Formula for the overall density of a physical education lesson. Determination of motor density of a lesson
One of the indicators of the effectiveness of a lesson is its density. It is necessary to determine the density of the lesson as a whole and in parts. This is due to unequal opportunities and conditions for organizing work in the preparatory, main and final parts of the lesson. The total time spent on the lesson (or part of it) is taken as 100%. Percentage values are calculated relative to it.
Density- this is the ratio of rationally used time to the total time allocated for the lesson. The less time is lost in the lesson, the higher the density of the lesson.
There are general (pedagogical) and motor (motor) density of the lesson.
Total lesson density- this is the ratio of pedagogically justified (rational) time spent to the total duration of the lesson.
The overall density of the lesson includes the following pedagogically appropriate activities:
1) organization of students, verification homework, setting educational objectives;
2) communication and consolidation of theoretical information;
3) conducting general developmental exercises;
4) instruction, regulation, correction (error correction), assistance, insurance;
5) preparation and cleaning of equipment, necessary movements of students during the lesson, etc.;
6) studying the technique of physical exercises, developing physical qualities;
7) methodological training of students, development of the ability to study independently, as well as organizational skills;
8) motivation of students;
9) use visual aids, technical means, exercise demonstration;
10) pedagogical control;
11) summing up, doing relaxation exercises, setting homework;
12) educational work in the classroom.
To determine the overall density (OD) of a lesson or its parts, the indicators of active activity time in the lesson are summed up. This includes time spent doing physical exercises, listening, observing and organizing the lesson, excluding time spent waiting and being idle. This time is multiplied by 100% and divided by the total lesson time.
Total density of a full lesson physical culture should be close to 100%.
The following reasons lead to a decrease in the overall lesson density:
Unjustified downtime during the lesson (late start, untimely preparation of class areas and equipment, waiting in line before performing exercises);
Lack of preparation of the teacher for the lesson; ill-conceived organization and content of the lesson, leading to pauses;
Excessive and ineffective verbal information for students in the lesson;
Unsatisfactory discipline of students, which leads to irrational use of time due to repeated repetition of commands and orders, comments to students, repetitions of explanations, etc.
Motor density of the lesson- this is the ratio of the time used directly for the motor activity of students to the total duration of the lesson.
To calculate motor density (MD), it is necessary to multiply the time spent performing physical exercises by 100% and divide by the total time of the lesson.
For example, it was found that the total time spent by students on physical exercises is 25 minutes (the remaining 15 minutes were spent on explanations from the teacher, preparing places for classes, rest intervals between related tasks, etc.). In this case, the motor density of the lesson will be equal to:
P(motor) = (25 x 100) : 40 = 62.5%
Motor density is constantly changing during the lesson. The inevitability of such changes can be explained, first of all, by the difference in the content of the exercises used, the place of their use and methods of application. Indicators of motor density also change depending on the type of lesson.
Thus, in lessons for improving movement techniques and developing physical qualities, it can reach 70-80%, and in lessons for learning motor actions and developing knowledge that require significant time spent on the mental activity of students, motor density can be at the level of 50% .
Despite the importance of the motor density of a lesson, it cannot reach 100%, since otherwise there would be no time left to explain the material, comprehend it by students, and analyze errors, which would inevitably lead to a decrease in quality and efficiency academic work generally.
Methodology for determining the density of a physical education lesson using timing.
Timing is carried out using a stopwatch, by observation. The stopwatch starts with the bell for class. You can work by the hour. If the work is carried out frontally, with the whole class, then we monitor the whole class. If the work is carried out in departments, then we monitor one department, and in it one student, and then continue the work, taking into account the transition to another project.
The following components can be timed in the lesson: O - explanation; P - work; P - loss of time. You can separately time the wait in line at the projectile, rest.
Preparing and cleaning equipment is considered work (P), if carried out in an organized manner, and if unorganized, it is a loss of time (P); loss of time includes being late for a class for any reason, malfunctioning equipment, or poor discipline.
The timing results are recorded and then displayed graphically. Motor density can be 50-80% depending on the type of lesson, section of the program, age and preparedness of students, their number, teaching method and method of teaching the lesson, the amount of equipment and its condition, etc.
