The beneficial effects of swimming on a child's body are widely recognized. In the medical and physiological aspect, this is the strengthening of various functional systems of the child's body (cardiovascular, respiratory, musculoskeletal, etc.), in the psychological aspect - the formation of arbitrary regulation of movements and actions, in the pedagogical aspect it is not only teaching the preschooler to complexly organized actions but also a way of developing self-regulation skills.
At the same time, the water area of the basin is, first of all, a different habitat, which makes special demands on human motor abilities. Therefore, the coaches-educators are unanimous that an adaptation period is necessary to get rid of childhood fears and the general habituation of the child to water.
Swimming as an activity is characterized by a significant degree of complexity, which inevitably enhances the element of learning to the detriment of play, which, from the point of view of psychology, is the leading activity for preschool children.
Taking into account the psychological laws of the child's development when organizing swimming lessons in preschool institutions requires that these lessons be structurally and functionally built according to the principles of "open learning" in school-age pedagogy. Open learning is not limited to strictly regulated frameworks and allows modifications, both at the behest of the teacher and at the behest of the student. With this approach, the didactic space turns out to be a “meeting place” for the multidirectional motivated activities of a child (who wants to swim and frolic) and an adult (whose goal is to teach a child to swim). The child, on the other hand, becomes the subject of his own swimming movements, and not the object of the instructor's pedagogical requirements.
Thus, the formation of swimming skills in preschool children should be led not so much by a special method of teaching swimming as by the need for the child to master a wider social experience - the water area of the pool.
There are a number of methods for teaching children of different ages to swim. Good experience of group teaching of children of preschool age in swimming pools - "paddling" (G. Levina "Swim with the kids", 1974). He sets the following goals for teaching children to swim: to teach children to confidently and fearlessly stay on the water; make the most of all factors contributing to the strengthening of children's health and their physical development; to lay a solid foundation for further swimming lessons, which is not unimportant in the development of children. But it should be noted that his method has a drawback - learning to swim begins directly in the water. Before immersion in water, you need to prepare the child for behavior in the water with the help of special exercises for breathing, for moving in the water (getting used to water).
The methodology of T.I. Osokina (Osokina T.I., Timofeeva E.A., Bogina T.L. Teaching swimming in kindergarten. M .: "Education", 1991).
The methodology of teaching swimming for preschool children should be based on the basic didactic requirements of pedagogy and have an educational and developmental character. General didactic principles - conscientiousness, systematicity, clarity, accessibility, strength and particular methodological provisions of the theory of physical education - the principle of increasing the load, repetition are carried out when conducting classes in accordance with the age characteristics of children.
An individual approach is required when working with preschoolers. The fragility, lack of development of the child's body requires careful consideration of the abilities, inclinations, and most importantly - the capabilities of each child. Only with strict consideration of gender, age, degree of physical development and health, susceptibility to colds, habit to water and changes in temperature conditions, individual reactions to physical activity, can one find the most correct methods of work for teaching children to swim.
The play method should take the leading place. It provides the necessary interest of children in learning to swim, allows you to increase the number of repetitions of the same exercises, use a variety of starting positions. The use of games helps to ensure that the activities are emotional. The playful nature of training also reflects the need for an attentive, demanding, but at the same time, a relaxed and affectionate approach to children, determines the teacher's lively participation in the learning process.
Games, as a rule, should contain elements of swimming previously learned by children and various exercises preparatory to swimming. The teaching should use simple and accessible didactic aids, various in form, purpose.
Mastering various movements occurs by repeating them many times. The number of repetitions should increase gradually. Considering that repetition of movements is a monotonous activity and tires children, in one lesson it is necessary to offer them to do a variety of exercises.
Preschoolers, on the basis of imitation, better master integral motor acts. Therefore, it is necessary to create in them a holistic idea of the studied method of swimming. To do this, both in the first and in subsequent classes, it is necessary to repeatedly show this method in the performance of a child or an adult who can swim.
In connection with the peculiarities of the development of the thinking of children at this age (concreteness, objectivity, strongly expressed ability to imitate, etc.), the show is very important in teaching swimming. All exercises taught by children, movements must be shown by the teacher. The show must be carried out in the same conditions in which the exercise will be conducted (on land, in water).
It is especially important in teaching swimming to show the exercises carried out in the water. In this case, children not only visually perceive the structure of the movement, but also become convinced that it is quite possible to perform this movement in water. This, in turn, generates confidence and courage when performing exercises, contributes to the rapid formation of new skills.
Children do not always immediately grasp the correct execution of a new movement. Therefore, it must be demonstrated many times, both at one and over several sessions.
It is best to show the exercises just before performing them, doing all the movements correctly, clearly, easily and beautifully, without tension.
We must always give the children the opportunity to show their achievements in the performance of certain tasks to the teacher or other children. This will enhance their participation in the learning process and can serve as a disciplining factor.
The show must be accompanied by explanations accessible to children. Storytelling, conversation, explanation, timely observation stimulate purposeful, conscious mastery of movements.
An image occupies a large place in the thinking of a preschooler. In teaching swimming, figurative comparisons in the names and explanations of exercises should be widely used. Exercise names such as "Eyes in the Water", "The Nose Has Drowned", "Crayfish", "Shark", etc., help to create real ideas about the exercise to be performed, make it easier to master. Naturally, the image must be understandable to children, otherwise imitation of it is impossible. But it must be borne in mind that the orientation only to imitation exercises or excessive enthusiasm for the entertaining image negatively affects the general organization of the trainees and the accuracy of the exercises. Therefore, do not abuse them.
The explanation, the story of the educator in the swimming class should be clothed in a clear expressive form. The tone of the conversation should always be even, calm, but impressive enough. An authoritative demand is unconditionally fulfilled by preschoolers.
When working with children 4-6 years old, you should not use a large number of commands and calculations in learning exercises. The main thing in group lessons is the authority of the educator: his gaze, facial expression, tone, gesture call children to order. They need to feel in control of their behavior.
This helps children to focus their attention, teaches them to perform the task at the first word of the teacher. In the course of classes, children need to be reminded that they are being watched, make comments, and often repeat: "look", "show", "do", "follow", etc.
The attitude of the teacher to the children in the group should be sensitive, affectionate, equally equal to everyone. As far as possible, the requirements put forward should be the same, but, of course, one should not forget about the individual data of children.
The requirements of the educator should not be imposed on children; they must be presented tactfully and correctly. It is important to create in children a sense of independence in their actions.
Swimming is very emotional for children. They splash with pleasure, splash, swim. But sometimes their behavior in the water becomes too noisy, overly excited, children lose the ability to respond to the demands of the teacher. In such cases, punishment can also be applied.
One of the penalties is a reprimand with an exact indication of the reasons for the teacher's dissatisfaction. Children who grossly violate the discipline of classes can be taken out of the water, not allowed to study. When punishing a preschooler, you must maintain respect for his personality. The perpetrator must be taken out of the water, ordered to get dressed and, for the edification of others, to sit on a bench during classes in front of the whole group. At the next lesson, you need to pretend that nothing happened, and talk to the child as before in a friendly way.
Such an attitude, as a rule, somewhat confuses the punished, he tries to fulfill all the requirements as best and attentively as possible. Children are very fond of swimming, swimming, therefore, in most cases, a mere reminder of the possibility of losing this pleasure gives the necessary results.
Swimming skills are difficult enough for preschoolers. In this regard, in teaching them to swim, it is necessary to use a significant number of various preparatory exercises and games.
Children get to know each exercise first on the shore, and then they learn it in the water. Familiarization with new educational material on the shore is important, since the time spent by children in the water is limited (10-15 minutes), and the aquatic environment excites them extremely, as a result of which their attention is scattered, they do not perceive unfamiliar material poorly. In addition, being during the explanations and demonstration of new material in water without movement, children quickly cool down due to the increased heat transfer.
But overuse of a lot of exercises on land leads to a decrease in attention. Therefore, it is advisable to offer children 2-3 exercises on land, and then practice with them in the water.
The dosage of the load when performing exercises for girls and boys is the same, but varies depending on the age of children: children of 3-4 years old are given a slightly lower load than children 5 and even more so 6 years old.
The instructions below for dosage of the load in each specific case may be changed by the teacher. So, for example, at low water and air temperatures, the number of repetitions of exercises can be reduced, and the intensity of their performance increased (fewer exercises done at a higher pace).
Exercises in the water should always begin with vigorous movements. They should be finished by calm immersions in water with the head and exhalation into the water. Depending on the age of the children, this exercise should be repeated at the end of the session from 4-5 to 10-12 times or more. Free swimming increases the emotional coloring of the classes, gives children the opportunity to independently test their strengths in the performance of certain techniques, attempts to swim. For the development of activity, initiative in children, it is necessary to introduce free swimming into classes.
