Development of general endurance in high school during a physical education lesson. Introduction Endurance in high school age

Methodological development

Compiled by: Miskin Sergey Petrovich,

physical education teacher

GBOU secondary school s. Kamyshla, Samara region

Methods for developing endurance in children of senior school age

Endurance is the body’s ability to perform any work for a long time without a noticeable decrease in performance. The level of endurance is determined by the time during which a person can perform a given physical exercise. There are two types of stamina: general and special. General endurance.

When developing endurance in children of senior school age, it consists of creating conditions for a steady increase in general aerobic endurance based on various types of motor activity. There are also tasks for developing speed, strength and coordination-motor endurance. Solving them means achieving versatile and harmonious development of motor abilities.

The level of endurance development is determined, first of all, by the functional capabilities of the cardiovascular and nervous systems, level metabolic processes, as well as coordination of the activities of various organs and systems. The so-called economization of body functions plays a significant role in this. At the same time, endurance is influenced by the coordination of movements and the strength of the athlete’s mental, especially volitional, processes.

One of the main criteria of endurance is the time during which a person is able to maintain a given intensity of activity. Using this criterion, endurance is measured in direct and indirect ways.

The direct method is when the subject is asked to perform a task and the maximum time for working at a given intensity is determined (before the speed begins to decrease). However, in practice, physical education and sports teachers rarely use the direct method, since they must first determine the maximum speed capabilities of the subjects (by running 20 or 30 m on the move), then calculate the specified speed for each of them, and only after that begin testing. The most commonly used method is the indirect method

The indirect method is when endurance is determined by the time it takes to cover some fairly long distance (for example, 10,000m).

Since performance in motor activity depends on many factors, in particular on a person’s speed and strength abilities, it is necessary to take into account

two types of endurance indicator: absolute and relative. With absolute ones, indicators of other motor qualities are not taken into account, but with relative ones, they are taken into account. The most well-known relative indicators of endurance in physical education and sports are: speed reserve, endurance index, endurance coefficient.

The means of developing general (aerobic) endurance are exercises that cause maximum performance of the cardiovascular and respiratory systems. Muscular work is provided by a predominantly aerobic source; the intensity of work can be moderate, high, variable; the total duration of the exercises ranges from several to tens of minutes.

In the practice of physical education, physical exercises of a cyclic and acyclic nature are used in a wide variety of forms. For example, long running, cross-country running (cross), skiing, skating, cycling, swimming, games and play exercises, exercises performed using the circuit training method (including 7-8 or more exercises in a circle, performed at an average pace), etc. The main requirements for them are as follows; exercises should be performed in zones of moderate and high power work; their duration ranges from several minutes to 60-90 minutes; the work is carried out with the global functioning of the muscles.

Most types of special endurance are largely determined by the level of development of the anaerobic capabilities of the body, for which they use any exercises that include the functioning of a large group of muscles and allow them to perform work with maximum and near-maximum intensity.

An effective means of developing special endurance (speed, strength, coordination, etc.) are specially preparatory exercises, as close as possible to competitive ones in form, structure and features of impact on functional systems body, specific competitive exercises and general preparatory means.

To increase the anaerobic capacity of the body, the following exercises are used:

1. Exercises that primarily help increase alactic anaerobic capacity. The duration of work is 10-15 s, the intensity is maximum. Exercises are used in repetition mode, in series.

2. Exercises that allow you to simultaneously improve alactic and lactate anaerobic abilities. Duration of work is 15-30 s, intensity is 90-100% of the maximum available.

3. Exercises that help increase lactate anaerobic capacity. The duration of work is 30-60 s, the intensity is 85-90% of the maximum available.

4. Exercises that allow you to simultaneously improve alactic anaerobic and aerobic capabilities. Duration of work 1-5 minutes, intensity 85-90% of the maximum available.

When performing most physical exercises, their total load on the body is quite fully characterized by the following components (V. M. Zatsiorsky, 1966): 1) intensity of the exercise; 2) duration of the exercise; 3) number of repetitions; 4) duration of rest intervals; 5) nature of rest.

The intensity of exercise in cyclic exercises is characterized by the speed of movement, and in acyclic exercises - by the number of motor actions per unit of time (tempo). Changing the intensity of the exercise directly affects the functioning of the functional systems of the body and the nature of the energy supply to motor activity.

At moderate intensity, when energy consumption is still low, the respiratory and circulatory organs provide the body with required quantity oxygen. A small oxygen debt formed at the beginning of the exercise, when aerobic processes are not yet fully operational, is absorbed in the process of performing the work, and subsequently it occurs in a stable true state. This intensity of exercise is called subcritical.

As the intensity of the exercise increases, the practitioner’s body reaches a state in which the energy requirement (oxygen demand) will be equal to the maximum aerobic capacity. This intensity of exercise is called critical.

The intensity of the exercise above critical is called supercritical. At this intensity of exercise, the oxygen demand significantly exceeds the aerobic capabilities of the body, and the work is carried out mainly due to anaerobic energy supply, which is accompanied by the accumulation of oxygen debt.

The duration of the exercise has an inverse relationship with the intensity of its implementation. As the duration of the exercise increases from 20-25 seconds to 4-5 minutes, its intensity decreases especially sharply. A further increase in the duration of the exercise leads to a less pronounced but constant decrease in its intensity. The type of energy supply depends on the duration of the exercise.

In anaerobic mode, an increase in the number of repetitions leads to the exhaustion of oxygen-free mechanisms or to their blocking of the central nervous system. Then the exercises either stop or their intensity sharply decreases.

The duration of rest intervals is great value to determine both the magnitude and especially the nature of the body’s responses to the training load.

The duration of rest intervals must be planned depending on the tasks and training method used. For example, in interval training aimed at primarily increasing the level of aerobic performance, you should focus on rest intervals at which the heart rate decreases to 120-130 beats per minute. This makes it possible to cause changes in the activity of the circulatory and respiratory systems, which most contribute to increasing the functional capabilities of the heart muscle. Planning rest breaks based on the subjective feelings of the practitioner and his readiness to effectively perform the next exercise is the basis of a variant of the interval method called repeated.

When planning the duration of rest between repetitions of an exercise or different exercises within the same session, three types of intervals should be distinguished.

1. Full (ordinary) intervals, guaranteeing by the time of the next repetition practically the same restoration of performance that was before its previous execution, which makes it possible to repeat the work without additional strain on the functions.

2. Stressful (incomplete) intervals, at which the next load falls into a state of some under-recovery. In this case, there will not necessarily be a significant change in external quantitative indicators (over a certain period of time), but the mobilization of the physical and mental reserves of the human body increases.

3. Minimax interval. This is the shortest rest interval between exercises, after which increased performance (supercompensation) is observed, which occurs under certain conditions due to the laws of recovery processes in the body.

4. The nature of rest between individual exercises can be active or passive. With passive rest, the student does not do any work; with active rest, he fills the pauses with additional activities.

When performing exercises at a speed close to critical, active rest allows you to maintain respiratory processes at a higher level and eliminates sudden transitions from work to rest and back. This makes the exercise more aerobic.

Endurance training methods

The main methods for developing general endurance are: 1) the method of continuous exercise with a load of moderate and variable intensity; 2) method of repeated interval exercise; 3) circuit training method; 4) game method; 5) competitive method; 6)fartlek.

To develop special endurance, the following are used: 1) the method of continuous exercise (uniform and variable); 2) methods of interval intermittent exercise (interval and repeated); 3) competitive and gaming methods.

for example, in the form of cross-country running (from 20-30 minutes to 90-120 minutes), skiing (up to 2-3 hours), etc. The continuous method can be used throughout all training periods. However, it is most appropriate in the first half of the preparatory period.

This method has a number of advantages that compare favorably with other methods. Long-term and relatively moderate work, firstly, creates favorable conditions for a harmonious and gradual adjustment to the functioning of all body systems; secondly, it reduces the possibility of overtraining, since it is known that (it is not the distance that kills, but the pace); thirdly, like no other work, it allows you to develop economical technique, distribute effort, and relax your muscles well.

Push to widespread The continuous method was inspired by the outstanding successes of New Zealand runners P. Snell, M. Halberg and others, who trained under the guidance of the famous coach Artois Lydiard.

By the way, Lydiard believes that the main method of running training for young men should be cross-country running. The duration of the run, he writes, can be quite long. For example, a 14-year-old teenager can easily withstand a 32 km run, if, of course, there is no excessive stress.

The interval method involves performing exercises with standard and variable loads and with strictly dosed and pre-planned rest intervals. As a rule, the rest interval between exercises is 1-3 minutes (sometimes 15-30 seconds). Thus, the training effect occurs not only and not so much at the time of execution, but during the rest period. Such loads have a predominantly aerobic-anaerobic effect on the body and are effective for the development of special endurance.

The circuit training method involves performing exercises that affect various muscle groups and functional systems, such as continuous or interval work. Typically, a circle includes 6-10 exercises (stations), which the student goes through 1 to 3 times.

The gaming method involves developing endurance during the game, where there are constant changes in the situation and emotionality. Using one or another method to develop endurance, specific load parameters are determined each time.

The competitive method involves performing exercises in the form of competitions.]

Fartlek is a variable intensity workout.

accelerations on segments of arbitrary different lengths, run at different speeds. At the first stage of the preparatory period, significantly longer sections are included in fartlek. The pulse rate should be in the range of 150 – 170 beats/min. Closer to the competitive period, the segments become shorter and are covered at a faster speed. The pulse can rise to 170-185 beats/min.

The uniform method is characterized by continuous long-term operation with uniform speed or effort. At the same time, the student strives to maintain a given speed, rhythm, constant tempo, magnitude

effort, range of motion. Exercises can be performed at low, medium and maximum intensity.

The variable method differs from the uniform method by sequentially varying the load during a continuous exercise (for example, running) through a directed change in speed, tempo, range of movements, magnitude of effort, etc.

Senior school age (youth) covers children from 16 to 18 years old (grades IX-XI).

In this regard, gender and individual differences are clearly manifested, both in the structure and functions of the body.

At this age, the growth of the body in length and the increase in its size in width slow down. The differences between boys and girls in body sizes and shapes reach their maximum.

Boys surpass girls in height and body weight. Boys are 10-12 cm taller than girls and 5-8 kg heavier. The torso of young men is slightly shorter, and their arms and legs are longer than those of

girls. Bones thicken. The chest develops intensively, especially in young men. The skeleton is able to withstand significant loads. In terms of their biomechanical and biochemical parameters, muscle fibers differ little from the muscles of adults. The presence of fatty layers in the muscles of girls determines a higher content of adipose tissue in the total body weight compared to boys.

This ratio of fat and muscle tissue reduces the level of relative strength in girls. At the same time, girls are superior to boys in accuracy and coordination of movements.

The heart of boys is 10-15% larger in volume and weight than that of girls; the pulse is 6-8 beats/min slower, heart contractions are stronger, which causes a greater release of blood into the vessels and higher blood pressure. Girls breathe more often and not as deeply as boys.

In terms of indicators such as heart rate, heart volume, systolic and minute blood volume, vital capacity, maximum ventilation, respiratory reserve, MIC and oxygen pulse, schoolchildren 17-18 years old are practically not inferior to adults. Their blood oxygen capacity indicators are slightly reduced.

The formation of these morphofunctional structures expands the adaptive capabilities of boys and girls not only to work of moderate and high intensity, but also to submaximal power load with the formation of a significant oxygen debt.

In this age group, the process of improving the analytical-synthetic activity of the cortex continues, but the processes of excitation still dominate over inhibition; the formation of the mechanisms of the cardiorespiratory system ends.

For the practice of physical education and mass forms of physical culture, it is important to take into account gender differences. In girls, compared to boys, the indicators of pulmonary ventilation and the efficiency of oxygen regimes are reduced.