In order to increase the density of the lesson, you can not do a roll call, if possible, not do an explanation with a demonstration of the exercise, introduce additional equipment, use the role of assistants, etc.
Timekeeping ends with the bell from class. When starting to time a lesson, you should prepare a timekeeping protocol in advance in the form:
The data is processed in the form of a graph. Scale 1 minute = 0.5 cm. To draw a graph you need:
1. Measure the horizontal line 45 minutes - 22.5 cm, if 40 minutes - 20 cm;
3. You can spot check individual components on the graph.
Overall Density 79.5% is insufficient and is explained by the untimely start of the lesson and the teacher’s insufficient ability to interest students in the proposed exercises, as well as ineffective organization of the exercises in the main part of the lesson.motor primarily actions (performing physical exercises, moving and installing equipment, distributing and collecting teaching aids, preparing training sites, mutual assistance, etc.);
rest- expedient and inappropriate expenditure of time is taken into account and assessed.
When conducting a lesson, there may be cases when the time spent cannot be called rational, pedagogically justified (the class is late for the start of the lesson, the end of the lesson before the bell rings, protracted preparation of class places, searching for equipment, etc.) and in this case, the time spent is defined as “ simple"and are not included in the density percentage.
The following reasons lead to a decrease in the overall lesson density:
§ unnecessary downtime in class(lateness, untimely preparation of training places and equipment, etc.);
§ teacher's lack of preparation for the lesson, ill-conceived content and organization of the lesson, leading to inevitable loss of time;
§ excessive and ineffective verbal information for students in class;
§ irrational use of time due to unsatisfactory discipline engaged, repeated repetitions of explanations, commands and orders from the teacher, comments to students.
Physical activity is largely determined by the dosage of physical exercise, i.e., the number of exercises, their repetition, the time allocated to perform the exercises, as well as the conditions for their implementation.
All physical exercises have an impact on the body of those involved - some more, others less strongly. A lesson consisting of a large number of exercises also provides great physical activity. Consequently, the workload in lessons can be different, and the teacher is obliged to regulate it. Students should not be overloaded. This can cause fatigue and affect their performance. At the same time, you should not limit yourself to a very light load, since then the effect of physical exercise on the body will be insufficient.
MOTOR DENSITY OF PHYSICAL EDUCATION LESSON
Motor density of the lesson – this is the ratio of the time used directly for the motor activity of students to the total duration of the lesson.
To calculate motor density (MD), it is necessary to multiply the time spent performing physical exercises by 100% and divide by the total time of the lesson.
Motor density is constantly changing during the lesson. The inevitability of such changes can be explained, first of all, by the difference in the content of the actions, techniques, exercises used, the place of their use and methods of application. Indicators of motor density also change depending on the type of activity.
Despite the importance of the motor density of the lesson, it cannot reach 100%, since otherwise there would be no time left to explain the material, to comprehend it by the students, to analyze errors, which would inevitably lead to a decrease in the quality and effectiveness of educational activities as a whole.
Depending on the type and motor orientation of the lesson, motor density indicators can change and reach a high level, especially in high school. Thus, motor density in sports lessons will be higher than motor density in gymnastics lessons.
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eliminating the noted shortcomings and identifying ways to increase the density of the lesson.
Timing of a physical education lesson.
Lesson objectives:
I. Educational:
1. Improve the execution of a somersault tuck:
a) crouching forward point-blank (girls);
b) back from the gray (boys).
2.Improve landing in a vault with legs apart.
II. Educational:
1. Develop coordination, strength, speed-strength abilities.
III. Educational:
Foster a sense of organization and discipline.
Class: 5 "A"
There are 28 people in the class list. 24 were present (15 boys, 9 girls).
Observation was carried out on the student
Timed the lesson:
An approximate recording of a lesson density analysis.
The beginning of the lesson was not clearly organized. The class was 2 minutes late, which explains the downtime in the preparatory part of the lesson.
When conducting general developmental exercises, the teacher first explained and showed the exercises, and then the students performed them. It would be more appropriate to conduct them by name or by the command “Do it once,” etc. This would reduce the time spent on demonstration and explanation, especially since the exercises are well known to schoolchildren. The total duration of the preparatory part is 19. 00 min.” tightened.