It is necessary to correct the mistakes of the children in the course of classes in a certain sequence. Naturally, at first the child makes significant mistakes in crawl swimming. Most often, in preschoolers, they depend on the degree of general physical and coordination readiness. We must strive to ensure that children have mastered the general pattern of movements of the swimming method. Due to the mobility, imbalance of nervous processes, children of preschool age have difficulty in giving precise, clear movements. It is not necessary to demand from them immediately the accuracy in swimming technique. It is possible to develop it only as a result of a long time. But some gross violations in crawl swimming on the chest and back in preschoolers must be promptly and consistently corrected.
A high head position causes an abnormal trunk position and makes breathing difficult. Therefore, first of all, it is necessary to correct the position of the body, head, and then achieve correct breathing. With a low position of the pelvis, the legs sink deep into the water, the balance in the water is disturbed, the legs work sluggishly, and sometimes even stretch without movement. Or, conversely, children make abrupt, irregular, poorly coordinated leg movements, their legs are strongly bent. You need to pay a lot of attention to correcting leg movements: until the guys learn how to work their legs correctly, one should not rush to correct other mistakes. After the errors in the movements of the legs are eliminated, you can begin to correct in the movements of the arms, and then in the coordination of all movements.
First, you need to notice the main mistake. Correcting it often leads to the elimination of minor minor errors. You cannot correct several mistakes at the same time - this distracts the attention of the guys. Errors should be corrected by setting the correct execution of the movement and specifying the execution of the movement in the course of the action. At the same time, the teacher should actively use re-showing, fix attention on the correct execution of movements by individual children, organize their implementation in pairs, for mutual self-control.
In recent years, a sufficient number of publications on teaching children of preschool age to swim have appeared in the scientific and methodological literature (V.M. Kubyshkin, 1988; T.A. Protchenko, Yu.A. Semenov, 2003; A.D. Kotlyarov, 2006; V Yu Davydov, 2007; Yu.S. Gerasimova, E.V. Ivchenko, 2007; B.V. Shcherbakov, 2007; S. Kravchik et al., 2008; V.N. Zolotov, 2009; A. Osorio, LG De Leon, 2011).
Many authors have expressed the opinion that it is necessary to start teaching swimming from infancy (A.D. Kotlyarov, 2003). One of the first to receive the proper scientific justification for the research of T.I. Osokina 1985 and V.S. Vasiliev 1989. In the study of T.I. Osokina 1985 substantiates the necessity and expediency of teaching children to swim at the age of 5-7 years. At the same time, the author recommends starting the initial training with swimming methods more accessible to each child, implying such methods as "crawl without carrying out of arms" and "crawl on the chest". The authors pay great attention to the organization of classes with older preschoolers.
As a result of research carried out in 1989, V.S. Vasiliev, identified three periods of the formation of the swimming skill. The main tasks of the first period are:
Mastering the basic preparatory exercises in the support position;
Formation of skills in a horizontal position;
Study of leg movements in a supporting position.
At the first stage, it is necessary to pay attention to the formation of breathing in a specific environment, to the study of leg movements in a supporting position, as when crawling on the back and on the chest. In the second period of training, the elements of swimming in no support position are studied. The main task of the third period is to improve the movements of the arms and legs in coordination with breathing when swimming in crawl on the chest or on the back.
In his research, the author notes that the strength of the swimming skill is ensured by learning a large number of preparatory exercises without the use of any supporting means. The historically established direction of the swimming methodology is characterized by the fact that the initial training is carried out from sports swimming methods - a crawl on the chest and on the back, based on variable movements of the arms and legs. This provision is currently extended to the methodology of teaching children of primary school and preschool age (T.A. Protchenko, Yu.A. Semenov, 2003; A.D. Kotlyarov, 2006; V.Yu Davydov, 2007; B.V. Shcherbakov, 2007; A.E. Stolyarov, 2007; O.F. Gorbatenko et al., 2008; S. Kravchik et al., 2008; V.N. Zolotov, 2009; JE Counsilmen, 1994). At the same time, the initial teaching by children of lightweight methods of swimming is allowed, such as: crawl without carrying out the arms, swimming on the floor with the help of alternating leg movements and shortened arm movements (A.A. Druzhinin, 2008; Kotlyarov A.D. 1989). Some research points to the possibility of teaching young children lightweight breaststroke options. According to B.V. Shcherbakov (2007), older preschoolers should initially be taught in the following ways: swimming on the chest with the help of simultaneous stroke movements with the arms and alternating movements of the legs, swimming on the chest with alternating movements of the arms and legs. A number of authors believe that when mastering swimming movements and selecting exercises, it is necessary to proceed from elementary automatic coordination, which does not need to be taught. Mastering the opposite coordination requires special training, often based on the suppression of elementary, genetically determined, autonomous coordination. On land, for the lower limbs, cross-coordination is more elementary and automatic; for the upper limbs, on the contrary, it is symmetrical. With joint movements of arms and legs, the most elementary automatic coordination is one-way, unidirectional movement (E.A. Salnikova, 2002; T.A. Protchenko, Yu.A. Semenov, 2003; O.F. Gorbatenko et al., 2008; Seifert L., Chollet D., 2007).
An analysis of the domestic and foreign literature available to us indicates the absence of scientifically grounded recommendations, about taking into account the predisposition of children aged 3-7 years to mastering bimonoloteral movements performed in the aquatic environment. However, it should be noted that research in this direction was carried out on infants. So, when teaching infants to swim, about a dozen varieties of techniques for their movement in the water were revealed. At the same time, alternating and less often simultaneous movements of the arms and legs were more common, and it was experimentally found that with the help of adults, infants prefer to swim in a supine position and only having learned to independently hold in this position on the water, they try to swim on their chest or on their side.
As for the duration of bathing and swimming with preschool children, the information in the available literature is not unambiguous.
V.E. Arshavsky (1975) recommends swimming no more than 8 minutes, and T.K. Osokin (1985) no more than 15 minutes. According to V.S. Vasilyeva (1989) children five years old and older after 4-5 sessions can stay in the water for 30-40 minutes. At the same time, the "Program of education and upbringing in kindergartens" provides the following duration of physical activities for children:
1. 4 years - 10 - 15 minutes;
2.5 years - 13 - 20 minutes;
3.6 years - 25 - 30 minutes;
4.7 years - up to 35 minutes.
The influence of swimming on the physical development and physical fitness of preschool children is noted in many literary sources. According to T.I. Osokina (1985) swimming lessons have a great influence on the activity of the cardiovascular, respiratory and muscular systems. Some works indicate a decrease in diseases by 30-35% in children involved in swimming (E.H Karpenko, 2006; V.Yu.Davydov, 2007; V.N. Zolotov, 2009). Most experts note that with increasing age, the ability to learn swimming increases (Vasiliev B.C. 1973; V.Yu.Davydov, 2007; O.F. Gorbatenko et al., 2008; H.M. Toussaint, P.E. Roos, S.V. Kolmogorov, 2004).
At the same time, the opinions of experts on the duration of mastering certain swimming skills and the ability of preschoolers of different age groups to master movements performed in the aquatic environment differ.
T.I. Osokina (1985) suggests breaking the learning process into three stages:
1. stage - "ABC" of training - mastering with water (children from 1 to 3 years old);
2. stage - mastering the basic elements of swimming (children from 3 to 4 years old);
3rd stage - improving swimming skills (children from 4 to 7 years old).
By the end of stage 3 of training, preschoolers should learn to swim freestyle, swimming a distance of up to 25 meters.
The best formation of swimming skills in preschool children is possible by including swimming lessons in a group mode, creating play situations on land and in water (V.A.Aikin, 1988; Yu.A. Korop, S.F. Tsvek, 1985). At the same time, it is advisable to find the educator in the water to provide children with support, insurance, help in their reliable and correct mastering of swimming movements. Meanwhile (Le Van Sem, 1978), in the process of learning swimming skills, the emergence of negative emotions in children interferes with their mastery, while positive rivalry contributes to their more successful formation. Therefore, in the methodology of primary teaching in swimming, a rather significant place is given to the study of games and entertainment on the water (V.S.Vasiliev, 1963) with the presence of a teacher in the pool for better organization of the lessons.
Children aged 5-7 years, according to their motor abilities (V.S.Vasiliev, 1963), are quite ready to master complex swimming movements, which, as they are mastered, should gradually become more complicated and detailed.
