest movements in it, to learn to look in the water, and to practice correct breathing.

Prevention of accidents and injuries. In swimming lessons, each student must strictly observe the following rules:

• Come to classes only with the permission of a doctor;
• Observe the internal rules of the pool;
• Come to class healthy;
• Do not swim abroad where the lesson is held;
• Exercise after 1.5-2 hours after eating;
• Do not bring your body to hypothermia and overwork;
• Do not start exercising hot and sweaty;
• At the end of the session, dry thoroughly.

1. Skiing.

Walking and cross-country skiing is carried out on a distance laid on level ground. Competitions for passing standards are held in places protected from the wind at a temperature of at least 15 °. For training and subsequent training, special training grounds, training slopes must be selected and prepared. The training grounds are intended for initial training in the technique of moving with or without ski poles. The preparation of the site (laying the track) is done in different ways: in a straight line or in a circle. The playground should not be more than 120´60 m (or, per child, no more than 12´15 m). Inside, a ski track is laid for the instructor, on which he demonstrates the teaching technique. Clothing should be warm, waterproof, appropriate for the season, meteorological conditions, and the intensity of physical activity in class. Skis are chosen depending on the height. For children 4-5 years old, skis should be about 5 cm higher than their height. For children over 5 years old, the height of the skis is determined by the height of the child's outstretched arm. The ski poles should be up to the child's shoulders.

1. Documentation, accounting and reporting

Keeping records and reporting on a set of standards "Kencheri" in accordance with the approved forms is assigned to the instructor of physical education.

1. The results of preschoolers' fulfillment of the standards of the "Kencheri" physical culture complex are entered into the journal "Accounting for passing the standards of the physical culture complex" and are brought to the "Corner for Parents" stand for review.
2. Copies of the results of the delivery of the "Kencheri" physical culture complex are sent to the ulus (city) department of education.
3. Based on the results of the preschoolers' passing the standards of the "Kencheri" physical culture complex, the "Individual card of the child's physical fitness" is filled in.

At the end of the academic year, the “Individual card” is issued to children with subsequent presentation to the school.

1. Physical fitness indicators of children 6-7 years old

№	Indicator name			Floor	Standard	Low	Middle	Tall
1	Running 30 meters (sec.)			Mal.
				Dev.
2	Shuttle Run 3´10 (sec.)			Mal.		11,9-11,1	11,0-10,1	10,0 (-)
				Dev.		12,5-12,1	12,0-11,1	11,0 (-)
3			Right.	Mal.
			A lion.
			Right.	Dev.
			A lion.
4	Medicine ball throwing (1 kg) from behind (m)			Mal.
				Dev.
5	Standing long jump (cm)			Mal.
				Dev.
6	High jump with a run (cm)			Mal.
				Dev.
7	Endurance running 500m (excluding time)				Pass / fail
8	Swimming up to 10 m (excluding time)				Pass / fail
9	Skiing (excluding time)	1000 m		Mal. Dev.	Pass / fail
		1500 m					Test / fail
		2000 m						Test / fail
10	Flexibility				Fingers		Fist	Palm
11	Flexion / extension of the arms (number)			Mal.	3	3	6	10
12	Raising the torso from supine position (amount)			Dev.	3	3	5	8

Individual card

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

Date and year of birth
Enrolled in kindergarten
						the name of the child care institution

City / village ulus

Physical fitness indicators

Month date	Basic movements
	Running 30 m (sec.)	Running 500 m (pass / fail)	Shuttle Run 3´ 10 m (sec.)	Standing long jump (cm)	Running jump high (cm)	Throwing a bag of sand 200 gr. (m)		Medicine ball throw 1 kg (m)	Flexion / extension of the arms (small.)	Raising the trunk (virgins)	Flexibility (pl)
						right.