In the main part of the lesson, when performing exercises, the student performed the vault 5 times, and the somersault only 3 times and spent 1 minute 26 seconds on this, and 8 minutes 31 seconds waiting in line and resting. The time to wait in line and rest when performing difficult coordination exercises (jumping over a “goat”) should be no more than 2 minutes. In this case, there was unjustified downtime. Increasing the number of repetitions will not only increase the motor density of the lesson, but will also be more consistent with the task of improving the learned movements. It was possible to increase motor density by introducing an additional exercise in the intervals between the main tasks (an element of circuit training). For example, in jumping, this could be bouncing in place on two legs and then assuming a correct landing position.
They were forced to take various forced pauses, most of them inappropriate. Continuing the main part of the lesson, the student being observed completed 2 sets of long jump (one out of order) and 4 sets of throwing. The motor density of the main part of the lesson could be increased by using a throwing exercise in pairs.
The teacher spent more than two minutes making comments about discipline. Taking into account the characteristics of this class (the children are quite disciplined and studied with interest), it can be assumed that more thorough preparation by the teacher for the lesson, specification of particular tasks, and selection of appropriate methodological methods of teaching, education, and organization will contribute to improving discipline.
There was virtually no pedagogically significant final part of the lesson: the guys hastily put away the shells, lined up, and with that the lesson was over. The teacher did not have time to summarize, evaluate and motivate students for the next classes. Including due to ineffective use of time in the previous stages.
The general and motor density of the lesson could have been increased; there were reserves for this.
Offers:
1. Attention should be paid to better development of the outline and timely organization of material and technical conditions.
Timekeeper's signature:____________________
Lesson rating: _________________
Signature of the lesson teacher:________________
Summing up the timing of the lesson, it should be remembered that the sum of all rational and unproductive time spent (columns 4) should be equal to the total duration of the lesson
Table 1. Approximate indicators of motor density in various types of lessons
METHODOLOGY FOR CARRYING OUT THE TIMELINE OF A PHYSICAL LESSON
5.9. General and motor density of the lesson
The problem of load optimization depends on its dosage in physical exercises and on the density of the activity. There are general and motor density of the training session.
Total density is the ratio of pedagogically justified time to the entire duration of the lesson. Pedagogically justified time is the time spent preparing inventory and equipment, explaining and demonstrating exercises, performing physical exercises and tasks, and resting between exercises.
Unjustified waste of time includes delays in the start of classes, lack or absence of necessary equipment, and waste of time due to violation of discipline.
When conducting a training session, you should strive for 100% total density.
Motor density is the ratio of the time spent directly performing physical exercises to the entire duration of the activity. Motor density can vary from 10–15 to 79–90%. Rational motor density and dosing of the educational and training load depend on the type of sport, age, gender, general physical and sports readiness of those involved, on the conditions of training, on the nature of specific educational or training tasks.
It is motor density that often determines the pulse “cost” of exercise, i.e. determines the curve of heart rate changes throughout the entire session and, therefore, the actual intensity of the student’s physical activity.
Topic 5. General physical and sports training
IN THE SYSTEM OF PHYSICAL EDUCATION (part 2)
In order to understand the main provisions of general physical, special and sports training, it is necessary to at least briefly become acquainted with the principles and methods of physical education, with the basics of teaching movements and the development of physical (motor) qualities, as well as mental qualities, traits and personality traits that can be formed in the process of physical education.
5.10. Methodological principles of physical education
The methodological principles of physical education coincide with general didactic ones, and this is justified, since physical education is one of the types of the pedagogical process and it is subject to the general principles of pedagogy:
consciousness and activity;
visibility;
availability;
systematic;
dynamism.
However, in the field of physical education and, in particular, in the field of sports training, these principles are specified and filled with content that reflects the specifics of the process.
The principle of consciousness and activity
This principle involves the formation of a meaningful attitude and sustainable interest in physical exercise. This is ensured by a certain motivation, for example, the desire to improve health, correct the physique, and achieve high sports results. The motive may simply be the desire to actively relax or get a good grade in physical education. In any case, it is important that a clear personal motive for engaging in physical exercise is formulated and a sustainable interest in it is developed. Students should be explained that the path to physical perfection is a lot of hard work, where tedious, often monotonous exercises and boring tasks are inevitable, and overcoming certain individual difficulties.