It is recommended to teach children also with the help of pictures in the following sections: 1) special exercises on land; 2) exercises for the development of the aquatic environment; 3) immersion in water with the head; 4) breathing with exhalation into water; 5) statistical (passive) swimming in water; 6) sliding in water; 7) movement of the legs with a crawl on the chest, on the back; 8) movements of the hands with a crawl on the chest, on the back; 9) crawl swimming without hands out; 10) crawl swimming on the back without carrying out the hands; 11) crawl swimming on the chest and on the back without carrying out the arms; 12) sports methods of swimming: crawl on the chest, crawl on the back, dolphin, breaststroke (E.G. Chernyaev, V.I.Chepelev, 1987). In a detailed way, the individual teaching of children the alphabet of swimming, recommended to parents and grandparents, is disclosed (A.A.Litvinov et al., 1995).
Figurative expressions, gestures used in teaching children to swim are also of no small importance (V.V. Pyzhov, 1977) in the accessible mastery of the exercises being studied (I.A.Ganchar, 1998).
When swimming with children 5-7 years old, it should be borne in mind that children in a group may be of different preparedness. Children 5-7 years old usually quickly master in water. They deliberately approach the preparatory exercises, show perseverance in order to achieve the desired result. Therefore, the period of development of children of this age group with water is much shorter than that of younger children. Earlier, you can move on to exercises that help to master the technique of crawl swimming on the chest and on the back (N. Zh. Bulgakova, 1997).
But, first of all, it is necessary for beginners to swim to learn how to independently enter the water, move along the bottom of the pool in various ways (step, run, leaning on their hands), at different depths (from knee to waist), learn to submerge in water, open eyes in it, to teach the correct inhalation and exhalation into water, lying in water on the chest and on the back, sliding on the chest and on the back (N.G.Dundukov, A.V. Fomin, 1975), as well as performing the simplest alternating leg movements (by type To perform these tasks, many different exercises and games have been developed ("Carousel", "Fountain", "Crocodile", "Crab", "Rocking chair", "Round dance", "Motor", "Find treasure", "Divers", "Who is more", etc.).
Exercises for developing the ability to stay on the water in a horizontal position: "Medusa", "Star", "Float", "Arrow on the chest" and others.
An important task is to teach children how to go into the water. This is facilitated by such exercises and games as: "Who has more bubbles?"
The next stage of training is training in coordination abilities in water. You should start by learning how to move your legs while crawling on your chest and back. For this, exercises are used, both on land and in water (Yu.V. Shaposhnikov, 1979). Alternating leg movements while sitting on the floor, alternating leg movements, lying on a bench, leg movements in the water, sitting on the side, at the bottom of the pool, leg movements in the water, leaning on the hands, sliding, on the chest and on the back with alternating leg movements and etc.
Then you can move on to teaching hand movements in swimming on the chest and on the back. The training starts with learning the hand movements on land. These can be exercises of a preparatory and imitation nature (performing various rotations forward, backward, with one and two hands, imitation of rowing movements, etc.). Training of hand movements is carried out initially with the child's voluntary breathing, then with holding the breath, and then training of hand movements with exhalation into the water (I.Yu. Kistyakovsky, 1976).
After mastering all the exercises for this task (A.A. Voloshin, M.M. Kiselev, 1980), these exercises are consolidated and improved in games and entertainment in the water with a gradual complication of the performance conditions (various depth options, the use of auxiliary equipment - boards, inflatable toys, etc.).
The next step is to learn the combination of arm and leg movements while holding the breath and exhaling into the water. Hand and foot coordination training is carried out in parallel on the chest and back. As preparatory exercises, various rotations with one, two hands, forward, backward, simultaneous, alternating, as well as leg movements are recommended. When performing imitation exercises, attention is paid, first of all, to the correctness of the stroke phase of the movement, and then - to the preparatory phase - bringing the arms to the starting position for the stroke. When performing exercises on land, the trainer provides direct assistance to the child, giving the correct position of the hands in certain phases of the stroke (L.P. Makarenko, 1985).
Mastering swimming movements in combination with breathing is the main difficulty in teaching children to swim (V.Ya. Lopukhov, 1995). Learning hand movements in combination with breathing is started in a standing position in the water, bending forward. It is advisable to teach preschoolers to turn their heads to inhale to the right and to the left. Attempts to combine swimming movements with breathing may not work for children for a long time. The desire to adapt the breath to movements violates coordination, often leads to gross mistakes. Therefore, children can be allowed to swim while holding their breath while inhaling for a long time. This is a simplified form of the way of swimming, built on a technically correct basis.
Backstroke is easier for many children than chest float. They quickly master the movements of the legs, which they learn first in shallow water, holding on to the handrail, with support, and then with the help of a swimming board, then move on to learning the movements of the legs in sliding on their back after pushing off from the pool wall. At first, children are taught to keep their arms freely lowered along the torso, without making any movements. Then the position of the hands becomes more complicated: one hand remains free along the body, the other is carried forward and is located in the direction of movement. When teaching rowing movements of the hands, swimming on the back with a board sandwiched between the legs is used, as well as exercises in pairs: one holds the other by the legs. Gradually, children begin to perform coordinated movements with their arms and legs in order to master the rhythm of movements, they are performed at the expense. Exercises are performed repeatedly at short distances (V.Yu.Davydov, 1993).
Naturally, at the beginning of learning, children can make mistakes. Most often it depends on the insufficient general physical and coordination readiness of preschoolers. We must strive to ensure that children have mastered the general pattern of movements of the swimming method. Due to mobility, imbalance, many children have difficulty making clear movements in the water. There is no need to demand great accuracy from them in swimming technique. This is possible only as a result of hard work over several years. But gross errors in technique must be consistently corrected.
A high position of the head, for example, causes an incorrect position of the body and makes breathing difficult (V.N. Mukhin, Yu.I. Rodygin, 1988). First of all, you need to correct the position of the body, head, and then achieve correct breathing.
With a low position of the pelvis, the legs sink deeply, balance is disturbed. Sometimes children make sharp, irregular, uncoordinated movements of their legs, bending them strongly. First, you need to correct errors in body position and leg movements, and only then begin to improve hand movements and overall coordination.
For many beginners, when turning the head to the side to inhale, there is a slowdown in the work of the arms and especially the legs. It is easier for children to adapt their breathing to the movements of the arms and legs in accordance with their capabilities. This cannot be considered a mistake; gradually, over time, this deficiency will disappear (G. Levin, 1981).
When teaching swimming to preschool children, it is necessary to give them the opportunity to swim in all ways - crawl on the back, crawl on the chest, dolphin and breaststroke. There are times when a child cannot master in any way in any way, and the other grasps without difficulty and quickly.
The child's propensity for a particular way of swimming must be taken into account along with his individual data and supported. It is possible and necessary to allow the child to learn the way he likes more, in this case the learning outcomes will be better (A.A. Voloshin, N. B. Kulibaba, 1982).
For many children aged 5-7 years, breaststroke is a more accessible way of swimming. It is customary to compare the movements of the brassist with the actions of a frog. Indeed, they have a lot in common, and children could observe this moment in their life practice, so this method is more understandable for some children.
The process of studying the elements of the swimming method, breaststroke begins on land with the development of leg movements, the work of which is the most important element in the technique of this swimming method. To do this, use a variety of preparatory and training exercises and games in the water.
The technique of breaststroke swimming is also introduced first on land. To do this, imitate the movements of the hands in a standing position in an inclination forward, bending over, arms extended forward, palms downward and outward.
In water, hand movements are practiced, standing at a depth to the chest and leaning forward so that the chin lies on the surface of the water. Then this exercise is repeated in accordance with breathing. It is important to learn breathing from the very beginning, already during the preparatory exercises, since the rhythm of breathing in the breaststroke clearly coincides with the movements of the hands.
Pay attention to the following: do not raise your head, look forward during the stroke; at the end of the stroke, slightly raise the chin forward and upward and inhale through the mouth; when the hands are brought forward, the chin and mouth are lowered into the water, a prolonged exhalation begins, which continues during almost the entire stroke (V.G. Rovchin, 1984).
Preschoolers are encouraged to learn the coordination of movements of the arms and legs with a breaststroke in sliding on the chest. During sliding, holding the breath, first 2-3, and then more cycles of movements. Then the child stops, exhales-inhales and again repeats the coordination of the movements of the arms and legs in sliding. The movements of the arms and legs are further combined with breathing (A.A. Voloshin, M.M. Kiselev, 1980). The correct coordination of movements in complete coordination is established gradually in the course of training.