They have an increase in adipose tissue, which leads to a decrease in relative BMD values. The completion of the process of formation of the main organs and systems also determines the rate of development of physical abilities. Compared to the previous ones, they are significantly lower.

Taking into account gender characteristics and the rate of growth of motor abilities, the annual work plans of boys (girls) must include 16 (8) hours for developing speed, 20 (44) - strength, 16 (18) - agility, 44 (32) - speed endurance, 44(56) - aerobic endurance, 36(28) - strength endurance.

At the age of 15-17, schoolchildren complete the formation of their cognitive sphere. The greatest changes occur in mental activity.

In children of senior school age, the ability to understand the structure of movements, accurately reproduce and differentiate individual (force, temporal and spatial) movements, and carry out motor actions in general increases.

However, girls' courage decreases, which creates certain difficulties in physical education. However, during this age period there are still significant reserves for improving motor abilities, especially if this is done systematically and purposefully.

Endurance increases in girls from 8 to 13 years old, and after 14 the indicators begin to decline. The greatest leap in endurance growth is observed in them at the age of 11-13 years.

In boys, an increase in endurance indicators is observed from 9 to 17 years. A significant increase coincides with periods of decreased intensity of body growth in length. The most noticeable increase in endurance indicators was noted at 11-14 and 17 years old. The highest growth rate is at 14 years of age.

At senior school age, physical education lessons for boys and girls are held separately.

The anatomical, physiological and mental characteristics of boys and girls require a different approach to the organization of classes, the selection of means and methods of teaching motor actions and the development of physical qualities, and the dosage of physical activity.

The functional capabilities for carrying out intensive and long-term work are higher among boys than among girls.

They tolerate physical activity better with a relatively lower heart rate and a greater increase in blood pressure. The period of recovery of these indicators to the initial level is shorter for boys than for girls.

When organizing classes with young men, we must remember that they must be ready to serve in the army. Therefore, it is necessary to provide training with them on the ground, in non-standard conditions, with various obstacles, in conditions of lack of time, under maximum physical and volitional stress.

High school students can show quite high volitional activity, for example, persistence in achieving a goal, the ability to be patient against the background of fatigue and exhaustion.

In high school age, first of all, attention should be paid to the development of various types of endurance - aerobic and anaerobic, strength, static, speed.

In classes with high school students, the proportion of exercises involving an impact on conditioning and coordination abilities increases.

The number of exercises also increases, in which motor skills (technique) and physical qualities are simultaneously consolidated and improved.

Education at this age follows the path of strengthening the training focus of lessons.

The share of the gaming method is decreasing, and the competitive method is increasing.

When working with high school students, it is recommended to use the method of individual tasks, additional exercises, tasks for mastering motor actions, and developing physical abilities more widely than in previous ages, taking into account body type, inclinations, physical and technical readiness.

To develop general endurance, cyclic exercises lasting at least 15-20 minutes, performed in an aerobic mode, are most widely used. They are performed in standard continuous, variable continuous and interval load modes. In this case, the following rules are adhered to.

1.Availability. The essence of the rule is that the load requirements must correspond to the capabilities of those involved. Age, gender and level of general physical fitness are taken into account.

During training, after a certain time, changes in the physiological state will occur in the human body, i.e. the body adapts to the stress. Therefore, it is necessary to reconsider the availability of the load in the direction of its complexity. Thus, the availability of the load means the difficulty of the requirements, which creates optimal preconditions for its impact on the body of the exerciser without harm to health.

2.Systematics. The effectiveness of physical exercise, i.e. their influence on the human body is largely determined by the system and sequence of impacts of load requirements. It is possible to achieve positive changes in the development of general endurance if strict repeatability of load requirements and rest, as well as continuity of the training process, are observed. When working with beginners, days of physical exercise to develop general endurance should be combined with days of rest. If running is used, it must be combined with walking, i.e. walking here acts as a rest before the next run.

Consequently, it is necessary to find a measure of the increase in loads and a measure of the duration of consolidation of the achieved restructuring in various systems body. Using the uniform exercise method, you must first determine the intensity of the load. Work is carried out at a pulse of 140 – 150 beats/min. For schoolchildren aged 14-17 years 20-30 min.

The method of interval exercise provides a significant effect in developing general endurance. Anaerobic work is a strong irritant that stimulates functional changes in cardiac activity. Oxygen consumption increases, stroke volume increases, etc. The main difficulty in applying this method is the correct selection of the best combinations of load and rest.

The main methods for developing general endurance are: 1) the method of continuous (continuous) exercise with a load of moderate and variable intensity; 2) method of repeated interval exercise; 3) circuit training method; 4) game method; 5) competitive method.

To develop special endurance, the following are used: 1) methods of continuous exercise (uniform and variable); 2) methods of interval intermittent exercise (interval and repeated); 3) competitive and gaming methods.

The uniform method is characterized by continuous long-term operation with uniform speed or effort. At the same time, the student strives to maintain a given speed, rhythm, constant tempo, amount of effort, and range of movements. Exercises can be performed at low, medium and maximum intensity.

The interval method involves performing exercises with standard and variable loads and with strictly dosed and pre-planned rest intervals. As a rule, the rest interval between exercises is 1 - 3 minutes (sometimes 15 - 30 seconds). Thus, the training effect occurs not only and not so much at the time of execution, but during the rest period. Such loads have a predominantly aerobic-anaerobic effect on the body and are effective for the development of special endurance.

The circular training method involves performing exercises that affect various muscle groups and functional systems in a continuous or

interval work. Typically, a circle includes 6 to 10 exercises (“stations”), which the student goes through 1 to 3 times.

The competitive method involves the use of various competitions as a means of increasing the level of endurance of the student.

The gaming method involves developing endurance during the game, where there are constant changes in the situation and emotionality.

Using one or another method to develop endurance, specific load parameters are determined each time.

To develop general endurance, the most widely used are cyclic exercises lasting at least 15-20 minutes, performed in an aerobic mode. They are performed in standard continuous, variable continuous and interval load modes. In this case, the following rules are adhered to.

1. Availability. The essence of the rule is that the load requirements must correspond to the capabilities of those involved. Age, gender and level of general physical fitness are taken into account. During training, after a certain time, changes in the physiological state will occur in the human body, i.e. the body adapts to the stress. Therefore, it is necessary to reconsider the availability of the load in the direction of its complexity. Thus, the availability of the load means the difficulty of the requirements, which creates optimal preconditions for its impact on the exerciser’s body without harm to health.

2. Systematicity. The effectiveness of physical exercise, i.e. their influence on the human body is largely determined by the system and sequence of impacts of load requirements. It is possible to achieve positive changes in the development of general endurance if strict repeatability of load requirements and rest, as well as continuity of the training process, are observed. When working with beginners, days of physical exercise to build endurance should be combined with days of rest. If running is used, it must be combined with walking, i.e. walking here acts as a rest before the next run.

3. Gradualism. This rule expresses the general trend of systematically increasing load requirements. Significant functional changes in the cardiovascular and respiratory systems can be achieved if the load gradually increases. Consequently, it is necessary to find a measure of increased loads and a measure of the duration of consolidation of the achieved changes in various body systems. Using the uniform exercise method, it is necessary, first of all, to determine the intensity and duration of the load. Work is carried out at a pulse of 140 - 150 beats/min. For schoolchildren in

aged 8 - 9 years, duration of work is 10 - 15 minutes; 11 - 12 years - 15 - 20 min; 14 - 15 years - 20-30 min.

With practically healthy people, work is carried out at a speed of 1 km in 5 - 7 minutes. For people with good physical fitness, the speed fluctuates within 1 km in 3.5 - 4 minutes. Duration of work from 30 to 60 - 90 minutes.

In classes with trained people, the variable exercise method is used. The essence of this method is to change the speed in certain sections and to include spurts and accelerations in certain sections of the distance in combination with uniform work. This allows you to master large volumes of load with a fairly intense level of exposure. The work is gradually increased to 120 minutes, if necessary. Variable continuous work places greater demands on the cardiovascular system than uniform work. When using the method of variable continuous exercise, an oxygen debt is formed in some sections of the distance, which must subsequently be repaid at the next section of the distance.

If the work intensity is higher than critical (75 - 85% of the maximum), and the heart rate at the end of the load is 180 beats/min, then repeated work is given when the heart rate drops to 120 - 130 beats/min. The duration of repeated work is 1 - 1.5 minutes, the nature of the rest is active. The number of repetitions is determined by the ability to maintain the achieved level of MOC (3 - 5 repetitions). The method of repeated interval exercise is used only with sufficiently qualified athletes. Its use for more than 2 - 3 months is not recommended.

CONCLUSION:

The endurance of children of different ages is very significant. Properly developed endurance helps children resist fatigue during physical activity. Endurance increases the performance of children of different ages in sports activities. Each form of endurance, in turn, can include a number of species and varieties.

The criterion for endurance is the time during which a person is able to maintain a given intensity of activity. Using this criterion, endurance is measured in two ways: indirect and direct.

Senior school age is characterized by the continuation of the process of growth and development, which is expressed in its relatively calm and uniform course in individual organs and systems. At the same time, puberty ends. At this age, the growth of the body in length and the increase in its size in width, as well as weight gain, slow down. In older schoolchildren, the process of ossification of most of the skeleton is almost complete. The growth of tubular bones increases in width and slows down in length. The development of the bone apparatus is accompanied by the formation of muscles, tendons, and ligaments. Muscles develop evenly and quickly, as a result of which muscle mass increases and strength increases.

List of used literature:

1. Matveev L.P. Theory and methodology of physical education: Textbook for physical education boarding schools. – M., 1991.

2. Podlassy I.P. Pedagogy. New course: Textbook for students of pedagogical universities: 2 books - M.: Humanist. ed. Vlados Center, 2000.

3. Suleymanov I.I., Khromin V.G. Fundamentals of the theory and methodology of physical culture. – Omsk: SibGAFK, 1997.

4. Kharlamov I.F. Pedagogy: - M.: Higher School, 1990.

5. Ashmarin B.A., Vinogradov Yu.A., Vyatkina Z.N. Theory and methods of physical education. – M.: Education 1990.

6.Matveev.A.P., Melnikov S.B. Methods of physical education with the basics of theory: A textbook for pedagogical students. institutes and students of pedagogical School - M.: Education, 1991.

7. Reshetnikov N.V., Kislitsin Yu.L. Physical culture: a textbook for students. - 2nd ed. - M.: Academy, 2001.

8. Zholdan V.I. Methodology for preparing and conducting physical education and sports events. Educational and methodological manual. - Chelyabinsk, 1999.

9.Ozolin.N.G. Athletics.- M; 1959.

10.Korobeinikov N.K. Physical education. – M.: Higher school. Textbook for secondary special education educational institutions. – 1984.

11. Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.N. Pedagogy. Textbook for pedagogical students. educational institutions. – M.: Shkola-Press, 1998.

12. Kachashkin V.M. Methods of physical education: A textbook for school teachers. schools – M.: Education, 1980.

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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"BASHKIR STATE PEDAGOGICAL

UNIVERSITY NAMED AFTER M. AKMULLA"

FACULTY OF PHYSICAL EDUCATION

Department of Theory and Methodology of Physical Culture and Sports

Direction

Pedagogical education, profile physical education 3rd year

methodological features of education for children of senior school age involved in the section on athletics

COURSE WORK

in the discipline: “Theory and methodology of physical culture and sports”

KANYBEKOV VENIAMIN VIKTOROVICH

Scientific supervisor: Ph.D. Emeleva T.F.