The principle of visibility
Visualization is a necessary prerequisite for mastering movement. During the training session, the main thing is to create the correct idea, image of a motor task or a separate element before attempting to perform it.
Direct visualization is the demonstration of a motor task by the teacher himself or the most prepared student. But it can be supplemented with manuals, technical means, imitative actions using objects, and figurative expressions.
Rhythm plays an important role in some athletic movements. In this case, the concept of “visibility” also includes auditory perception, which complements visual perception.
Accessibility principle
This principle obliges us to strictly take into account age and gender characteristics, level of preparedness, as well as individual differences in the physical and mental abilities of those involved.
Accessibility does not mean the absence of difficulties in the educational and training process, but presupposes a feasible measure of these difficulties that can be successfully overcome. Full correspondence between opportunities and difficulties in mobilizing all the forces of the student means the optimal measure of accessibility.
A teacher or trainer obtains specific data about the capabilities of students through testing and systematic medical supervision. That is why, at the beginning of each academic year at a higher educational institution, the physical education program provides for testing students in basic exercises that characterize their physical fitness: speed-strength exercises, endurance exercises and strength of the main muscle groups.
Thus, the principle of accessibility in the practice of physical education of students provides for the determination of feasible exercises, tasks, and optimal methodological conditions for their implementation.
In the practice of working with study groups, one has to deal with different levels of general physical fitness. Therefore, most often the entire group is given tasks of average complexity, accessible to the “middle part” of students.
An individual approach takes into account the capabilities of each student when determining the educational and training task. It is more often used in sports training, where the coach meets with the student in educational and training sessions almost every day for a number of years, and the number of simultaneously engaged in one lesson is 1–8 people. (except for some sports games).
In the practice of physical education, the teacher uses an individual approach to determine additional available tasks for a student who is lagging behind in any section for independent study during extracurricular hours.
The boundaries of what is available change as the physical and spiritual powers of those involved develop; What was inaccessible at one stage of preparation becomes easily feasible in the future. In accordance with this, the requirements for their capabilities must also change.
Principlesystematic
The principle of systematicity is, first of all, the regularity of classes, the rational alternation of loads and rest.
Regularity of classes involves a rational alternation of psychophysical stress and rest. Any load has four phases: energy expenditure, recovery, super-recovery, return to the original level. This is why physical education classes are never held on two consecutive days. In addition, it is the need to observe the principle of systematicity that explains the program requirement for the discipline “Physical Education” - regular attendance at all classes provided for in the curriculum.
The principle of systematicity in conducting educational and training sessions largely ensures continuity and consistency in mastering educational material.
The systematic principle ensures the continuity of the educational and training process with optimal alternation of loads and rest.
Many researchers have studied in detail the remarkable property of living systems, which is that the body not only compensates for work expenses, but compensates for them “in excess.” By super-restoring spent energy substances and renewing protein structures, the basis for the delayed effect of the work performed is created.
This provision reveals the essence of improving the functional systems of the body (increasing fitness) under the influence of systematic (regular) targeted educational training sessions (Fig. 1)
It is necessary, however, to take into account that if the training session is followed by too long a break, then this affect is gradually lost to one degree or another (reduction phase). This applies primarily to the level of performance (formed skills and abilities are retained for a longer time). Therefore, the rest interval should end before the reduction phase begins. This provision emphasizes the importance of the principle of systematicity and one of its sides - the continuity of the educational and training process.
Rice. 1. Change in the level of performance under the influence of repeated
physical activity in the training cycle (according to N.G. Ozolin)
Repeatability and variability in the use of various exercises and tasks in optimal time periods are also mandatory components of the principle of continuity.
The repetition factor in physical education is more pronounced than in other types of education. This is explained by specific patterns of acquiring and consolidating skills and abilities, improving the forms and functions of the body.
Variability is no less important, i.e. modification of exercises, dynamic loads, updating the forms and content of classes without changing their target orientation. This will diversify the educational and training process and reduce psychological overload that occurs when performing monotonous tasks.