Many children 5-7 years of age learn the dolphin swimming technique, although it is considered more difficult than other methods. This is a special way of swimming. In his technique there are elements of both the breaststroke and the crawl, therefore, this method of swimming should be studied after the child has mastered the technique of swimming with the crawl and breaststroke.
Teaching children to swim in the dolphin way also begins with preparatory exercises on land and in the water. The entire body is involved in wave-like movements - the shoulder girdle, lower back, pelvis and legs, so this method of swimming is an excellent, versatile exercise. Closed legs move at the same time, resembling the tail of a dolphin, therefore, using the imaginative thinking of children, it is not difficult to teach them to perform this movement.
It is more difficult for a child to stroke with both hands, since it is performed simultaneously with both hands, the movement of each one resembles a stroke when swimming in crawl.
The coordination of movements in a dolphin is complex. It is more convenient to exercise lying on your chest with a board in your hands, and to master coordination in sliding. NOT all children aged 5-6 years are able to master this method of swimming, and this is not necessary. It is enough to acquaint the children with it (V.Yu.Davydov, 1993).
Class: 1
Keywords: Swimming Learning Aspects, stage, motor skills
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Target: show the structure of methodological techniques for teaching swimming.
In the process of teaching children to swim, attention should be paid to the following aspects:
Swimming is a vital skill for a person of any age. Once acquired, the skill of swimming lasts for life. And most importantly, swimming from an early age contributes to the emergence and maintenance of positive emotions in children. Swimming children are usually more balanced than their peers. They sleep well and have a good appetite, they have developed coordination and rhythm of movements, which is necessary for any motor activity. Swimming especially effectively contributes to the development of the rhythm of movements in preschoolers and children of primary school age, and thus to the improvement of the activity of all systems of the child's body.
Swimming learning stages
| Stage 1 | Stage 2 | Stage 3 | Stage 4 |
| Familiarization of children with water and its properties (density, viscosity and transparency). | The acquisition by children of skills and abilities that will help them feel safe enough in the water. | Swimming in a specific way. | Continuing the assimilation and improvement of the technique of the method of swimming. |
| It continues until the moment when the child becomes comfortable with the water, can fearlessly and confidently with the help of an adult and independently move along the bottom, perform the simplest actions, and play. | Children learn to stay on the surface of the water (float, lie down, slide) at least for a short time get an idea of its pushing and supporting force, as well as independently perform the inhale-exhale exercise several times in a row. | Children should be able to swim in the water while maintaining the consistency of movement of the arms, legs and breathing that is characteristic of the learned swimming method. | Children acquire the ability to swim in sports ways: crawl, breaststroke, butterfly. |
The structure of methodological techniques for teaching swimming
Stage 1 - junior preschool age.
Familiarization of the child with water and its properties (density, viscosity and transparency).
It continues until the moment when the child becomes comfortable with the water, can fearlessly and confidently with the help of an adult and independently move along the bottom, perform the simplest actions, and play.
Stage 2 - middle preschool age.
The acquisition by children of skills and abilities that will help them feel safe enough in the water.
Children learn to stay on the surface of the water (float, lie down, slide) at least for a short time get an idea of its pushing and supporting force, as well as independently perform the inhale-exhale exercise several times in a row.
Stage 3 - senior preschool age.
Swimming in a specific way.
Children should be able to swim in shallow water (chest-deep water), maintaining the consistency of movement of the arms, legs and breathing that is characteristic of the learned swimming method.
Stage 4 - senior preschool age.
Continuing the assimilation and improvement of the technique of the method of swimming.
Children learn to swim in deep water.
Motor skills.
Younger age (3-4 years)
Average age (4-5 years)
Senior preschool and primary school age (5-7 years)
In teaching older preschool children, the main tasks are set:
If the child continues classes, moving from the middle group to the older, then the order of their conduct remains the same.
The technical preparation of the child will allow solving the tasks set at this stage.
In the initial teaching of swimming to children of older preschool age, classes begin according to a shortened scheme of the content of classes for younger and middle ages.
In the process of mastering new exercises by older preschool children, the following methodological techniques.
Exercise demonstration: the teacher shows the most difficult and new exercises in combination with a detailed description of the technique for their implementation. Light exercises are shown by a pre-prepared child. This technique is aimed at provoking the desire of children to express themselves as much as possible and show their independence.
Visual aids: The use of visual diagrams promotes the development of mental abilities in children.
Learning the exercises: the exercises are performed by children only according to the verbal explanation of the trainer or according to the name of the exercise.
Assessment (self-assessment) of motor actions: after the exercises, the teacher speaks out the sequence of their implementation and assesses their effect on the child's body, asks the children about their health and sensations.
Outdoor games on land and in water: thanks to play techniques, children will quickly learn the program material.
Correction of mistakes: this is necessary for a more attentive and conscious attitude of children to the teacher's comments.
Competitive effect: emotions adjust the body to better performance of the movement and sharpen the work of the senses necessary for this movement.
Control tasks: the main rule for changing exercises is not the transition from simple to more complex, but the contrast of tasks. This allows the children to be energized and to keep them interested in the exercise at all times. Thanks to such an organization of classes, a new movement is mastered much faster and easier than in traditional forms.
Exercise performed in the gym and in the water when learning to swim.
The exercises that are performed before the lesson are an integral part of swimming training. All exercises can be conditionally divided into three groups:
Group I: exercises that are used in teaching swimming.
Group II: exercises that are used as warm-ups before special exercises.
Group III: exercises that are used for special physical fitness.
Special exercises are an essential part of the warm-up. They increase joint mobility.
Exercises special training.
Descent to the pool:
Produced with and without support from a ladder instructor.
Walking, running, jumping in water, holding on to the handrail (hands of the teacher) and without support; holding hands in a semi-squat, on toes, back forward, side steps.
Actions with objects: swimming board, stick, hoop, float, ball (throw, catch up, bring, ride on the water).
Slips on the chest -
holding the teacher's hands; for the handrail;
leaning with your hands on the bottom (go on your hands, leaning on the bottom);
move, holding on to a swimming board;
with a float on the back; lying on his stomach freely without support: take the positions of “arrow”, “comma”, “asterisk”, “float”; work with the legs, as in crawl swimming (from the initial sitting position, lying with support and without support).
Games for acquaintance with the properties of water and the development of movement in water.
Games help to master all the activities preparatory to swimming. They contribute to the upbringing of courage, determination, and self-confidence in children.
Games are used to repeat, consolidate and improve individual swimming movements to achieve stability and flexibility in skills.
The movements should be very simple and accessible.
It is important that all children at the entrance participate in the game at the same time.
Games for mastering the skill of sliding on the chest.
Games for acquiring skills for immersion in water.
Exercises and games to develop brushes.
Breathing exercises.
In the gym and in the water, special attention is paid to exercises for proper breathing. They are the most difficult to learn to swim. When performing these exercises, children are taught to take a deep breath so that the exhalation time is twice the inhalation time - this is due to the peculiarities of breathing in water. Children are also taught to hold their breath for as long as possible. Indicate that the inhalation must be done easily, silently, without lifting your shoulders and always through your mouth. The most effective breathing exercises are those that mimic "inhaling the scent of a flower" when inhaling, and "blowing a dandelion" when exhaling.
After the children have mastered the correct inhalation and exhalation, they are taught to coordinate their breathing with the movements of the legs, arms, and then the head. In each lesson, two or three breathing exercises are learned. Each subsequent lesson begins with a repetition of the exercises mastered earlier. Breathing exercises are performed individually at a different pace, depending on the level of development and the state of the child's respiratory muscles. At the beginning of learning a new exercise, the trainer shows the children how correct breathing was combined with movement. All breathing exercises are accompanied by instructions on where and how to inhale and exhale.
Literature
From author 3
Technique of sports methods of swimming 9
Organizational support of classes 18
Preparing places for classes
Organization and conduct of classes 26
Methodological support of classes 37
Teaching methods
Methodological techniques 38
Learning Tools 49
Exercises on land 52
Exercise in the water 58
Outdoor games in water 82
Literature 95
This book is the result of research and observations of the author, who has been working for more than 30 years on the problem of improving the methodology of teaching young children to swim.
V.S. Vasiliev
"Do you need to teach swimming to children of early age?" - the unequivocal answer is given: yes, it is necessary! Evidence of this is the experience of teaching infants in our country and abroad, its positive results. The rise in the standard of living of the Soviet people made it possible to massively teach babies to swim in almost every family - in a home bath, and all year round, without interruptions. And this opportunity must be used to the fullest. To kid
1 - 2 years, not to mention infants, the "home pool" is quite enough for him to develop physically harmoniously, grow up healthy and tempered, disciplined and acquire the necessary skills for the subsequent development of sports swimming in the pool of a kindergarten, general education school or any friend.