INTRODUCTION

Relevance. Athletics occupies one of the leading places in the system of physical education of youth and adults. Athletics is the most accessible and widespread sport, thanks to the diversity of its types, a huge number of easily dosed and taught exercises that can be done anywhere and at any time of the year.

B.A. Ashmarin notes in her work that running is one of the most popular sports and is widespread throughout the world. Running is an effective and accessible means of physical improvement for all ages, helping to improve health and harmonious development, improving motor qualities and skills necessary for a person’s daily activities. The main goal of athletics is to achieve physical perfection and the highest results during participation in competitions. Achieving high athletic results in most types of athletics, especially those associated with prolonged cyclic locomotor activity, is impossible without the required level of endurance development. With the development of endurance, the performance of all organs and systems of the athlete increases, the body begins to work harmoniously, the pulse rate decreases, well-being improves, physical activity is better tolerated, which proves an improvement in athletic fitness. All this happens with rational and expedient planning of the training process, where the development of endurance is given due attention, especially when working with beginners. The problem of organizing and planning the training of middle-distance runners in athletics becomes more relevant every year, especially in connection with the current trend towards earlier sports specialization.

Therefore, one of the most important tasks of sports training for a middle-distance runner in athletics sections is to increase endurance. Because endurance is a particularly valuable quality. When developing endurance in athletes, they decide important tasks: developing a stable ability to perform cyclic work in an intensive mode, the ability to work with high productivity. By developing endurance, one simultaneously develops strength, the ability to withstand high loads, and the desire to be first among equals.

A.A. Guzhalovsky writes that at present, exercises for the physical training of track and field athletes are used in different ways and in different sequences, with different dosages; at the present stage of development of athletics, there is an insufficiency in providing the training process in sections aimed at developing physical qualities with specific, clearly dosed and structured exercises, which leads to students’ irrational use of their capabilities in competitions.

The above data indicates that scientific and methodological support is currently insufficiently disclosed on this problem. Therefore, the development of a set of exercises aimed at developing the endurance of high school students involved in the athletics section is relevant.

Purpose of the study: To determine the methodological features of training endurance in children of senior school age in the athletics section.

1. Determine the forms of manifestation of endurance in children of senior school age in the athletics section.

2. Identify methods and means of training endurance in children of senior school age in the athletics section

CHAPTER 1. ANALYSIS AND SUMMARY OF SCIENTIFIC METHODOLOGICAL LITERATURE ON THE RESEARCH PROBLEM

1.1 Endurance characteristics

Physical qualities are understood as certain socially determined sets of biological and mental properties of a person that express his physical readiness carry out active motor activity.

Any personality traits are based on the leading human functions, which are basically the interaction of morphological, physiological, biochemical and mental processes corresponding to motor activity, including training and competition; we are not dealing with individual muscles, internal organs or biochemical reactions, but with an integral living organism, which is a motor functional system (MLS).

The main physical qualities include: physical strength, speed, endurance, flexibility, agility.

Endurance is the ability to maintain a given level necessary to ensure professional activity, load power and resist fatigue that occurs during work.

There are also types of endurance: general and special.

General endurance is a set of functional capabilities of the body that determine its ability to perform long-term work with high efficiency at moderate intensity and form the nonspecific basis for the manifestation of performance in various types of professional or sports activities.

General endurance plays a significant role in optimizing life activity and acts as an important component of physical health. (5) It can also be formed as the final result of specific types of special endurance; it is determined by the functional capabilities of the body’s autonomic systems (CVS, respiratory), which is why it is called aerobic.

The main indicator of aerobic endurance is maximum oxygen consumption (MOC) - an indicator characterizing the athlete’s ability to perform long-term work at near-maximum power.

Special endurance is the ability to endure long-term loads characteristic of a particular type of professional activity. Special endurance is a complex, multicomponent motor quality. By changing the parameters of the exercises performed, you can selectively select the load for the development and improvement of its individual components. Each profession or groups of similar professions may have its own combinations of these components.

Special endurance depends on the capabilities of the neuromuscular system, the speed of resource consumption of intramuscular energy sources, the technique of motor control and the level of development of other motor abilities.

There are several types of manifestation of special endurance: for complexly coordinated, strength, speed-strength and glycolytic anaerobic work; static endurance associated with prolonged stay in a forced position in conditions of low mobility or limited space; endurance for prolonged work of moderate and low power; to long-term operation of variable power; as well as working in conditions of hypoxia (lack of oxygen); sensory endurance - the ability to quickly and accurately respond to external influences environment without reducing the effectiveness of professional actions in conditions of physical overload or fatigue of the body’s sensory systems. Sensory endurance depends on the stability and reliability of the functioning of the analyzers: motor, vestibular, tactile, visual, auditory.

The measure of endurance is the time during which muscular activity of a certain nature and intensity is carried out.

Endurance comes in two main forms:

1. In the duration of work at a given power level until the first signs of severe fatigue appear.

2. The rate of decline in performance upon the onset of fatigue.

Fatigue is a temporary decrease in performance. There are four types of fatigue: mental, sensory, emotional, physical.

1.2 Means and methods of training endurance in children of senior school age in the athletics section

endurance education speed aerobic

Concept and types of endurance

There are many different points of view regarding the concept of endurance; in our work we will consider some of them.

Smirnov V.I. calls endurance - a person’s ability to perform any motor activity for a long time without reducing its effectiveness.

Matveev A.P. believes that endurance is expressed through a set of physical abilities that ensure the maintenance of work duration in various power zones.

Kholodov Zh.K. and Kuznetsov V.S. gave the following definition of endurance - this is the ability to withstand physical fatigue in the process of muscular activity.

Schwartz V.B. proposes to understand endurance in physical education as the body’s ability to fight fatigue caused by muscular activity.

Since the duration of work is ultimately limited by the onset of fatigue, endurance can also be defined as the body’s ability to resist fatigue. Fatigue is a state of the body that “arises as a result of prolonged or strenuous activity and is characterized by a decrease in performance. It occurs after a certain period of time after the start of work and is expressed in increased difficulty or inability to continue activities with the same efficiency. The development of fatigue goes through 3 phases:

The phase of compensated fatigue, when, despite increasing difficulties, a person can maintain the same intensity of work for some time due to greater volitional efforts than before and a partial change in the biomechanical structure of motor actions.

The phase of decompensated fatigue, when a person, despite all efforts, cannot maintain the required intensity of work. If you continue to work in this state, then after a while there will be a refusal to perform it.

The phase of complete fatigue. Endurance is necessary to one degree or another when performing any physical activity. In some types of physical exercise, it directly determines the sports result (walking, middle and long distance running, cycling, long-distance skating, cross-country skiing), in others it allows in the best possible way perform certain tactical actions (boxing, wrestling, sports games); thirdly, it helps to withstand repeated short-term high loads and ensures quick recovery after work (sprinting, throwing, jumping, weightlifting, fencing).

The degree of development of endurance can be judged on the basis of two groups of indicators:

External (behavioral) that characterize the effectiveness of a person’s motor activity during fatigue.

Internal (functional), which reflect certain changes in the functioning of various organs and systems of the body that ensure the implementation of this activity.

In any physical exercise, an external indicator of a person’s endurance is the magnitude and nature of changes in various biomechanical parameters of motor action (length, frequency of steps, push-off time, accuracy of movements, etc.) at the beginning, middle and end of the work. By comparing their values at different periods of time, the degree of difference is determined and a conclusion is drawn about the level of endurance. As a rule, the less these indicators change by the end of the exercise, the higher the level of endurance. Internal indicators of endurance: changes in the central nervous system, cardiovascular, respiratory, endocrine and other human systems and organs under conditions of fatigue.

Endurance - depends on the level of development of a person’s other physical abilities. In this regard, it is proposed to use two types of indicators:

1. Absolute - without taking into account the level of development of strength, speed and coordination abilities.

2. Relative - taking into account the development of strength, speed and coordination abilities.

The duration of mechanical work until complete fatigue can be divided into three phases: initial fatigue, compensated and decompensated fatigue. The first phase is characterized by the appearance initial signs fatigue, the second - progressively deepening fatigue, maintaining a given intensity of work due to additional volitional efforts and a partial change in the structure of motor action (for example, reducing the length and increasing the tempo of steps when running). The third phase is characterized by a high degree of fatigue, leading to a decrease in the intensity of work until it stops.

The measure of endurance is the time during which muscular activity of a certain nature and intensity is carried out. For example, in cyclic types of physical exercise (walking, running, swimming), the minimum time to cover a given distance is measured. In gaming activities and martial arts, the time during which the level of a given efficiency of motor activity is achieved is measured. In complex coordination activities associated with precision movements (gymnastics, figure skating), an indicator of endurance is the stability of technically correct execution of the action.

Tasks for developing endurance. The main task of developing endurance in school-age children is to create conditions for a steady increase in general aerobic endurance based on various types of motor activity provided for development in compulsory physical education programs.

There are also tasks for developing speed, strength and coordination-motor endurance. Solving them means achieving versatile and harmonious development of motor abilities. Finally, another task arises from the need to achieve the highest possible level of development of those types and types of endurance that play a particularly important role in the sports chosen as the subject of sports specialization.

In practice, the abundance of all forms of endurance are usually reduced to two types: general, special.

General endurance is a person’s ability to perform long-term and effective work of a non-specific nature, which has positive influence on the development of specific components of human performance, due to increased adaptation to loads and the presence of phenomena of “transfer” of fitness from non-specific types of activities to specific ones.

General endurance also means long-term performance of work with optimal functional activity of the main life-supporting organs and structures of the body. The ability to perform work over a long period of time that involves many muscle groups and places high demands on the cardiovascular and respiratory systems. This mode of operation is provided primarily by the ability to perform motor actions in the zone of moderate loads.

General endurance, otherwise known as aerobic endurance. A person who can endure long running at a moderate pace for a long time is able to perform other work at the same pace (swimming, cycling). The main components of general endurance are the capabilities of the aerobic energy supply system, functional and biomechanical economization.

Endurance in relation to a specific activity chosen as a subject of specialization is called special. There are as many types of special endurance as there are types of sports specialization. Different types of endurance are independent or have little dependence on each other. For example, you can have high strength endurance, but insufficient speed or low coordination endurance.

Special endurance is the ability to effectively perform work and overcome fatigue under conditions determined by the requirements of a particular type of activity.

Special endurance is characterized by the duration of work, which is determined by the dependence of the degree of fatigue on the content of the solution to the motor task,

Special endurance is classified: a) according to the signs of motor action, with the help of which a motor task is solved (for example, jumping endurance); b) according to the signs of motor activity, under the conditions of which the motor task is solved (for example, gaming endurance); c) based on signs of interaction with other physical qualities (abilities) necessary for the successful solution of a motor task (for example, strength endurance).

Physiological and psychological rationale for endurance

The concept of “endurance” is used in everyday speech in a very broad sense to characterize a person’s ability to perform one or another type of mental or physical (muscular) activity for a long time.

The characteristics of endurance as a motor physical quality (ability) of a person are relative: it relates only to a certain type of activity. In other words, endurance is specific - it manifests itself in every person when performing a certain, specific type of activity.

Depending on the type and nature of the physical (muscular) work performed, the following are distinguished:

1. static and dynamic endurance, i.e. the ability to perform static or dynamic work for a long time, respectively;

2. local and global endurance, i.e. the ability to carry out local work for a long time (with the participation of a small number of muscles) or global work (with the participation of large muscle groups - more than half of the muscle mass);

3. strength endurance, i.e. the ability to repeatedly repeat exercises that require the manifestation of great muscle strength;

4. anaerobic and aerobic endurance, i.e. the ability to perform global work for a long time with a predominantly anaerobic or aerobic type of energy supply.