Head of the preschool educational institution "Kolokolchik" _______________________ / _________________ /

Physical education instructor ___________________ / __________________ /

Accounting for passing standards

sports complex "Kencheri" (6 - 7 years old)

year of conducting physical education instructor (full name)

	F.I. baby	Test date	Basic movements
			Running 30 m (sec.)		Running 500 m (pass / fail)

Physical education lesson outline.

Date: Class:

Lesson topic: Medicine ball throwing.

The purpose of the lesson:Improvement of the mastered motor actions when performing the medicine ball throwing technique

Lesson Objectives:

Educational tasks:

Improve drill drills.

To consolidate the concepts of motor actions.

Strengthen the health of students through the development of physical qualities, coordination and strength abilities.

Developmental tasks:

To form the ability to adequately assess their own behavior and the behavior of others.

To develop the ability to highlight and formulate what is learned and what needs to be learned, to determine the quality and level of assimilation of knowledge

Formation of the ability to control, evaluate educational activities in accordance with the task and the conditions for its implementation

To develop the skills to perform medicine ball throwing at a high quality level

Educational tasks:

Form motivation for learning activities.

To form the skills of cooperation in different situations, the ability not to create conflicts and find ways out of controversial situations.

Lesson type:

Lesson in generalization and systematization of knowledge

Equipment used:

Medicine balls, whistle

During the classes:

		Dosage	Organizational and methodological guidelines	Universal Learning Activities
Construction. Submission of the report. Greeting. Message topic, lesson objectives.			Pay attention to sports form, discipline, wishes of good luck in the lesson	Planned personal results: 1. Self-determination. Independence and personal responsibility for their actions, attitude towards a healthy lifestyle. 2. Sense formation. Motivation for educational activities (educational and cognitive) 3. Moral and ethical orientation. Skills of cooperation in different situations, the ability not to create conflicts and find ways out of disputable situations. Planned metasubject results: 1. Regulatory UUD. Make the necessary adjustments to the action after its completion, based on its assessment and taking into account the mistakes made. Ability to perform motor actions technically correctly.
Drill training: turns "Left", "Right", "Around"			Pay attention to correct execution
Column walking one at a time: On toes, hands up On your heels, hands on your belt			Pay attention to the position of the head, shoulders, back
An outdoor game "Sticks with ribbons"			Compliance with the rules of the game
Rebuilding in 2 columns while walking			Follow the marching step, the technique of rebuilding
ORU complex No. 2 1. I.p. - stand, stick at the bottom. 1-2 - raise your hands up, stand on your toes, inhale. 2 .Ip - stand, stick at the bottom. 1- step right foot to the right, arms up 2- tilt forward. 3- straighten up 4 - return to and. p. The same to the left. 3. I.p. - stand feet apart, stick behind the back below. 4. I. p. - gray, stick forward 1 - bend the right leg, stick up 3 - bend the left leg, stick up 5. I. p. - lying on your stomach, stick up 1-2 - bend, arms up, legs up 6. I.p. - stand, stick at the bottom. 1 - tilt down 2 - squat, arms forward 3 - tilt down 7. I.p. - stand, stick at the chest 1 - jump legs apart, stick up 3 - jump legs apart, stick down			The heels of the feet are raised. Monitor your breath Do not bend your legs when performing a tilt. Follow the precise movement of your hands Monitor the correctness of the exercise When performing an incline, the legs are straight, the squat is full Follow the coordinated movement of the arms and legs
	II. Main part 23 minutes
				3.Communicative UUD Adequately assess your own behavior and the behavior of others. Formation of the ability to understand the reasons for the success and failure of educational activities and the ability to act constructively even in situations of failure
Medicine ball forward from behind the head at a distance. A reminder of the medicine ball throw technique from behind the head. The exercise is performed in 2 groups in turn.			The teacher demonstrates the execution technique. Children write down the result in their sports diary. Follow the safety regulations.
Outdoor game Shootout			Rules of the game
	III. Final part 6 minutes
Summing up the lesson.			Check all students.