But it also happens that for some reason, parents could not (or did not want) to teach their child to swim in infancy - in the pool of a children's clinic or a home bath. “One year will be fulfilled, he will start walking, then we will learn to swim” - this judgment is quite common among many young parents and grandmothers. And now this time has come, the baby is one year old, and the parents, albeit belatedly, decided to teach him to swim.
What did the baby achieve in his general and motor development by the age of one? The anatomical and physiological features of the child contribute to the development of movements in the water: its specific gravity is less than that of an adult, therefore it is much easier and better (more stable) to float on the water; the body has a well streamlined shape; the mobility of the joints and ligamentous apparatus allows you to successfully master a variety of movements. The child begins to speak - his vocabulary by the age of two is 220 - 400 words, but he understands much more. He already crawls freely, rolls over from his back to his stomach and vice versa, lying on his stomach, raises his torso, leaning on his hands, independently moves from a prone position to a sitting position and vice versa, walks on all fours, begins to walk (first in a lateral direction), climbs small ladder, can independently crawl under the bench, crawl into the hoop.
In the second year of life, the growth and development of the child is very intense, which is expressed, for example, in walking: the child bypasses bumps, small puddles, other natural small obstacles, understands the speech of an adult better and can perform various available movements in accordance with his instructions.
Active movements strengthen the child's muscular and cardiovascular systems; moreover, the development of movements is directly dependent on the external environment. Thus, exercising in water and performing various movements associated with overcoming its resistance is the most important factor in the harmonious development of the baby. The horizontal position, a peculiar state of water weightlessness, activates blood flow to working muscles, which contributes to their development and strengthens the cardiovascular system. This is the swimmer's working posture, his starting position for the subsequent execution of swimming movements.
Special mention should be made of breathing. At this age, the child's breathing is frequent and shallow, which is explained by the great need of the body for oxygen and, in connection with this, the intense work of the respiratory apparatus. Staying in the water, performing various movements, exhaling into the water, holding your breath during diving develop and strengthen the breathing apparatus.
What is swimming? This is a physical action, the basis of which is holding and moving a person in the water without supporting means in the required direction. To see how popular swimming is today, what is its role and significance in human life and activities, it is enough to familiarize yourself with its main varieties.
Mass swimming is called upon to cultivate and develop educational and health-improving institutions, secondary special and higher educational establishments, secondary schools, production teams, children's sports schools, the Army and the Navy, DOSAAF and OSVOD - there are about 12 independent divisions in total.
The health-improving, medicinal and hygienic value of swimming in the life of a person, and especially a child, can hardly be overestimated. It is so large that a medical committee has been formed under the International Amateur Swimming Federation, which is engaged in both the development of recommendations and the dissemination of best practices in swimming among the population, and especially children. According to experts, dosed swimming exercises contribute to the treatment of diseases of the cardiovascular system: ischemia, angina pectoris, myocarditis, neuroses, etc.
During swimming, a person overcomes significant water resistance, constantly trains all muscle groups (including very small ones), radically contributing to the elimination of various posture defects and the elimination of flat feet. Constant bathing and swimming temper the body, form a strong immunity not only to colds, but also to some infectious diseases. And here the temperature factor is decisive. The fact is that a person experiences satisfaction from bathing and swimming only if the water temperature is lower than body temperature. However, it should be remembered that the thermal conductivity of water is almost 30 times higher than the thermal conductivity of air, therefore, even when bathing and teaching babies to swim, the water temperature should not be higher than 35 °. Gradually (literally by 1 ° within 1 - 2 weeks) the temperature is lowered to 24 ° and further, which contributes to the adaptation of the body to cooling and its hardening ..
Due to the constant overcoming of water resistance and its high density, it is difficult for a beginner to inhale and exhale during swimming, and he has to make additional efforts to strengthen the lungs, bronchi, blood vessels, and also intercostal muscles. As you master one of the swimming methods, breathing becomes natural, habitual, and an increase in swimming speed contributes to further training of the breathing apparatus. The vital capacity of the lungs (VC) in swimmers is much higher than that of those who do not swim, and in adults it reaches 7000 cm 3 or more.
Swimming is a natural means of massaging the skin and muscles (especially small groups), cleanses the sweat glands, thereby promoting the activation of skin respiration and abundant blood flow to the peripheral organs.
When swimming, sports methods perform movements with a large amplitude, with the participation of large muscle groups and, as already noted, with significant water resistance. Thus, the systematic performance of exercises in water develops coordination and accuracy of movements, flexibility and strength, and overcoming at an accelerated pace at first small segments, and then, as you are prepared, medium and long distances contributes to the development of speed and endurance. The cyclic movement characteristic of swimming as a sport, not only harmoniously develops the motor apparatus, but also forms rhythmic deep breathing.
The applied value of swimming is also great. First of all, this is rendering assistance to a person in distress on the waters: the ability to extract a person from the bottom or from the depths, if necessary, free himself from the grasp of a drowning person, quickly deliver him to the shore and provide the necessary first aid. Applied swimming also provides for the ability to tow various floating objects, swim with a load or with a full load, perform various operations related to work underwater.
What skills of applied swimming should be instilled in children of preschool and primary school age in the process of group or individual lessons? Basically, those that are necessary to help the victim on the water: the ability to swim in one of the sports ways, dive and navigate under water, get various objects from the bottom. Having mastered these skills, a child at an older age will be able, if necessary, to provide assistance to a person in distress on the water.
In our country, the health improvement of the younger generation, including its smallest citizens, is surrounded by constant care and attention of the party, government, and the entire people. IB Charkovsky, on the basis of his own research, writes: "If parents from the moment of birth of a baby begin to regularly engage in swimming with him, then he will be much ahead of his peers in mental and physical development."
The process of teaching children 1 - 2 years old to swim, if it is constructed methodically correctly (which provides for the consistent study of exercises based on the natural growth and development of the child, as well as his motor readiness), contributes not only to hardening, the formation of skills that form the basis for the study of methods of movement in water , but also in connection with this formation of the main movements. For example, at 12 - 18 months, a child begins to walk independently and quite quickly - it is this walking that helps him maintain balance. However, the baby's legs are still bent at the knees, the body is tilted forward, hence the short and uneven step, unnecessary movements. By walking in the indoor pool (in lightweight conditions), the child develops these movements and thereby improves the walking skill.
At the age of three, many children begin to attend kindergarten. For the natural development of a preschool child, systematic work on teaching swimming is expedient and necessary, which is proved by the works of T.I. Osokina and V.S. Vasiliev. Time has fully confirmed their conclusions and recommendations: today kindergartens with indoor swimming pools are becoming a normal part of our life. For example, MG Chekaldina, head of the Blue Paths nursery-kindergarten in Volgodonsk, notes that children who systematically engaged in swimming are 3-4 times less sick than in those kindergartens where there are no swimming pools yet.
Sometimes we hear that it is at the age of 3 - 5 that the child is afraid of water and therefore he allegedly needs a set of preliminary exercises to eliminate hydrophobia. According to the author's long-term observations, there are very few such children at the indicated age; a survey of coaches working with this contingent showed that there are no more than 5% of them, and Dr. G. Levin (GDR) in his book Swimming for Babies writes: “... no more than 2 - 3% of children are afraid of water ". The opinion about the fear of children is clearly exaggerated. The fact is that a child is sometimes afraid to enter the water because for the first time he saw the pool, albeit a small one, and it is not the water itself that scares him, but its abundance.
Every child washes his face every day, doesn't he? For those parents whose children wash with reluctance, are afraid of splashing water, I advise you to show patience and perseverance, to ensure that the baby is willing to wash, and only then began to learn how to swim in the "home pool". It often happens this way: a child systematically and successfully swims in a home bath or in a kindergarten pool. But in the summer, when his parents went to rest with him and offered to swim
into the sea, he did not dare to enter the water on his own. In this case, psychological factors played a role: the immensity of the water space, unknown depth, "high" sky, many bathers. You cannot rush the baby, force him into the water; gradually, step by step, next to his parents, looking at more daring peers, he will overcome the psychological barrier - and this will happen very soon!
Swimming from an early age, your children will grow hardened, harmoniously developed, and improve their skills. The path to the championship is not booked for anyone, so the author wishes all the kids a happy swimming!