In sports physiology, endurance is usually associated with the performance of sports exercises that require the participation of large muscle mass (about half or more of the entire muscle mass of the body) and continue continuously for 2-3 minutes or more due to the constant consumption of oxygen by the body, which provides energy production in working muscles predominantly or entirely aerobically. In other words, in sports physiology, endurance is defined as the ability to perform global muscular work for a long time, predominantly or exclusively of an aerobic nature.

Sports exercises that require endurance include all aerobic exercises of a cyclic nature, in particular track and field running at distances of 1500 m, race walking, road cycling, cross-country skiing at all distances, skating at distances of 3000 m, swimming at distances from 400 m, etc.

Relative power zones

The manifestation of endurance can be most fully characterized by taking into account the nature and characteristics of the activity, the requirements this activity makes for various physical abilities and the level of its intensity. It is necessary to distinguish general speed endurance for work of maximum intensity from general speed endurance for work of submaximal or high intensity. Each form of endurance, in turn, can include a number of species and varieties. These forms of endurance are based on various factors. Therefore, the methodology for their development will be different.

The development of endurance is carried out by solving motor tasks that require the mobilization of mental and biological processes in the phase of compensatory fatigue or at the end of the previous phase, but with the obligatory entry into the phase of compensatory fatigue. The conditions for solving problems should ensure the variable nature of work with necessarily changing loads and the structure of motor action (for example, overcoming obstacles while running over rough terrain).

The leading physical abilities that express the quality of endurance include endurance to loads in the maximum, submaximal, large and moderate load zones. All these abilities have a single meter - the maximum operating time before its power begins to decrease.

Endurance under conditions of maximum loads in primary school age increases gradually. The main means for its development include cyclic exercises, the duration of which does not exceed 5-10 s, which can be compared to running segments of 20-40 m s maximum speed. As a rule, these exercises are performed repeatedly, in series. Rest intervals between running exercises are usually 30-45 seconds, and between series 1.2-2 minutes. Rest pauses are filled with relaxation exercises, walking, alternating with breathing exercises. Active rest speeds up the body's recovery for subsequent work. The number of series or running exercises in a series is determined by the well-being of schoolchildren and their functional state. Here the teacher can focus on two main indicators: heart rate (HR) and running speed. For younger schoolchildren, repeated exercise is allowed at a heart rate of no more than 116-120 beats/min and when the running speed is reduced to an average of 70-75% of the maximum.

Endurance under conditions of submaximal (near-limit) loads at primary school age begins to increase rapidly in boys from the age of 10 and in girls from the age of 9. The main means of developing endurance at this age are cyclic exercises (for example, running) and acyclic exercises (jumping). The intensity of the load is 75-95% of the maximum, and the duration of the exercises is from 20 s to 1.5 min. For example, if the maximum running speed for boys in class III is 4.6-5.0 m/s, then with a submaximal load it decreases to approximately 4.2-4.6 m/s. These exercises can be performed with additional weights, but with mandatory correction of the duration, number of repetitions and speed of execution.

The leading method in the development of endurance is the method of strictly regulated exercise, which allows you to accurately set the magnitude and volume of the load. Repeated exercise or series can be started at a heart rate of 110-120 beats/min. During rest breaks, perform breathing exercises, relax muscles and develop joint mobility. It is advisable to develop endurance under submaximal loads after exercises to develop motor coordination or training in motor actions when fatigue begins. The duration of exercises, their number and rest intervals between them should be correlated with the nature of the previous work.

Endurance under heavy loads increases most intensively in boys from 8 to 11 years, and in girls from 9 to 11 years. The main means of its development are cyclic exercises (for example, running, swimming, skiing), performed with an intensity of 65-70% of the maximum. In terms of its effects, exercise should cause a significant increase in heart rate and pulmonary ventilation. Depending on age, heart rate can reach 180-200 beats/min, and minute respiratory volume can range from 40 to 60 l/min at a respiratory rate of 45-60 cycles/min. The development of endurance under conditions of heavy loads is carried out using strictly regulated and game exercises. The latter allows, due to increased emotionality, to achieve a larger volume of work. At primary school age, the duration of running loads reaches 3-5 minutes, and rest intervals are 6-8 minutes. Repeated execution of the exercise is carried out at a heart rate of 110-115 beats/min and a minute volume of breathing at the level of 110-120% of the initial value. Endurance under heavy loads is developed, as a rule, at the end of the main part of the lesson against the background of initial fatigue. The greater the fatigue from previous work, the less time is needed to obtain a one-time training effect in the development of endurance.

Endurance under conditions of moderate loads effectively develops throughout primary school age, but the best results can be achieved in boys aged 8-10 years and girls aged 7-9 years. The main means for developing endurance under moderate loads are long-term cyclic exercises (for example, long walking, cross-country running, cross-country skiing up to 1.5 km). These exercises increase heart rate from 130-140 to 160-170 beats/min, and pulmonary ventilation from 12-14 to 40-50 l/min. One of the features of developing endurance under these conditions is the need to perform the exercise for a long time, which is difficult in physical education lessons. Therefore on school activities It is advisable to teach skiing at an appropriate speed, and it is better to increase the amount of work, increasing the duration of its completion, while doing homework.

Means of training endurance

As a means of developing endurance, general preparatory, specially preparatory and competitive exercises are used, which, depending on the impact on the body, are divided into exercises of general (running, swimming, etc.) and local effects (repeated raising and lowering of arms and legs).

Local impact exercises allow you to selectively activate the activity of individual muscle groups that are lagging behind in their development, and increase strength, speed-strength and speed components of endurance.

When developing general endurance, continuous long-term distance work is used, performed at a uniform or variable speed for at least 25-30 minutes for beginners and from 50 to 120 minutes or more for trained people (running, swimming, rowing), and in skiing, cycling sports even more.

In the practice of physical education, a wide variety of physical exercises of a cyclic and acyclic nature are used, for example, long running, cross-country running (cross), skiing, skating, cycling, swimming, games and play exercises, exercises performed using the circuit training method (including 7-8 or more exercises in a circle, performed at an average pace). The basic requirements for them are the following: exercises must be performed in zones of moderate and high power work; their duration ranges from several minutes to 60-90 minutes; the work is carried out during the global functioning of the muscles.

An effective means of developing special endurance (speed, strength, coordination) are specially preparatory exercises that are as close as possible to competitive ones in form, structure and features of the impact on the functional systems of the body, specific competitive exercises and general preparatory means.

To increase the anaerobic capacity of the body, the following exercises are used: Exercises that primarily help to increase alactic anaerobic capacity. The duration of work is 10-15 s, the intensity is maximum. Exercises are used in repetition mode, in series. Exercises that allow you to simultaneously improve alactic and lactate anaerobic abilities. Duration of work is 15-30 s, intensity is 90-100% of the maximum available. Exercises that help increase lactate anaerobic capacity. Duration of work 30 - 60 s, intensity 85 - 90% of the maximum available. Exercises that allow you to simultaneously improve alactic anaerobic and aerobic capabilities. Duration of work 1 - 5 minutes, intensity 85 - 90% of the maximum available.

The intensity of the exercise is characterized in cyclic exercises by the speed of movement, and in acyclic exercises - by the number of motor actions per unit of time (tempo). Changing the intensity of the exercise directly affects the functioning of the functional systems of the body and the nature of the energy supply of motor activity. At moderate intensity, when energy consumption is not yet high, the respiratory and circulatory organs provide the amount of oxygen necessary for the body without much strain. The small oxygen debt formed at the beginning of the exercise, when aerobic processes are not yet fully operational, is repaid as the work progresses, and subsequently it occurs under true steady state conditions. This intensity of exercise is called subcritical.

The duration of the exercise has an inverse relationship with the intensity of its implementation. As the duration of the exercise increases from 20–25 s to 4–5 min, its intensity decreases especially sharply. A further increase in the duration of the exercise leads to a less pronounced but constant decrease in its intensity. The type of energy supply depends on the duration of the exercise.

The number of repetitions of exercises determines the degree of their impact on the body. When working under aerobic conditions, an increase in the number of repetitions makes it possible to maintain a high level of activity of the respiratory and circulatory organs for a long time. In anaerobic mode, an increase in the number of repetitions leads to the exhaustion of oxygen-free mechanisms or to their blocking of the central nervous system. Then the exercises either stop or their intensity decreases sharply.

The duration of rest intervals is of great importance for determining both the magnitude and, in particular, the nature of the body's responses to the training load.

The duration of rest intervals must be planned depending on the tasks and training method used. For example, in interval training aimed at primarily increasing the level of aerobic performance, you should focus on rest intervals at which the heart rate decreases to 120 - 130 beats/min. This makes it possible to cause changes in the activity of the circulatory and respiratory systems, which most contribute to increasing the functional capabilities of the heart muscle. Planning rest breaks based on the subjective feelings of the practitioner and his readiness to effectively perform the next exercise is the basis of a variant of the interval method called repeated.

When planning the duration of rest between repetitions of an exercise or different exercises within the same session, three types of intervals should be distinguished. Full (ordinary) intervals, guaranteeing by the time of the next repetition practically the same restoration of performance that was before its previous execution, which makes it possible to repeat the work without additional strain on the functions. Stressful (incomplete) intervals, during which the next load falls into a state of more or less significant under-recovery, which, however, will not necessarily be expressed over a certain period of time without a significant change in external quantitative indicators, but with an increasing mobilization of physical and psychological reserves. Minimax interval. This is the shortest rest interval between exercises, after which increased performance (supercompensation) is observed, which occurs under certain conditions due to the laws of recovery processes. The nature of rest between individual exercises can be active or passive. With passive rest, the student does not do any work; with active rest, he fills the pauses with additional activities.

Methods of training endurance

The interval method involves performing exercises with standard and variable loads and with strictly dosed and pre-planned rest intervals. As a rule, the rest interval between exercises is 1 - 3 minutes (sometimes 15 - 30 seconds). Thus, the training effect occurs not only and not so much at the time of execution, but during the rest period. Such loads have a predominantly aerobic-anaerobic effect on the body and are effective for the development of special endurance.

The circuit training method involves performing exercises that affect various muscle groups and functional systems, such as continuous or interval work. Typically, a circle includes 6 to 10 exercises (“stations”), which the student goes through 1 to 3 times.

The competitive method involves the use of various competitions as a means of increasing the level of endurance of the student.

The gaming method involves developing endurance during the game, where there are constant changes in the situation and emotionality.

Using one or another method to develop endurance, specific load parameters are determined each time.

Methods for developing general endurance

Availability. The essence of the rule is that the load requirements must correspond to the capabilities of those involved. Age, gender and level of general physical fitness are taken into account. During training, after a certain time, changes in the physiological state will occur in the human body, i.e. the body adapts to the stress. Therefore, it is necessary to reconsider the availability of the load in the direction of its complexity. Thus, the availability of the load means the difficulty of the requirements, which creates optimal preconditions for its impact on the exerciser’s body without harm to health.

Systematicity.

The effectiveness of physical exercise, i.e. their influence on the human body is largely determined by the system and sequence of impacts of load requirements. It is possible to achieve positive changes in the development of general endurance if strict repeatability of load requirements and rest, as well as continuity of the training process, are observed. When working with beginners, days of physical exercise to build endurance should be combined with days of rest. If running is used, it must be combined with walking, i.e. walking here acts as a rest before the next run.

Gradualism. This rule expresses the general trend of systematically increasing load requirements. Significant functional changes in the cardiovascular and respiratory systems can be achieved if the load gradually increases. Consequently, it is necessary to find a measure of increased loads and a measure of the duration of consolidation of the achieved changes in various body systems. Using the uniform exercise method, it is necessary, first of all, to determine the intensity and duration of the load. Work is carried out at a pulse of 140 - 150 beats/min. For schoolchildren aged 8 - 9 years, the duration of work is 10 - 15 minutes; 11 - 12 years - 15 - 20 min; 14 - 15 years - 20-30 min.