Consistency in mastering educational and training tasks and educational material within the framework of one lesson, many months and many years of physical education is also one of the aspects of the principle of systematicity.
The principle of dynamism
The principle of dynamism, or a gradual increase in requirements, is to set increasingly difficult tasks as the previous ones are completed. This is expressed in the gradual complication of motor tasks, in an increase in the volume and intensity of loads (subject to the principle of accessibility). When implementing the principle of dynamism, it is planned to regularly update educational material, as well as increase the volume and intensity of loads. Without updating exercises, it is impossible to master a wide range of skills and abilities - the coordination basis for mastering new, more complex motor tasks.
Under the influence of habitual load, adaptation occurs, which means economization of the function: the body’s capabilities, increased as a result of adaptation to unchanged work, allow it to perform the same work with less stress. This is the biological meaning of adaptation to stress.
The dynamics of loads are characterized by gradualness, manifested in various forms (Fig. 2).
A straight-line increase in loads is used when their overall level is relatively low and you need to gradually get involved in work.
Stepped dynamics sharply stimulate training based on the work already done.
Wave-like fluctuations in loads in weekly, monthly, and annual cycles are a kind of background on which linear and stepwise dynamics are superimposed.
Rice. 2. The main forms of load dynamics (solid line – dynamics of the volume of weekly load, dotted line – dynamics of intensity).
One of the indicators of the effectiveness of a lesson is its density. It is necessary to determine the density of the lesson as a whole and in parts. This is due to unequal opportunities and conditions for organizing work in the preparatory, main and final parts of the lesson. The total time spent on the lesson (or part of it) is taken as 100%. Percentages are calculated in relation to it.
There are:
v general (pedagogical) and
v motor (motor) density of the lesson.
Total lesson density - this is the ratio of pedagogically justified (rational) time spent to the total duration of the lesson.
The overall density of the lesson includes the following pedagogically appropriate activities (V.F. Novoselsky, 1989):
1) organizing students, checking homework, setting educational goals;
2) communication and consolidation of theoretical information;
3) conducting general developmental exercises;
4) instruction, regulation, correction (error correction), assistance, insurance; preparation and cleaning of equipment, necessary movements of students during the lesson, etc.;
5) studying the technique of physical exercises, developing physical qualities;
6) methodological training of students, development of the ability to study independently, as well as organizational skills;
7) motivation of students;
8) use of visual aids, technical means, demonstration of exercises;
10) pedagogical control;
11) summing up, doing relaxation exercises, setting homework;
12) educational work in the classroom.
To determine the overall density (OD) of a lesson or its parts indicators of active activity time in the lesson are summarized. This includes time spent doing exercise, listening, observing and organizing the lesson, excluding time spent waiting unnecessarily and being idle. This time is multiplied by * 100% and divided by the total lesson time t total
OP = (t hell * 100%) / t total
The total density of a full-fledged physical education lesson should approach to 100%.
The following reasons lead to a decrease in the overall lesson density:
Unjustified downtime during the lesson (late start, untimely preparation of class areas and equipment, waiting in line before performing exercises);
Lack of preparation of the teacher for the lesson; ill-conceived organization and content of the lesson, leading to pauses;
Excessive and ineffective verbal information for students in the lesson;
Unsatisfactory discipline of students, which leads to irrational use of time due to repeated repetition of commands and orders, comments to students, repetitions of explanations, etc.
For example, if downtime in a lesson due to the fault of the teacher was 1 minute, then the total density of the lesson will be equal to:
OP = 
(39 min * 100%) / 40 min = 97.5%
Motor density of the lesson- This is the ratio of the time used directly for the physical activity of students to the total duration of the lesson. To calculate motor density (MD), the time spent performing physical exercises is necessary tfu multiply by 100% and divide by the total time of the lesson, lesson ttot
MP = (t fu * 100%) / t total
For example, it was found that the total time spent by students on physical exercises was 25 minutes (the remaining 15 minutes were spent on explanations from the teacher, preparation of study areas, rest intervals between related tasks, etc.). In this case, the motor density of the lesson will be equal to:
MP = 
(25 min * 100%) / 40 min = 62.5%,
Motor density is constantly changing during the lesson. The inevitability of such changes can be explained primarily by the difference in the content of the exercises used, the place of their use and the methods of application. Indicators of motor density also change depending on the type of lesson.