SPORT SWIMMING TECHNIQUE
A rabbit on the chest (Fig. 1). The nature of the movements of the arms and legs is alternating (as when walking or running). The legs and arms perform flexion and extension in all joints, the arms, in addition, make rotational movements. In the initial position, the swimmer's body is located horizontally at the surface of the water, arms and legs are straightened and connected, the feet are slightly turned inward, the head is lowered with its face in the water. The legs begin to move, moving alternately and without stopping from top to bottom and from bottom to top with an amplitude of 34 - 50 cm (for qualified swimmers). When the leg moves down, it simultaneously flexes the knee and hip joints. In the lowest position, due to active extension in the knee joint, an overwhelming movement of the foot is performed, which ensures a stable and horizontal position of the body and some movement forward. The leg moves straight up. When one leg is in the lowest position, the other is up (1).
The swimmer's progress is carried out mainly through continuous alternating movements of the arms. When one hand performs a stroke, the other, bent at the elbow joint, quickly sweeps near the surface of the water, enters the water with the palm and, moving forward and downward, almost (or completely) straightens (1); then the arm bends at the elbow joint and moves under the swimmer's body in a curvilinear manner along different individual trajectories (inverted question mark, arc, zigzag, see Fig. 20, 21). The main rowing surface - the hand - throughout the entire stroke is in an inclined position in relation to the trajectory of its movement (see Fig. 8).
The inhalation begins at the end of the stroke with the left (right) hand (the swimmer turns his head in the appropriate direction (7) and ends very quickly. After that, the swimmer quickly turns his head to the starting position and immediately begins exhaling into the water. Such breathing is called continuous and is recommended for everyone without exceptions for novice swimmers. Qualified swimmers use "explosive" breathing, when, after inhaling and then holding the breath (before the next inhalation), an energetic and rapid exhalation is performed - an "explosion." be in a comfortable position, not rising high or sinking low.
Correct coordination or coordination of movements of the arms, legs and breathing ensures an even progress of the swimmer. There are two-, four- and six-beat crawls, when in a full cycle of arm movements (with inhalation and exhalation), the legs make the named number of beats. This is determined by the individual characteristics of each swimmer, as well as purely sporting factors, but the most common is the six-stroke crawl.
Back crawl (Fig. 2). Characteristics of this method of swimming - the swimmer lies on his back, breathing is carried out without exhaling into the water.
In the initial position, the swimmer's body is horizontal, face up, arms and legs are straightened and connected. The legs, bending and unbending at all joints, perform alternating and continuous movements from top to bottom and bottom to top. Each of them ends with an active overlap with the foot upward with an amplitude of 50 - 60 cm (in children, it is much less) (3). If we take the lowest position of the leg as the initial one, then here it is straightened, the foot is slightly turned inward (2). Starting the movement, the leg immediately bends at the knee joint (6) - the thigh rises up, and the lower leg and foot seem to "sag" and move behind the thigh, resembling a whip blow. Down the leg always moves straight.
In addition to flexion and extension, the arms also perform rotational movements in the elbow joints; The rowing begins with the entry of the hand into the water (with the edge of the palm) (5), its subsequent immersion and movement down and slightly to the side (the hand is first straight, then bent at the elbow). The stroke ends at the hip; the hand comes out of the water straight and sweeps over the water at some distance from the body (1).
The swimmer starts inhaling at the end of the stroke with his left (right) hand (4), then holds his breath and exhales quickly. Continuous breathing is very rare here (see "Chest crawl"), it is difficult for beginner swimmers for a number of reasons. Inhalation is performed only through the mouth, exhalation through the mouth and nose.
When swimming with a crawl on the back in full coordination, the most rational is the six-beat coordination of movements.
Breaststroke (fig. 3). The method, breaststroke, in terms of its structural and coordination features, stands out among the sports methods of swimming, for a person in his daily activity does not perform movements at all (or almost completely) that resemble the footwork of a breaststroke swimmer.
The technique of leg movements consists of dilutions, flexions, rotations, straightenings, information and extended position of the feet before the stroke.
In the initial position, the swimmer's body is horizontal, the arms and legs are connected, the head is between the arms, the face is lowered into the water (1). In the breaststroke, one of the features of swimming as a sport is most clearly manifested - cyclicity. After running sequentially simultaneous and. symmetrical movements of arms and legs, inhalation and exhalation into the water, a pause follows - the body moves forward, slides in its original position (1). Then the arm stroke is performed again: both move simultaneously to the sides and slightly downward, the hands immediately turn into an inclined position (see Fig. 8), and then the arms are bent at the elbow joints (3, 4). During the preparatory movement, the elbows move to the longitudinal axis of the body, approach under the swimmer's chest and then, with a quick movement of the hand, straighten to the starting position (7).
When the arms finish the stroke, the legs begin a preparatory movement, bending at the same time in the hip and knee joints, the feet are straightened, the hips are spread apart and bent at approximately an angle of 115 ° (8); flexion in the knee joints is extreme. Before the stroke, the feet are parted outward, leaning as much as possible against the water. This movement promotes some convergence of the knee joints; the legs, when viewed from behind, resemble the Latin letter W (9). This is followed by an energetic push outward-backward, and as the legs straighten - backward-inward with overwhelming movements of the feet.
With full coordination of movements, the arms almost finish straightening already at the beginning of the stroke movement with the legs, which gives the body a fairly streamlined position (9). The inhalation coincides with the end of the arm stroke when the shoulders are most raised. This is the most common variant of breaststroke technique - breaststroke "with catch", when the arms, barely stretching forward, immediately begin the next stroke (without a pause between cycles).
Dolphin (Fig. 4). When characterizing this method of swimming, we will restrict ourselves to general ideas about its technical features.
The legs and torso perform wave-like movements, and the hands make strokes and sweep over the water both at the same time. Due to such powerful movements, the swimmer develops a speed second only to rabbits.
In the initial position, the body is located horizontally at the surface of the water (on the chest), arms and legs are straightened and connected, the feet are turned inward, the face is lowered into the water. In a two-stroke cycle, the legs begin to move, performing strikes of different amplitude and strength. The arms move in the water in a crawl pattern, but both at the same time. The coordination of movements and breathing is carried out as follows: the first kick with the legs is performed at the moment the hands enter the water and the start of the stroke (1), the second - at the end of the stroke (9).
ORGANIZATIONAL SUPPORT OF CLASSES PREPARATION OF PLACES FOR CLASSES
Fixed indoor pool. Rules for the operation of pools of this type have been developed and approved, and the heads of kindergartens receive appropriate instructions: on the sanitary condition and change of water, temperature regime, rules of hygiene, etc. However, designers and builders often do not take into account the "little things", the absence of which complicates the educational process ... In this regard, the author strongly advises those heads of kindergartens, where the construction of swimming pools has begun or is only being designed, to take into account the following recommendations... Firstly, it is best to build a sloping bottomless terrace type pool; the maximum water depth at the butt end is at least 1 m (Fig. 5). Entering and leaving the water in such a pool will be smooth, ladderless (a). On one of the long sides (on the deep part), launch sites can be equipped flush with the floor; here or on another - install a slide for games (b, c). Secondly, it is advisable to insert metal glasses (at least 25 cm deep) into the sides, where the racks will be inserted, for which you can tie the cord and place hoops and toys on it (a). It is advisable (however, this depends on the width of the room in which the pool bath is located) on opposite walls to flush with several rings or hooks so that the indicated cords can also be strengthened. Thirdly, into the long sides (at a distance of 3 - 5 cm from the bottom, opposite each other) metal glasses of different sizes (d), into which wooden or metal poles can be inserted, necessary for performing some exercises and games. Fourthly, on the bottom of the pool, lay out with multi-colored tiles: 30 - 40 cm from the sides - straight lines forming a square, diagonals; along the entire bottom - number 8. Other markings are also possible, depending on the size of the pool. Builders often decorate the walls of children's pools with colored mosaics. Preschool leaders should follow the theme of the mosaic panels so that it is close to this sport and is understandable for children.
The interior of the children's pool must meet the learning objectives. It can be permanent and temporary (changeable).
The permanent interior is decorated with colored posters or large-format photographs, which reflect the main elements of the technique of all sports methods of swimming, as well as the performance of various exercises, exhalation into the water, etc.
The temporary (removable) interior is made out with photographs or drawings that meet the objectives of the topic under study (for example, how to be underwater with open eyes, how to puff out your cheeks when holding your breath, how to lie on the bottom like a "submarine", how to fall on the water with a "column" and etc.).
Natural body of water. In such reservoirs (with the exception of specially equipped children's baths), group lessons with preschoolers require careful organizational preparation. The author recommends conducting classes in the form of mass bathing (see p. 29) and one-to-one lessons (see pp. 29 - 31). But even in these cases, the strictest discipline of those involved and the utmost attentiveness of adults who are in the water and in group training are needed: each of them should take care of no more than 5 children. For the slightest disobedience - independent entry into and exit from the water, attempts to push, sink a comrade or sit astride each other, diving without permission, false cries of "Drowning!" etc. - violators should be removed from the water and severely punished.