Methods for developing speed endurance

It is customary to talk about speed endurance in relation to exercises of a cyclic nature (running, walking, swimming, rowing, skiing, cycling). Any of them can occur at different speeds. The one who can maintain a given speed of movement longer than the other will be more resilient. Naturally, depending on the speed of movement, the duration of the exercises will also be different: the higher it is, the shorter the duration of the work will be, and vice versa. For example, running at maximum speed cannot last long. It lasts tens of seconds, and during this time a short distance is covered - 100 - 200 m. If a person runs a long distance, then he reduces the intensity of running, i.e. runs slower. Based on an analysis of world records in running over various distances, V. S. Farfel established that the speed-time relationship breaks down into four straight sections, which he called relative power zones: the zone of maximum, submaximal, high and moderate power. Each of these zones included groups of distances existing in practice - short, medium, long and extra-long. It was found that dividing the record curve into segments is typical not only for records in running, but also for other cyclic exercises - swimming, skating, cycling.

In all cases, the criterion for the power (intensity) of work is not the distance, but the time required to complete it. Therefore, for example, running 500 m and swimming 100 m can be relatively equal in power, since both exercises require approximately the same time - about a minute. If a runner runs 200 m in 19.72 s, then for him this work will be of maximum power, but if the runner covers the same distance in only 40 s, then for him this work will be submaximal in power. The maximum power for such a runner will be running at a higher speed, which, however, he will be able to maintain in much less time (10-15 seconds), covering only 50 m.

Classification of power zones proposed by V.S. Farfel, in connection with the growth of world records in running, it was repeatedly clarified and improved. It turned out that the “record curve,” firstly, breaks up not into 4, but into a larger number of zones. For example, N.I. Volkov proposed dividing the submaximal power zone into two subzones: lasting from 15 to 40 s. and 40s. - 2 min. The moderate power zone is also sometimes divided into two parts - the carbohydrate respiration zone and the fatty respiration subzone. Secondly, for people of different ages, gender and preparedness, the time limits for work in each zone have certain differences. Knowledge of the time intervals of relative power zones at different ages is of important practical importance. These data serve as a guideline for normalizing speed loads in classes.

It has been established that physiological mechanisms fatigue in cyclic exercises related to different zones power (say, running 100 and 10,000 m) differ significantly. At the same time, if the exercises belong to the same zone (for example, running 100 and 200 m), then the mechanisms of fatigue, and therefore endurance, will be largely similar. Naturally, other factors also influence the level of its development in each case. Differences in the activity of organs and systems of the body determine to a large extent different methods for developing speed endurance.

Endurance manifests itself only when there are phenomena of fatigue. It has been proven that the better developed speed endurance, the later during movement over a distance the phenomena of fatigue and, as a consequence, a decrease in speed begin to appear. The moment when elements of decompensated fatigue begin to appear is delayed.

Consequently, speed endurance in a particular power zone develops only when a person in the process of training reaches the required degrees of fatigue - the body in this case, as it were, responds to such phenomena by increasing the level of endurance development.

The main way to improve speed endurance in each power zone is to use slightly more intense work in classes compared to what is typical for it in different age groups. Such work involves moving at a speed exceeding the competitive speed at distances falling within the appropriate zone. Of course, the distance will be shorter than the competition distance, so the impact on the body is not enough. To achieve of a necessary nature responses, their magnitude and direction during the development of endurance, training segments in one lesson are overcome several times. Depending on the nature of the energy supply to muscular activity, three types of movement speeds are distinguished, which are of great importance for normalizing loads when developing endurance in each zone.

A subcritical speed, at which energy consumption is low and the oxygen demand is less than aerobic capacity (i.e., the current oxygen consumption completely covers the needs), has a predominant effect on the development of aerobic functions.

The critical speed at which oxygen demand is equal to aerobic capacity and exercises are performed under conditions of maximum oxygen values develops aerobic-anaerobic functions.

Supercritical speed, at which the oxygen demand exceeds the aerobic capabilities of a person, and the exercise occurs under conditions of oxygen debt, helps improve anaerobic capabilities.

The absolute indicators of subcritical, critical and supercritical speeds largely depend on the type of cyclic exercises, age, gender and preparedness of those involved. For example, the critical speed for the strongest male athletes in swimming is 1.6 m/s, in track and field running - 5.92 m/s, in skating - 11.2 m/s, in cycling - 13, 5 m/s.

Exercises for developing speed endurance in the zone of maximum and submaximal power are performed at supercritical speed, for developing endurance for speed work in the zone of high power, at supercritical and critical speed, for developing endurance in the zone of moderate power - mainly with subcritical and critical speed.

Speed endurance in work of maximum power is typical for exercises with a maximum duration of 9 to 20 s. For example, athletics running at a distance of 30-60m. - for juniors, 100m. - for older schoolchildren, 100-200m. - for qualified runners.

The main means of developing speed endurance in the maximum power zone is to overcome distances equal to or even greater than the competitive distances at maximum or close to it speed. In this case, we do not mean a person’s record speed, but the maximum in relation to his capabilities on the day of class.

In the process of developing speed endurance in this power zone, one should take into account the dynamics of speed changes due to increasing fatigue. If a person feels fatigue already in the first seconds of work and the speed quickly decreases (for example, in a 20 m run the result is high, but in a 50 m run the result is relatively low), then there is a lack of endurance in the starting acceleration. If fatigue sets in later, and the speed begins to fall from the middle of the distance or towards the end of it, then we must talk about insufficient high-speed distance endurance. The methodology for developing endurance in these cases will be different. In order to fully demonstrate your capabilities at the beginning of work and not reduce the speed of movement, repeated exercises are used with an intensity of 95-100% of the maximum and a duration of 3-8 s. with rest intervals between repetitions of 2-3 minutes. The number of repetitions in one series is 3-5 times. For a deeper impact of the load on the body, 2-4 series of exercises are performed. Rest time between series is 4-6 minutes. This type of work is typical for training sessions at very short distances.

Along with the repeated method, interval sprints are also used in classes. In it, exercises are performed in the form of 10 s accelerations at a speed of 95-100% of the maximum and 10-15 s. with rest breaks filled with low-intensity work. Series 3-5, in each series 3-5 repetitions of the exercise. Rest between series - 8-10 minutes. To complete a race at a high pace without slowing down to the finish line (or slowing it down slightly), you need to improve your ability to maintain a relatively high speed for a longer period of time. This is achieved by overcoming segments equal or even greater in length than the main competitive distance. True, you cannot unnecessarily exceed the competitive distance, since this is associated with a decrease in the intensity of work to a level that does not meet the requirements of the main Distance.

During the training, the repeated method is mainly used, which involves performing exercises with an intensity of 90-95% of the maximum and a duration of 10-20 seconds. The number of repetitions of the exercise in each series is 3-4. The number of episodes for those without sports categories is 2-3, for well-trained people 4-6.

Speed endurance in submaximal power work in people of different ages and fitness manifests itself mainly in exercises of maximum duration of at least 50 s and no more than 4-5 minutes. For example, for children 10 years old, running lasts from 9 to 90 seconds. which corresponds to a distance of 50-400 m. For children 13-14 years old, running in the range from 15 s to 4 min 30 s at distances of 90-1600 m; for adult highly qualified athletes, the running duration ranges from 20 s to 2 min 16 s. During this time they cover from 200 to 1000 m.

The main means of developing speed endurance when working in the submaximal power zone is to overcome training segments of various lengths at a speed exceeding the competition speed. For many distances belonging to the submaximal power zone, the magnitude of the increase in endurance depends on the range of movement speeds used, which has a critical deviation from the competitive speed within the range of approximately 10-15%. When planning the load, you should take into account not only the speed of the exercises, but also specific gravity work of varying intensity in the overall workload or in the overall time balance. In all cases, working to the point of severe fatigue is the main form of increasing the level of endurance. The development of speed endurance when performing cyclic exercises in different ranges of submaximal power has certain differences. When working at submaximal power for a maximum duration of 40-45 s, exercises are performed with very high intensity with oxygen demand far from being satisfied, despite its maximum consumption. The energy supply to muscle activity in this case is carried out primarily due to anaerobic glycolytic power (the amount of glycogen decomposing to lactic acid per second).

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Report by Bozhko T.N. on the topic “DEVELOPMENT OF ENDURANCE IN HIGH SCHOOL CHILDREN BASED ON SOMATOTYPE.”
According to monitoring of motor abilities of schoolchildren, the level of physical fitness is decreasing, which indicates the need for changes in approaches to organizing and conducting physical education lessons. Solving this problem is especially important in high school age. Modern high school students are subject to psycho-emotional and physical overload, as a rule, during educational and daily activities. Therefore, it is especially important for a high school student to have a high level of performance during the period of preparing and passing exams, choosing a field of professional activity, and searching for a path to self-realization in adult life.
Taking into account the factor of the relationship between individual typological characteristics and the development of endurance in high school students in the selection of means and methods of physical training will lead to an increase in the developmental effect of physical education lessons. This determines the relevance of the study.
The purpose of the study is to substantiate the methodology for developing endurance in older schoolchildren, taking into account their somatotype.
Research hypothesis. It was assumed that the development and use of a methodology based on the use of individual and differentiated approaches, taking into account the somatotype of those involved in training, would increase the level of endurance in high school students.
The object of the study is the process of physical education among high school students.
The subject of the study is a methodology for developing endurance in older schoolchildren, taking into account individual typological characteristics.
Research objectives:
1. Identify individual typological characteristics in high school students and their impact on the development of endurance.
2. Theoretically and experimentally substantiate the methodology for developing endurance in high school students, taking into account their somatotype.
3. To determine the effectiveness of the developed methodology for developing endurance in high school students, taking into account their individual typological characteristics.
Research methods
To solve the problems, the following research methods were used:
-theoretical analysis and synthesis of literary sources;
- pedagogical observation, expert assessment;
-testing the level of endurance development in older schoolchildren;
-anthropometry;
-pedagogical experiment;
-methods of mathematical statistics.
To determine the dynamics of the functional state of the cardiovascular and respiratory systems, as well as the performance of schoolchildren, functional diagnostic methods were used: Harvard step test, pulsometry and respiratory rate.
Cooper's 12-minute running test - the essence of the test is to cover a possibly greater distance in 12 minutes of walking or running. The purpose of the test is to determine the general endurance of senior schoolchildren. Test run - 500m, 1000m. pull-up on the bar from a hanging position while lying down. raising straight legs to an angle of 90° “shuttle run” 5x10 m.
The main difference in the methodology for developing endurance among senior schoolchildren in the experimental groups was:
- differentiation of subjects based on biological age into groups to take into account the actual sensitive period of development of the corresponding type of endurance;
- application in each of the groups of an individually differentiated approach, based on taking into account the individual typological characteristics (somatotype, type of higher nervous activity) of senior schoolchildren, to the selection of methods for performing and dosing developmental physical activity aimed at developing endurance in physical education lessons at school.
To determine the effectiveness of the experimental technique we developed, we compared the data obtained before and after the experiment in the control and experimental groups.
The resulting material was processed using mathematical statistics methods.
The obtained research results and their analysis make it possible to develop and propose the following conclusions:
To isolate from the structure of individual-typological characteristics of older schoolchildren such characteristics of the body as somatotype, which makes it possible to comprehensively take into account the individual-typological profile of a teenager.
To determine the somatotype of older schoolchildren, anthropometric studies should be carried out, on the basis of which the somatotyping technique should be used for mass examinations.
To determine the adequacy of developmental physical activity aimed at endurance and changes in the level of adaptation processes in the body under its influence, it is necessary to use the following diagnostic methods: Harvard step test, pulsometry, respiratory rate and collection of subjective data on well-being during exercise.
For a comprehensive impact on the development of endurance and its types, it is recommended to use the following exercise options in the content of a physical education lesson:
-for accelerators:
-in the preparatory part: slow running 800-1200 and exercises for stretching the muscles of the legs and back, special running exercises: running with acceleration 6x60 m, or running from a high start 3-4x10 m, or 3-4x20 m; running running: 2-3x20-30m with a 30m run-up or interval running: 4-6x150 m (90-85%) after 4 minutes of walking;
-in the main part: jumping from a half-squat with a load on the shoulders 810x 3-4 series (boys); jumping from place - 5-6 times; pull-ups on a high bar for a boy and from a hanging position for a girl, exercises for the abdominals and back;
-at the end of the main part: slow running from 500 to 1000 m, stretching and relaxation exercises;
-for mediants:
-in the preparatory part: Running with acceleration 5x60 m. Variable running: 8-10x100 and (at 3/4 strength) after 100 m of slow running;
-in the main part: standing jumps - 8-10 times, or jumping over athletics hurdles - 5-8 hurdles (76-100 cm height) x 8-10 times; abdominal and back exercises;
-at the end of the main part: slow running from 500 to 1000 m, stretching and relaxation exercises;
- for retardants:
-in the preparatory part: running with acceleration of 3-5x60 m. Fast running: 5x100 m, or 2-3x200 m or 300m+200m+100m, or 200m+ 100 m + 100 m (90-95%), alternating 3-4 minutes of rest;
-in the main part: exercises on the abdominals and back, pull-ups or bending, straightening the arms while lying down, holding the force for up to 30 seconds;
- at the end of the main part: slow running from 400 to 800 m, stretching and relaxation exercises.
As a result of the ascertaining pedagogical experiment, it was established that when testing the level of development of endurance, differences were noted among the subjects in the ability to perform one or another motor test aimed at a specific type of endurance, which is associated with the biological age of adolescents and, as a consequence, an excellent sensitive period for the development of physical abilities;
Methodology for determining the individual typological profile (somatotype) of adolescents in secondary school, and the methodology for developing endurance, taking into account the individual typological characteristics of senior schoolchildren, is based on:
taking into account the characteristics of the biological age of a teenager when choosing the direction of the developmental load corresponding to the sensitive period of the type of endurance according to actual age;
taking into account the somatotype when determining the dose of developmental load;
As a result of a formative pedagogical experiment, the need to take into account the individual typological characteristics (somatotype) of senior schoolchildren in the process of developing endurance in physical education lessons was proven. Reliable data has been obtained indicating:
- about increasing the level of development of endurance, general physical fitness and effectiveness of participation in city competitions of high school students through a systemic impact on increasing the aerobic capabilities of the body, the adequacy of physical activity to the biological maturity of the body and its compliance with the capabilities of those involved;
When comparing the results of the experimental and control groups, it was revealed that the generally accepted methodology for developing endurance gives an unreliable increase in endurance indicators mainly among schoolchildren who initially have a sufficient level of its development, while for others it remains at the same level. In addition, such lessons reduce the developmental effect, develop a negative attitude towards physical education lessons and physical education practice, and, therefore, do not contribute to the formation of the physical culture of the teenager’s personality.