Thus, in lessons on improving movement techniques and developing physical qualities, it can reach 70-80%, and in lessons of learning motor actions and forming knowledge, which require significant time spent on the mental activity of those involved, motor density can be at level 50%.
Despite the importance of the motor density of the lesson, it cannot reach 100%, since otherwise there would be no time left to explain the material, comprehend it by students, and analyze errors, which would inevitably lead to a decrease in the quality and effectiveness of educational work as a whole.
General and motor density in physical education classes for children preschool age
Prepared an article. Turchev V.V.
The effectiveness of physical education classes for preschoolers is assessed based on motor density and the average level of heart rate (HR) in children.
The methodology distinguishesgeneral and motor density classes.
Overall Density characterized by the ratio of pedagogically justified lesson time (children’s perception of explanations, instructions, teacher demonstrations, exercises, observation and analysis, installation and cleaning of aids, etc.) to the duration of the entire lesson.
For example: the lesson lasts 20 minutes, the children were in motion for 16 minutes, 4 minutes = 2 minutes the children stood without any benefit to the work + 2 minutes: for distributing benefits, for construction - they are pedagogically justified.
Conclusion: general density is a pedagogically justified activity of children in the classroom. It can be written as follows: total density = pure time + pedagogically justified time divided by the duration of the lesson.
(16 minutes + 2 minutes justified time = 18 minutes).
18 min x 100:20 = 90% The total density is 90%.
Motor density characterizes the volume of direct motor activity of the child during the lesson. It is expressed by the ratio of the time spent on physical exercises and games to the entire duration of the lesson.
The motor density of an activity includes only the time spent performing physical exercises, i.e. direct physical activity.
In this case - 16 minutes x 100:20 =80%
The motor density of a lesson in the hall (the ratio of the time of the lesson spent by the child on movements to the total duration of the lesson, expressed as a percentage) must be at least 70%; in air - at least 80%.
To ensure a training effect during classes in the gym, the average heart rate level in children 3-4 years old is 130-140 beats/min, in the air – 140-160 beats/min; for children 5-7 years old - in the hall 140-150 beats/min; in air – 150-160 beats/min.
Methodology for determining the value of motor density.
Before the start of the lesson, any child is selected from the group and monitored throughout the lesson. Moreover, neither the child nor the teacher should know about this. The observer holds a stopwatch in his hand and turns it on at the moment the child begins any motor actions: drill exercises, walking, running, general developmental and special exercises, games, etc. At the end of the exercise, the stopwatch turns off for a rest period before starting the next exercise. Thus, a stopwatch is used to sum up the time spent performing physical exercises and does not take into account the time of rest, waiting for the turn to perform, listening to the teacher’s explanations, etc.
High motor density is from 80% or more, medium is 60-80%, and low is everything below 60%. Motor density depends on the age of the children and the selection of exercises.
At the same time, the magnitude of the MP depends more on the type of occupation. Naturally, during classes to familiarize yourself with new material and learn it, the MP will be low. However, this cannot serve as a criterion for poor teacher performance. On the other hand, if in a lesson to improve the studied material, the methodology for organizing the lessons is not thought out and children spend a lot of time waiting for the opportunity to complete the exercise, then MPE should be one of the main criteria for the teacher’s methodological literacy.
Regarding heart rate.
Checking the magnitude of the loads and the body’s adaptability to certain exercises is carried out by counting the pulse during exercise and constructing a physiological exercise curve. To do this, count the pulse 15 days before the start of classes, at the beginning of the lesson and at the end of each part (introductory, main, final). Based on the data obtained, a physiological lesson curve is drawn, vertically - the reaction of cardio-vascular system for physical activity.
According to G.P. Yurko, with the correct distribution of the load in the introductory part of the lesson, the pulse should increase by 15-20% of the original; the increase in heart rate after performing general developmental exercises can be 40% of the original; performing basic movements and playing outdoor games should lead to an increase in heart rate by 70-80% of the original, and in the final part of the lesson it increases by only 10-15% of the original.
3-4 minutes after exercise, the pulse should return to its original level.
Approximate heart rate chart