You can organize swimming for children on the sea, river or lake beach, as well as on any natural body of water. At the same time, especially during group swimming, the following mandatory conditions must be observed:
- the coast should be sandy or pebble, gentle, smoothly descending to the water; bottom - even, hard, best covered with small pebbles; the water in the reservoir is clear and clean;
- the depth of the water at a distance of at least 5 - 6 m from the shore should not exceed the height of the child;
- before each lesson, you must carefully study
check the condition of the bottom and remove foreign objects that may cause injury;
- the water temperature must be at least + 20 ° (subject to preliminary training or hardening water procedures), and the air temperature must not be lower than the water temperature;
- the place chosen for bathing should be located away from sewers, places for watering livestock and rinsing linen;
- if the water in the reservoir is restless (for example, in the sea), group bathing cannot be carried out, as well as in rainy windy weather;
- the presence of unauthorized persons during bathing is highly undesirable.
When conducting group and individual lessons in natural reservoirs, the following mandatory requirements must be observed.
1. The teacher enters the water first, gives a permitting signal and takes a place beyond which children cannot go; it is also necessary to designate the swimming area along the shore.
2. Entering and leaving the water is allowed only on a signal to all children at the same time - it is best to hold hands (in pairs, three people, in a whole line). In this regard, it is necessary to first identify children who do not dare to enter the water from the first time, combine them in a special group, etc. study with them separately under the guidance of one or several (depending on the size of the group) teachers.
3. Before a lesson in water (in a natural reservoir), it is advisable to take a sun bath, and then perform a set of exercises on land.
4. The length of the lesson depends on a number of factors (see page 26). At first, it is no more than 5 - 8 minutes, and as children adapt, it increases to 20 - 25 minutes.
5. All exercises and movements can be performed only from a deep place to a shallow one or along the coast.
6. Inventory and number of toys should be kept to a minimum; rubber inflatable rings can also be used as a means of support, putting them on a child (Fig. 6) - hands and feet in this case are free. If the toy ends up in a deep place, an adult should promptly return it to the children. In no case should a child be allowed to take out a toy on their own, even if he already knows how to swim.
7. In case of individual training, in whatever conditions it is carried out, it is impossible to introduce or bring a crying child into the water. If he is afraid to go to the parents standing in the water, then one of them needs to take the baby by the hand and slowly lead him into the water; dad and mom can both take the baby by the hands and the three of them can enter the water; you can carry the child in your arms, but again, if he behaves calmly. It is not recommended to go deeply with a child in your arms, especially at the initial stage of training.
8. If children show signs of hypothermia - blue discoloration, "goose bumps" - they should be immediately taken ashore, rubbed with a dry towel and dressed.
Home pool (bath). To successfully learn to swim in a home pool, you need to carefully consider its organizational support. It is as follows.
1. The child must be completely healthy before starting classes, therefore it is necessary to undergo a medical examination with him and get a doctor's opinion.
2. The time of individual year-round swimming lessons at home depends on many reasons, but nevertheless, the first half of the day, before bedtime, is optimal for lessons.
3. It is necessary to teach the child before the lesson (not swimming, but a swimming lesson) to send natural needs, to blow his nose.
4. Help from adults should be gradually reduced to a minimum: to teach children to undress themselves, put on bathing panties, etc. Girls cannot hide their long hair under a rubber cap - this is done by their parents.
5. Before exercising, it is necessary to thoroughly wash the bath and prepare the water of the appropriate temperature and level. The doctor may recommend any additives to the water (pine extract, etc.), which should be done without fail. It is convenient to use an hourglass to control the time.
6. To ensure the safety of training
cover the taps with foam cushions or special devices.
7. The selection of toys and aids should correspond to the topic and objectives of the lesson.
8. It is advisable to make a folding ladder and teach the baby to go down into the water on his own (for this, put a weighted small stool, step or other device on the bottom of the bath).
9. It is necessary to remove linen and towels from dryers and ropes so that the interior of the home pool corresponds to the upcoming lesson.
10. Clothes of the home teacher: on the head - a special hat (women need to tie their hair with a scarf), as well as a waterproof oilcloth apron and rubber slippers.
11. During class, you should not be distracted by phone calls or doorbells, and you should also turn off the gas or electric stove, TV, radio. If other family members are in the house during classes with the baby, they should not distract the home teacher, observe silence. Do not leave your child alone in the bath under any pretext.
The bathroom should be prepared so that each lesson is a holiday for the child, and the very stay in the water would be useful and joyful in all respects. This is largely due to the colorfully decorated interior of the home pool; as well as toys and aids, he should help the child not only master the necessary exercises, but also learn about the world around him.
In a home pool environment, the interior can also be permanent and changeable.
Toys and features of their use. Toys should be small in size, in limited quantities, reflect belonging to life on the water (ducks, other waterfowl) or to a certain activity (boat, steamer, steam locomotive), so that the child learns to dive like a duck, swim like a steamer, buzz "like a steam locomotive", that is, compare your actions in the water with something already familiar. Toys can be varied, but it is advisable to do this for cognitive or methodological purposes. For example, if the child, to solve the tasks of the lesson, "outgrew" this toy- it no longer contributes to knowledge, disclosure of the secrets of swimming and related exercises, which means that he needs another. Which exactly? It is up to the home teacher to establish this.
Insurance and teacher assistance for individual training.
Walking in place. Standing facing the teacher, hands forward - the teacher holds the child by the hands; the same, but the child holds the teacher's hand with both hands; the same with the left (right) hand alternately; the same, but the child is holding on to the wand in the hands of the teacher, over the side of the bath. Standing with his back to the teacher - the teacher holds the child under the armpits, clasping the back with his thumbs, the rest - the child's chest. Standing sideways to the teacher - the child holds with both hands to the support *; one hand of the teacher is located on the back of the baby's head, the other - under the breast.
* This refers to the "moving stick", in this case held by the teacher or (for the same purpose) fixed motionless.
Walking chest (back) forward. The child holds with both (one) hands on the "moving stick" (see page 25). Walking in small and large steps with the teacher's insurance (facing him).
Squats. Standing facing the teacher - the child is holding his hands (hand), the stick, the side of the bath; standing sideways to the teacher - the child holds onto the support, one hand of the teacher, over the side of the bath; standing with his back to the teacher - the teacher holds the child under his armpits.
Jumping in place and in motion. The above methods of holding with the obligatory insurance of the teacher: one hand is located on the back of the head, the other is under the baby's breast.
When crawling, walking on all fours, while playing in a sitting position and in a horizontal position on the chest and on the back, when the hands are pressed to the body, the teacher must insure the child's head.
Getting up. The above methods of holding the baby's head (nape) with compulsory insurance. Flips from a sitting position to a lying position and vice versa - the teacher insures the child's head with one hand, with the other helps him to roll over.
Educational equipment. For meaningful and interesting work with children 1 - 2 years old and with preschoolers, it is advisable to have the following inventory:
- foam boards measuring 23X45 cm; inflatable circles; items for taking out from the bottom: plexiglass (or from other unbreakable orginal materials) cubes of different sizes and flat figurines, multi-colored plastic plates (13-14 cm in diameter and less); river or sea pebbles of various sizes and shapes; light metal discs (with a diameter of 8 cm and less); weighted wooden cubes (I.O.) *. All of these items should be painted in bright colors;
* AND ABOUT. - hereinafter, subjects and exercises that are mandatory for individual teaching of children 1 - 2 years old and recommended (if necessary) for preschoolers in the process of group learning.
- floating rubber and plastic toys of various sizes (I.O.); rubber balls of small, medium (I.O.) and large sizes, nets for balls. These toys are for swimming use only and should be kept separate from others;
- "moving stick" (I.O.); nylon cords of various lengths; plastic, wooden or light metal poles of various sizes; hoops of various sizes and colors (I.O.); drum, sound pipes, whistle; mask glasses; multi-colored flags;
- metal racks with vertically positioned hooks or holes for hanging toys (if there are appropriate glasses in the sides of the pool); "Stopper" - a device for limiting leg movements (see below);
- "Alphabet", "Account" - floating or sinking: all letters of the Russian alphabet and numbers from 0 to 9 (I.O.) - several sets.