endurance education speed aerobic

Concept and types of endurance

There are many different points of view regarding the concept of endurance; in our work we will consider some of them.

Smirnov V.I. calls endurance - a person’s ability to perform any motor activity for a long time without reducing its effectiveness.

Matveev A.P. believes that endurance is expressed through a set of physical abilities that ensure the maintenance of work duration in various power zones.

Kholodov Zh.K. and Kuznetsov V.S. gave the following definition of endurance - this is the ability to withstand physical fatigue in the process of muscular activity.

Schwartz V.B. proposes to understand endurance in physical education as the body’s ability to fight fatigue caused by muscular activity.

The phase of complete fatigue. Endurance is necessary to one degree or another when performing any physical activity. In some types of physical exercise, it directly determines the sports result (walking, middle and long-distance running, cycling, long-distance skating, cross-country skiing), in others it allows you to better perform certain tactical actions (boxing, wrestling, sports games ); thirdly, it helps to withstand repeated short-term high loads and ensures quick recovery after work (sprinting, throwing, jumping, weightlifting, fencing).

The degree of development of endurance can be judged on the basis of two groups of indicators:

External (behavioral) that characterize the effectiveness of a person’s motor activity during fatigue.

Internal (functional), which reflect certain changes in the functioning of various organs and systems of the body that ensure the implementation of this activity.

Endurance - depends on the level of development of a person’s other physical abilities. In this regard, it is proposed to use two types of indicators:

1. Absolute - without taking into account the level of development of strength, speed and coordination abilities.

2. Relative - taking into account the development of strength, speed and coordination abilities.

The duration of mechanical work until complete fatigue can be divided into three phases: initial fatigue, compensated and decompensated fatigue. The first phase is characterized by the appearance of initial signs of fatigue, the second - by progressively deepening fatigue, maintaining a given intensity of work due to additional volitional efforts and a partial change in the structure of motor action (for example, reducing the length and increasing the tempo of steps when running). The third phase is characterized by a high degree of fatigue, leading to a decrease in the intensity of work until it stops.

In practice, the abundance of all forms of endurance are usually reduced to two types: general, special.

General endurance is a person’s ability to perform long-term and effective work of a non-specific nature, which has a positive effect on the development of specific components of a person’s performance, due to increased adaptation to loads and the presence of phenomena of “transfer” of fitness from non-specific types of activities to specific ones.

Special endurance is the ability to effectively perform work and overcome fatigue under conditions determined by the requirements of a particular type of activity.

Special endurance is characterized by the duration of work, which is determined by the dependence of the degree of fatigue on the content of the solution to the motor task,

Physiological and psychological rationale for endurance

Depending on the type and nature of the physical (muscular) work performed, the following are distinguished:

1. static and dynamic endurance, i.e. the ability to perform static or dynamic work for a long time, respectively;

3. strength endurance, i.e. the ability to repeatedly repeat exercises that require the manifestation of great muscle strength;

4. anaerobic and aerobic endurance, i.e. the ability to perform global work for a long time with a predominantly anaerobic or aerobic type of energy supply.

Relative power zones

Endurance under conditions of maximum loads in primary school age increases gradually. The main means for its development include cyclic exercises, the duration of which does not exceed 5-10 s, which can be compared to running segments of 20-40 m at maximum speed. As a rule, these exercises are performed repeatedly, in series. Rest intervals between running exercises are usually 30-45 seconds, and between series 1.2-2 minutes. Rest pauses are filled with relaxation exercises, walking, alternating with breathing exercises. Active rest speeds up the body's recovery for subsequent work. The number of series or running exercises in a series is determined by the well-being of schoolchildren and their functional state. Here the teacher can focus on two main indicators: heart rate (HR) and running speed. For younger schoolchildren, repeated exercise is allowed at a heart rate of no more than 116-120 beats/min and when the running speed is reduced to an average of 70-75% of the maximum.

Endurance under conditions of moderate loads effectively develops throughout primary school age, but the best results can be achieved in boys aged 8-10 years and girls aged 7-9 years. The main means for developing endurance under moderate loads are long-term cyclic exercises (for example, long walking, cross-country running, cross-country skiing up to 1.5 km). These exercises increase heart rate from 130-140 to 160-170 beats/min, and pulmonary ventilation from 12-14 to 40-50 l/min. One of the features of developing endurance under these conditions is the need to perform the exercise for a long time, which is difficult in physical education lessons. Therefore, in school classes, it is advisable to teach skiing at an appropriate speed, and it is better to increase the amount of work, increasing the duration of its completion, while doing homework.

Means of training endurance

The duration of rest intervals is of great importance for determining both the magnitude and, in particular, the nature of the body's responses to the training load.

The duration of rest intervals must be planned depending on the tasks and training method used. For example, in interval training aimed at primarily increasing the level of aerobic performance, you should focus on rest intervals at which the heart rate decreases to 120 - 130 beats/min. This makes it possible to cause changes in the activity of the circulatory and respiratory systems, which most contribute to increasing the functional capabilities of the heart muscle. Planning rest breaks based on the subjective feelings of the practitioner and his readiness to effectively perform the next exercise is the basis of a variant of the interval method called repeated.

Methods of training endurance

The interval method involves performing exercises with standard and variable loads and with strictly dosed and pre-planned rest intervals. As a rule, the rest interval between exercises is 1 - 3 minutes (sometimes 15 - 30 seconds). Thus, the training effect occurs not only and not so much at the time of execution, but during the rest period. Such loads have a predominantly aerobic-anaerobic effect on the body and are effective for the development of special endurance.

The circuit training method involves performing exercises that affect various muscle groups and functional systems, such as continuous or interval work. Typically, a circle includes 6 to 10 exercises (“stations”), which the student goes through 1 to 3 times.

The competitive method involves the use of various competitions as a means of increasing the level of endurance of the student.

The gaming method involves developing endurance during the game, where there are constant changes in the situation and emotionality.

Using one or another method to develop endurance, specific load parameters are determined each time.

Methods for developing general endurance

Systematicity.

Methods for developing speed endurance

It has been established that the physiological mechanisms of fatigue in cyclic exercises belonging to different power zones (say, running 100 and 10,000 m) differ significantly. At the same time, if the exercises belong to the same zone (for example, running 100 and 200 m), then the mechanisms of fatigue, and therefore endurance, will be largely similar. Naturally, other factors also influence the level of its development in each case. Differences in the activity of organs and systems of the body determine to a large extent different methods for developing speed endurance.

The main way to improve speed endurance in each power zone is to use slightly more intense work in classes compared to what is typical for it in different age groups. Such work involves moving at a speed exceeding the competitive speed at distances falling within the appropriate zone. Of course, the distance will be shorter than the competition distance, so the impact on the body is not enough. To achieve the required nature of responses, their magnitude and direction during the development of endurance, training segments in one lesson are overcome several times. Depending on the nature of the energy supply to muscular activity, three types of movement speeds are distinguished, which are of great importance for normalizing loads when developing endurance in each zone.

The critical speed at which oxygen demand is equal to aerobic capacity and exercises are performed under conditions of maximum oxygen values develops aerobic-anaerobic functions.

Supercritical speed, at which the oxygen demand exceeds the aerobic capabilities of a person, and the exercise occurs under conditions of oxygen debt, helps improve anaerobic capabilities.

The main means of developing speed endurance when working in the submaximal power zone is to overcome training segments of various lengths at a speed exceeding the competition speed. For many distances belonging to the submaximal power zone, the magnitude of the increase in endurance depends on the range of movement speeds used, which has a critical deviation from the competitive speed within the range of approximately 10-15%. When planning the load, you should take into account not only the speed of the exercises, but also the proportion of work of varying intensity in the total volume of the load or in the overall time balance. In all cases, working to the point of severe fatigue is the main form of increasing the level of endurance. The development of speed endurance when performing cyclic exercises in different ranges of submaximal power has certain differences. When working at submaximal power for a maximum duration of 40-45 s, exercises are performed with very high intensity with oxygen demand far from being satisfied, despite its maximum consumption. The energy supply to muscle activity in this case is carried out primarily due to anaerobic glycolytic power (the amount of glycogen decomposing to lactic acid per second).

Speed endurance for such work is developed by repeatedly running shortened sections of the distance at high speed, for example, 3-5 times 200 m for a 400 m runner. Then gradually the length of the sections increases. They may be close to, equal to, or even slightly greater than the competition distance. For example, repeated (2-4 times) covering a distance of 350-450 m at the highest speed possible - for a 400 m runner.

When developing speed endurance at distances covered in 45s-4.5 minutes, energy supply depends largely on anaerobic glycolytic capacity ( total quantity anaerobically degrading glycogen) and includes aerobic oxidation of glycogen. The main method of performing exercises is repeated, the duration of one repetition is from 1 to 5 minutes. Movement speed is 80-85% of maximum. The number of repetitions of the exercise in one series is 4-6 times. Rest intervals between repetitions are 4-8 minutes, and between series 10-15 minutes. For a deeper impact, perform 2-4 series in one session.

Speed endurance in high-power work is manifested in exercises, the duration of which can reach approximately 2-10 minutes or more. The boundaries of the time range within a given zone are not the same for people of different ages. These differences are especially pronounced in children of primary and secondary school age, which is associated with the intensity of morphological and functional changes in the respiratory, cardiovascular, neuromuscular, endocrine and other body systems that occur as a result of the child’s growth and development. In adult qualified athletes, this zone of relative power falls, for example, in track and field running at a distance of 1500-5000 m; in swimming 400-1500 m; in speed skating -3000, 5000 and 10,000 m.

The main means of developing endurance is moving over training distances at a speed close to, equal to, or slightly exceeding critical speed. In terms of its impact, such work should cause maximum oxygen consumption in the body and allow it to be maintained at a high level for a longer time. The process of providing energy to working muscles is mixed, aerobic-anaerobic with a predominance of the aerobic component.

To develop endurance in this power zone, predominantly variable, repeated and interval methods are used. The intensity of movement in the variable method can be used from moderate to competitive. Variable training is carried out either according to the “fartlek” type, when distance segments of different lengths are covered at different speeds, or with strict alternation of identical distance segments, run alternately at high and low speeds. For example, in skating, continuously run 10 laps around the stadium at variable speeds, 1 lap fast + 1 lap slow, etc. When using the repeated method, the duration of one repetition ranges from 5 to 10 minutes. The length of the segments overcome can be equal to, slightly greater or less than the competition distance. Segments longer than or equal to the distance are run at a speed approximately 10% less than the average competition speed, and smaller sections (at 1/3 - 1/4 of the distance) - at a competitive speed or 8 - 12% higher than a competitive one. The number of repetitions of the exercise in a series is from 4 to 12 times. Lessons consist of one or more series.

For example, the total amount of work on segments for young rowers exceeds the competitive distance of 1000 m by approximately 1.5 times, for juniors 2 - 2.5 times, and for adults 2.5 - 3.5 times. Rest intervals between repetitions of the exercise depend on the duration and intensity of the work and range from 3 to 10 minutes. They should ensure a relatively complete restoration of the body's performance. Rest between series 10 - 15 minutes. As preparedness increases, the interval method is used to develop endurance, characterized by a large number of repetitions of the exercise over long periods at a speed below the competitive one and relatively short rest pauses.

Speed endurance for work of moderate power is typical for exercises in which the maximum duration of competitive activity is from 9 to 10 minutes and up to 1 - 1.5 hours or more. For example, for qualified adult athletes this will be: 10 km run; hour and marathon running; swimming 1500 m; 10,000 m speed skating; skiing 10, 15, 30, 50 km.

For children of different ages, these distances may belong to different power zones. In particular, for runners aged 9-11 years, the 5 km distance belongs to the high power zone. To overcome a particular distance in this power zone with the best result, it is necessary to raise the level of competitive speed and ensure its maintenance for a sufficiently long time.

Speed endurance at long and ultra-long distances is based, first of all, on the capacity of the aerobic mechanism of energy production, i.e. reserves of muscle and liver glycogen, fatty acids. Its informative indicators are the level of the threshold of anaerobic metabolism (TANO) in relation to the maximum oxygen consumption (MOC) and the speed of movement at the level of TANO.

PANO corresponds to such an intensity of work at which oxygen is clearly not enough for complete energy supply, the processes of oxygen-free (anaerobic) energy formation sharply increase due to the breakdown of energy-rich substances (creatine phosphate and muscle glycogen) and the accumulation of lactic acid.

Increasing the threshold level of anaerobic metabolism allows a runner, rower, skier, etc. to cover most of the distance in aerobic conditions and use anaerobic reserves during the finishing acceleration. A continuous increase in the ability to maintain high speed due to energy potential at distances can be realized by:

¦ increasing the IPC, i.e. the amount of oxygen that the body is able to absorb per unit of time;

increasing the level of ANNO in relation to the MIC (its value in trained people can increase to 80% of the MIC);

¦ economizing energy costs and improving peripheral (muscular) mechanisms of energy transformation (tissue metabolism).

The main means of developing speed endurance over long and ultra-long distances are: running, rowing, swimming, cycling and other cyclic exercises performed at subcritical speed. Improving endurance is carried out using continuous and intermittent exercise methods. When using the uniform method, exercises are performed at a relatively constant speed, amounting to 75 - 80% of the critical speed for 20 minutes or more. This mode of operation creates optimal conditions for improving the functions of the cardiovascular and respiratory systems of the body. To increase endurance using the variable method, it is important to maintain the optimal level of movement speed and not overestimate it, so as not to unnecessarily activate anaerobic processes. It should vary in the range of 60 - 80% of the critical value.

When training using the repeated method, shorter distances are covered than the distance in competitions, at a speed that exceeds the competition speed by 6 - 10%, with rest intervals of 15 - 25 minutes. For example, for a 5km runner - 1000 m x 5. Rest intervals decrease as you prepare.

As for the interval method, when using it, it is advisable to conduct training sessions in short periods, with short rest pauses, with a large number of repetitions (for example, for swimmers it will be a 50 m swim, a rest pause of 30-45 s). To develop the ability to maintain movement speed at the competitive level for a long time, it is useful to include in classes control runs of a shorter distance compared to the competitive one.

This is usually done as a control exercise. Then the duration of movement at the speed required in competitions gradually increases until the selected distance is almost completely covered.

Methods for developing strength endurance

Strength endurance, i.e. The ability to exert optimal muscular effort over a long period of time is one of the most significant physical abilities. The success of professional, everyday, military and sports motor activity largely depends on the level of its development. Strength endurance has various shapes manifestations depending on the nature of the motor action performed. However, its specificity is less pronounced than the specificity of speed abilities. Therefore, it is possible to “transfer” strength endurance in various exercises.

Depending on the mode of muscle tension, the following are distinguished: dynamic strength endurance;

static strength endurance. Depending on the volume of muscle groups involved in the work, they are distinguished: local strength endurance, when less than 1/3 of the total volume of the body muscles is involved in the work (for example, work on a wrist simulator);

regional strength endurance, when the work involves muscles that make up 1/3 to 2/3 of the muscle mass (say, when pulling up on a bar); global strength endurance, when more than 2/3 of the body’s muscles are involved in work (for example, running, swimming, rowing).

Strength work of various types is provided by anaerobic or aerobic energy sources.

Dynamic strength endurance is typical for exercises with repeated and significant muscle tension at a relatively low speed of movement, as well as for exercises of a cyclic or acyclic nature, where “fast” strength is needed. Dynamic strength exercises can be performed with different amounts of weight (intensity) and the number of possible repetitions (volume). It can be seen that the greater the weight of the weight being overcome, the less the number of possible repetitions of the exercises. Indicators of power dynamic endurance largely depend on the level of development of maximum strength (“strength reserve”). Typically, people with greater strength can perform a strength exercise more times. True, this pattern appears only if the amount of resistance overcome is at least 20 - 30% of a person’s maximum strength capabilities. With lighter weights, the number of possible repetitions increases quickly and is virtually independent of maximum strength. Therefore, if strength abilities are developed through the use of significant resistance (approximately more than 75 - 80% of the level of maximum strength, i.e. in the submaximal power zone), then endurance need not be specifically developed. With lower resistances (30 - 70% of the maximum, i.e. in the zone of high and moderate power), it is necessary to simultaneously develop both strength and endurance. If the amount of resistance overcome is less than 20 - 30% of the level of maximum strength, then the development of strength will have virtually no effect on endurance. Endurance should be improved by applying power loads with a weight of 20% (or close to this value) of the maximum.

To develop strength dynamic endurance, mainly repeated, interval and circular methods are used.

Static strength endurance is typical for activities associated with long-term retention of extreme, near-limit and moderate tensions, necessary mainly to maintain a certain posture. Static force endurance largely depends on the strength of muscle tension. The smaller the percentage of maximum muscle strength that is effort, the greater the endurance will be. Exercises with a load of 50% of maximum strength can be performed within 1 minute. If the force developed is less than 15% of the maximum, the work can be quite long. There is no direct connection between maximum muscle strength and static endurance. When the maximum strength of, for example, the back muscles increases, their static endurance, as a rule, changes slightly.

When performing static exercises to failure, three stages of performance can be distinguished:

· Optimal performance.

· Compensated fatigue.

· Decompensated fatigue.

Regardless of the nature of the exercise, the duration of the static tension, the functional state of the body, the duration of the first stage is 41.1 - 43.6%; second 41.6 - 42.4%; the third 13.6 - 16.5% of the total duration. Consequently, the optimal time of exposure to static loads (optimal performance plus compensated fatigue) ranges from 82 to 86% of the maximum. This pattern in the development of fatigue under static loads is taken into account when developing methods for improving static endurance.

With age, strength endurance to static efforts constantly increases. The greatest increase in endurance to static force is observed in the period from 13 to 16 years, i.e. during puberty: in girls it averages 32%, in boys - 29%. To develop static strength endurance, various isometric exercises are used, the implementation of which should be limited to the stage of compensated fatigue, i.e. static loads 82 - 86% of the maximum (“to failure”). With their help you can work on almost any muscle group. In this case, it is very important that the starting position and joint angles are such that those muscle groups whose endurance is needed to improve the results in this exercise are included in the work. Complexes of isometric exercises usually include no more than 6 - 9 exercises. The duration of static muscle tension should last more than 12 - 20 s. Naturally, the maximum duration of static efforts in a particular exercise will be different for each person. Static exercises are monotonous, require significant mental stress, are uninteresting and quickly lead to fatigue. Therefore, you should not get carried away with them when conducting classes. Performing many isometric strength exercises involves a lot of straining on the whole body. Therefore, they must be used carefully at the age of 7 - 14 years, in small volumes, avoid long-term extreme static stresses and adhere to the following methodological provisions:

static endurance increases faster when isometric tension is performed in combination with dynamic muscle work that increases blood circulation (light jogging, various general development exercises):

during exercises you should not use additional weights or they should be small (1 - 3 kg); static exercises must be alternated with exercises for stretching the muscles and their voluntary relaxation;

the greater the static load, the longer the rest should be;

static exercises in a lesson should usually be performed at the end of the main part of the lesson, but on the condition that the final part will be longer and more dynamic.

Main role The repeated method (in different versions) plays a role in the development of static endurance.

Methods for developing endurance

in children of senior school age

in physical education lessons

Completed

Kalashnikov Vasily Petrovich,

physical education teacher

MBOU "Belokolodezyanskaya Secondary School"

Shebekinsky district

Belgorod region"

Endurance concept.
Types of endurance.
Development of endurance in schoolchildren.
Tasks of developing endurance in children of senior school age.
Means for developing endurance in high school students.

Endurance as the basis of mental harmony and health,

professional development of a person, achievements

in educational and work activities remains today the main

a factor in successful socialization and self-realization of the individual.

Endurance concept

Different people have different abilities to do different types of work. If a person does some fairly strenuous work, then after a while he feels that it is becoming more and more difficult to do it. From the outside, this can be objectively noted by a number of visible signs, such as tension in the facial muscles and the appearance of perspiration. At the same time, deeper physiological changes occur in the body. Despite increasing difficulties, a person can maintain the same intensity of work for some time thanks to great volitional efforts.

Some people (including children) have amazing performance. Sports events are rich in such facts. What allows you to demonstrate such high performance indicators? Endurance. Indeed, endurance human body has large resources that can be realized in certain circumstances. Who is more resilient? The one who, under equal conditions, can perform physical work more efficiently, or the one who will complete more work in a certain time?

There are many different points of view regarding the concept of endurance: it is called endurance - a person’s ability to perform any motor activity for a long time without reducing its effectiveness.

believes that endurance is expressed through a set of physical abilities that ensure the maintenance of work duration in various power zones.

and gave the following definition of endurance - this is the ability to withstand physical fatigue during muscular activity.

proposes to understand endurance in physical education as the body’s ability to fight fatigue caused by muscular activity.

Different authors give their own definition of endurance, but they all agree that general endurance is understood as a person’s ability to perform any work for a long time without a noticeable decrease in performance. And the level of endurance is usually determined by the time during which a person can perform a given physical exercise. Long working time, increases endurance level. This quality is necessary for long runs, skiing and when performing short-term speed and strength exercises.

Types of endurance

There are two types of endurance: general and special endurance.

General endurance is the ability of long-term moderate intensity with optimal functional activity of the main life-supporting organs and structures of the body using the entire muscular system. This mode of operation is ensured primarily by the ability to perform exercises in the zone of moderate loads and primarily depends on the functional capabilities of the autonomic systems of the body, especially the cardiovascular and respiratory systems. In other words, the physiological basis of general endurance is a person’s aerobic capabilities.

General endurance plays a significant role in optimizing life activity, acts as an important component of physical health and, in turn, serves as a prerequisite for the development of special endurance.

Special endurance means the duration of work, which is determined by the dependence of the nature of fatigue on the content of the solution to the motor task. Among the special types of endurance, the most important are speed, strength and coordination. A person's speed endurance is his ability to perform muscular work for as long as possible with near borderline and borderline intensity. She has important, to ensure the effectiveness of cyclical movements and sports games.

Development of endurance in schoolchildren

In the life of school-age children, the level of development of general endurance is of great importance. Schoolchildren who have high levels of general endurance, as a rule, master general education subjects better and are less likely to get sick throughout academic year, pass control standards better. believes that the development of general endurance should become the most important component of general physical training.

For students to quickly adapt to the conditions of a comprehensive school, physical exercise has a great influence. In the general scheme of physical education, a special place is occupied by the development of general endurance. It naturally influences and acts as an important component of the physical health of students primary classes. The level of development of general endurance depends on the functional capabilities of the autonomic system of the child’s body, the characteristics of the cardiovascular and respiratory systems. Endurance indicators (especially static and speed) in children of primary school age are insignificant. The work power that can be maintained for 9 minutes in 9-year-old children is only 40% of the power maintained by adults for the same time. By the age of 10, children become capable of repeatedly repeating high-speed actions or low-intensity work without pronounced signs of decreased performance. Analysis of the dynamics of changes in physical fitness indicators of primary school students showed an uneven increase in results. According to research data (results taken over several years), changes in endurance development indicators occur in waves: it increases at the end of 1 and . Indicators improve throughout the first and second quarters of the academic year; in the third quarter there is a decrease in indicators with further increases in the fourth quarter. General endurance must be developed in children already in the 1st grade, since during this period the best result of physical fitness and intensive adaptation of the students’ body systems to physical activity are observed.

As the body matures with age, an increasingly wider range of exercises is used to develop endurance - cyclic, acyclic and mixed. Moreover, the main organizational and methodological form of using acyclic and mixed exercises for these purposes is circuit training using the method of long-term continuous and intense work.

In the process of developing endurance in children, it is extremely important to create optimal conditions for the functioning of the body's oxygen supply systems. For this purpose, in conjunction with basic “endurance” exercises, special breathing exercises are used, and they strive to conduct classes in an atmosphere rich in oxygen.

However, one of the certain features of the method of training endurance during the school period is a gradual transition from influences aimed primarily at increasing aerobic capabilities to training special endurance in exercises of various types, including submaximal and maximum power.

The general endurance of boys has a high growth rate from 8-9 to 10, from 11 to 12 and from 14 to 15 years. At the age of 15 to 16 years, the rate of development of general endurance in boys sharply decreases; in other periods, an average rate of increase in endurance is observed.

The dynamics of the natural increase in endurance in girls differs significantly from boys. Their high rate of increase in general endurance is observed only from 10 to 13 years, then it increases slowly over the course of two years, and at the age of 15 to 17 years it increases on average.

Taking into account the peculiarities of the age-related dynamics of endurance in girls (a drop in their performance after 14 years), less significant endurance loads are provided for them than for boys. The dosage of physical activity is characterized by intense puberty for a teenager, which significantly affects the level of work ability of students. At the same time, it is necessary to provide for girls a system of exercises that would prevent them from developing endurance at high school age.

Great world achievements in endurance sports are demonstrated by people aged 20-22 to 30-32 years. This indicates that the most absolute values of indicators of different types of endurance are observed in individuals who have reached biological maturity.

Tasks of developing endurance in children of senior school age

The main task in developing endurance in children of senior school age is to create conditions for a steady increase in general aerobic endurance based on various types of motor activity provided for development in compulsory physical education programs.

There are also tasks for developing speed, strength and coordination-motor endurance. Solving them means achieving versatile and harmonious development of motor abilities in children of senior school age.

Another task arises from the need to achieve the highest possible level of development of those types and types of endurance that play a particularly important role in certain types sports

Methods for developing endurance in high school students

The main methods for developing general endurance are:

1) method of continuous exercise with a load of moderate and variable intensity;

2) method of repeated interval exercise;

3) circuit training method;

4) game method;

5) competitive method;

6) fartlek.

To develop special endurance, the following are used:

1) method of continuous exercise (uniform and variable);

2) methods of interval intermittent exercise (interval and repeated);

3) competitive and gaming methods

The continuous method consists in the fact that a prolonged load (at least 20 minutes) is given in a relatively uniform, moderate mode, with a pulse rate in the range of 140 - 150 beats/min. Such work is performed, for example, in the form of cross-country running (from 20-30 minutes to 90-120 minutes), cross-country skiing (up to 2-3 hours), etc. The continuous method can be used throughout all training periods. However, it is most appropriate in the first half of the preparatory period.

This method has a number of advantages. Long-term and relatively moderate work, firstly, creates favorable conditions for a harmonious and gradual adjustment to the functioning of all body systems; secondly, it reduces the possibility of overtraining, since it is known that (it is not the distance that kills, but the pace); thirdly, like no other work, it allows you to develop economical technique, distribute effort, and relax your muscles well.

The impetus for the widespread adoption of the continuous method

The outstanding successes of New Zealand runners P. Snell, M. Halberg and others, who trained under the guidance of the famous coach Artois Lydiard, served as the reason.

By the way, Lydiard believes that the main method of running training for young men should be cross-country running. “The duration of the run,” he writes, “can be quite long. For example, a 14-year-old teenager can easily withstand a 32 km run, if, of course, there is no excessive stress.”

The competitive method involves performing exercises in the form of competitions.

Fartlek is a variable intensity workout.

It is used to develop general endurance. In running, fartlek is a cross lasting from 45 minutes to 1.5-2 hours, carried out mainly in the forest. The running program is arbitrary and consists of a uniform run, alternating (according to how you feel) with accelerations in segments of arbitrary different lengths, run at different speeds. At the first stage of the preparatory period, significantly longer sections are included in fartlek. The pulse rate should be in the range of 150 – 170 beats/min. Closer to the competitive period, the segments become shorter and are covered at a faster speed. The pulse can rise to 170-185 beats/min.

The uniform method is characterized by continuous long-term operation with uniform speed or effort. At the same time, the student strives to maintain a given speed, rhythm, constant tempo, magnitude

effort, range of motion. Exercises can be performed at low, medium and maximum intensity.

When developing general endurance at the stages of “circuit training”, it is important to gradually increase the intensity of physical exercise. At “circuit training” stations you can develop the main types of special endurance: strength, static, speed. When developing strength endurance, the student is tasked with achieving as many repetitions as possible at each station. When developing static endurance, the task is to maintain muscle tension in the absence of movement; hanging exercises, push-ups, or holding a load are well suited for this. The most effective means for developing speed endurance is sprinting with a gradual increase in the length of segments, as well as jumping exercises.

Particularly well, as he notes, circuit training is used with program material on sports games, ski training and especially gymnastics. The efficiency of load concentration allows the shortest possible time successfully develop general and special physical training.

It is in gymnastics lessons that the relationship between physical qualities and skills is most acutely realized. In gymnastics lessons, where a lot of time is spent on teaching new elements and combinations, “circular training” is the necessary form that allows you to effectively combine two processes - developing physical qualities and teaching skills in a short period of time. In the “circular training” complexes, based on the gymnastics program material, exercises are selected that are aimed at primarily developing the muscles of the shoulder girdle, arms, abdomen, back, increasing joint mobility, as well as training the vestibular apparatus. The number of exercises in the complex depends on the predominant intensity of the qualities being developed and ranges from 10 to 15 stations. After complex, heavy exercises, you should select lighter ones. You should also gradually increase the number of strength training stations. A special feature of the gymnastics program is that most of the exercises in dynamic and static supports and hangs require coordinated strength and volitional manifestations. For example, when selecting exercises for developing the abdominal muscles, they should be combined with hanging positions and support positions, and exercises for the shoulder girdle associated with support and hanging positions should be combined with the use of weights or core resistance.

The content of “circular training” in game lessons (for example,) consists of (mainly) game stations. During the task, students move from one station to another in a certain sequence, performing game tasks at each of them interspersed with targeted exercises aimed at teaching, nurturing and improving specific physical qualities. In the process of training, not only physical qualities develop, but also the technique of playing techniques is improved. The proposed exercises should be selected so that each of them affects individual muscle groups and is designed to develop certain physical qualities. To improve technical techniques, you can use complex exercises consisting of previously well-studied game elements. The ratio of the number of stations for the development of physical qualities with gaming stations aimed at improving skills and abilities technical elements, is 1:3.

Specialized “circuit training” complexes for lungs include exercises that promote the development of physical qualities: speed, jumping ability, speed strength, general and special endurance, which is closely related to strengthening the musculoskeletal system. The focus of the complex is determined by the students’ performance when passing test standards, and here exercises that provide comprehensive physical training should take priority.

Ski training lessons are structured using the “circular training” method in an interesting and varied way. All organizational issues must be resolved at school or while traveling to the place of classes. It is important to skillfully position stations, taking into account the terrain and specific tasks.
“Circuit training” on a training track provides for: the availability of an area for a training track, study of the terrain and selection of stations for conducting classes, preliminary analysis and study of stations before the practical lesson.

Thus, circuit training introduced into a physical education lesson promotes the progression of loads, increases the motor density of classes, making lessons more emotional and varied. They become interesting for students because they open up scope for individual opportunities and personal initiative.

Practice convincingly shows that you can become hardy with any heredity. It's all about systematic training. Consequently, one of the main tasks of the teacher is to teach the child to work in class. The incentive is traditionally a good or excellent grade. Of course, it is wrong when a child works only for a grade. But for the current situation, such an approach may be justified.

Endurance is necessary to one degree or another when performing any physical activity. In some types of physical exercise, it directly determines the sports result (walking, middle and long distance running, cycling, long distance skating), in others it allows you to better perform certain tactical actions (boxing, wrestling, sports games, etc.) .p.); thirdly, it helps to withstand repeated short-term high loads and ensures quick recovery after work (sprinting, throwing, jumping, fencing, etc.).

A high level of general endurance is one of the main evidence of a student’s excellent health. That is why the methodology for developing this physical quality is so important.

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