Inventory that you can craft yourself
"Stopper" -. On plywood or a thin board measuring 40X20 cm (less for practicing in a home bath), on the one hand, you need to glue one layer of foam rubber, and on the other, attach a handle or cut a groove for holding with your hands (I.O.). It is used in the study of leg movements. The teacher holds the "stopper" at the child's feet if the feet are too far out of the water. You can also use a regular foam board for this purpose:
"Moving stick". Well polished plastic or wooden stick with a diameter of no more than 25 mm; at one end of it a round (wooden or plastic) retainer is attached strictly along the width of the bath (Fig. 7), and the other end abuts against the wall.
"Alphabet". "Check". Floating letters and numbers are cut from any wood, plywood, foam; sinking - from plexiglass, plexiglass, ebonite, light metal .. There should be several sets of letters and numbers of the same color for adding words and numbers. - Any flat figures are made in the same way.
Weighted Cube. It can be made from a 40 - 50 mm thick board. After cutting out the cube, you need to screw several large screws into it so that they completely enter the tree. Then you should carefully grind the cube and paint it with bright nitro paint. You can make two squares by hollowing out a hole in the middle of each of them, where a stone, a nut, etc .; then the squares are connected, fastened, polished and painted in a bright color.
"Checkbox". It is cut from fabric of any color (size 20 - 26X 10 - 12 mm) and attached to the shaft of the required length.
ORGANIZATION AND CONDUCTING THE LESSON
Lesson is the main form of organization of educational work. According to its structure, the swimming lesson is divided into three parts: preparatory, basic and final. The preparatory part of the lesson can be conducted only on land or on land and partly in water, the main part - only in water, the final part - in water and on land. Each part of the lesson has its own specific tasks, and the main task of the lesson is solved in its main part. The lesson is structured in such a way that the tasks of the preparatory and final parts were aimed at solving the main task of the lesson, subordinate to it. For example, the main goal of the lesson is to study sliding. Consequently, the material of the preparatory part should contain exercises that contribute to the development of this most important element of technology, prepare students for the development of sliding - coordination, functionally, physically, etc. - 45 minutes
Preparatory part (10 minutes). Formation of students, roll call, explanation of the tasks of the lesson in an accessible form, the implementation of various general developmental and preparatory exercises (partly can be carried out in the water), acquaintance with outdoor games.
The main part (30 min). Learning new material and improving previously acquired skills through exercises, games, relay races.
The final part (5 min). Reducing physical and emotional stress. Independent swimming with individual work, i.e. self-test of mastering the lesson material. Summing up the lesson.
The first lessons should be shorter - 15 - 20 minutes. If the temperature factor is not a hindrance, then the duration of the lesson depends only on the length of time in swimming; after 4 - 5 lessons, it stabilizes and is brought to the generally accepted norm. Physical activity from lesson to lesson should gradually increase; at each of them, the peak load falls on the second third of the main part, after which it gradually decreases.
Performing exercises of various complexity, their dosage are equally available for boys and girls of preschool age.
The first swimming lesson is held at a depth slightly above the knees for all children, the second and third - at a depth to the waist, and in subsequent lessons the depth depends on the degree of development of those involved teaching material... If classes are held in a pool with a sloping bottom or a terrace type, then the children will solve this problem on their own and rather quickly - everyone will settle down where it is most convenient for him.
The specificity of swimming is that the swimmer performs all movements in a horizontal unsupported position. That is why up to 80% of the time of the main part of the lesson (including games, relay races, other entertainment) should be devoted to the implementation of exercises aimed at learning and improving this position.
There are cases of expedient and forced (for a variety of reasons) violation of the sequence of material study planned in the lesson. There is nothing to fear, you need to boldly, reasonably change and improve planning. What could be the reason for such changes? For example, children lose interest in the material in this lesson. What to do in this case? Ask the children what they would like to do today. They will answer: this and that. OK! Consider their wishes and build the lesson in such a way as to solve its main tasks (hardening, physical development, knowledge of the world around, the formation of swimming skills), using new, interesting non-traditional means.
In the process of swimming lessons with children of preschool age, the following types of lessons can be used: educational, educational and play; play, mass bathing, individual training, control.
Educational lesson. Dedicated to learning new material. For example, in one of the first lessons, children walk at a shallow depth in various structures and in various ways: in ranks, "snake", diagonally; chest and back forward, etc. In the next lesson, the same movements become more complicated (with a brisk step, run), new options for walking are studied - with the left (right) shoulder forward, etc. At each subsequent lesson, it is advisable to repeat the material of the previous one to consolidate it.
Educational and game lesson. It involves the study of new exercises and their subsequent improvement in the game or in the form of a game, or improving the material of the previous lesson. There may be several options here.
1. In the lesson, new exercises or elements of technique are studied, for which a certain time is allocated. Next, a game is played containing the exercises just learned, then the same exercises are studied again in an educational form, etc.
2. Approximately two-thirds of the main part of the lesson is devoted to the study of new material in the educational form, after which, in the remaining time, a game is carried out containing this material and aimed at its further study and improvement.
3. A new and rather complex material is studied, after which a game is carried out that does not contain the exercises just learned, but has mainly an emotional orientation. Next, another game is carried out, already saturated with movements that make up new material. This is done for the physical and psychological relief of the child's body.
The choice of the option is determined by the physical and swimming readiness of the trainees, the degree of mastering the material, temperature conditions, previous or subsequent employment of children, etc.
Game lesson. Contains games and entertainment. The tasks of such a lesson can be very different: study and improvement of new material; checking the degree of its development; emotional impact, etc. However, one very important circumstance cannot be ruled out, which in working with preschoolers can play a negative role in the further development of swimming skills: one should not get carried away with team and even plot games in the very first lessons, when children have different degrees of swimming readiness .- If a child completely unprepared for being in the water persists in this kind of games, and the teacher does not notice the pranks of already "experienced" children (for example, splashing in the face), then such liberties can develop hydrophobia in a naturally timid toddler. At first, simple exercises are performed, then they are repeated in a playful way, then games are held, with which children first get acquainted on land - this is the way of children who first came into contact with "big" water.
After completing the initial course - studying simple exercises - conducting game lessons containing already familiar material becomes necessary and mandatory. Game lessons are variable. For example, breathing and sliding are studied: you can conduct games containing only sliding on the chest or on the back, and after each of them perform breathing exercises; it is possible to alternate games in the following sequence: containing slides on the chest, then with predominant exhalations into the water and, finally, mainly with slides on the back. In the game, as in any other, breathing exercises are strictly required.
Mass bathing lesson. It can be carried out with preschoolers in the summer on natural reservoirs, while observing the necessary rules (see pages 20 - 21). Lessons of this type, as a rule, are designed to promote hardening of children, their active motor development, the development of the ability to navigate in the water, and the improvement of previously acquired skills. The main tools used in the lesson are play and exercises in a playful way. The rest of the remedies in this case are less effective, because even short-term stops of children for verbal explanations can cause hypothermia or overheating.
Individual training lesson. As a rule, they are carried out by parents in natural conditions or at home pools. Regardless of the conditions for conducting such a lesson, it has its own specifics and requires careful organizational (see page 22) and methodological preparation: Individual training in home swimming pools has its advantages and disadvantages. First, the child is at home, in a familiar environment, surrounded by family and friends, and the small home pool is already familiar to him. Secondly, he studies with his permanent (which in this case is obligatory) home teacher. And thirdly, all the time and attention of adults is given to him alone, which can be attributed to shortcomings. The child is outside the team, he has no one to take an example from, no one to imitate, no one to compete with. If, under these conditions, the home teacher is able to replace the child's peer, then the educational value of the lesson will be invaluable.
The lesson retains a generally accepted structure; its duration in a home pool or in natural conditions is determined by the factors set out above. In the first case, at the beginning of the training course, it lasts
2 - 3 minutes on land (preparatory part) and 3 - 5 minutes in water (main part). As the child adapts, it is advisable to increase the time of his stay in the water to 40 - 45 minutes of active exercises. For children 1 - 2 years old, the exercises of the preparatory part, which they will perform under the guidance of a home teacher, are still unknown. In this regard, it is recommended to proceed as follows: the child stands in front of the mirror, and behind him is the home teacher. The exercise begins. "Right hand to the side" - says and does the teacher; the child must do the same. If the kid does not cope with the task on his own, the teacher takes his right hand in his own and takes it to the side, repeating that this is the right hand and it is set aside. The child sees in the mirror the teacher's movements and his own movements and obeys verbal instructions. A well-developed imitation reflex will help the child master such movements in a few lessons and carry them out on their own under the teacher's commands. The number of exercises and their dosage are initially insignificant: 3 - 5 exercises are repeated 3 - 4 times each.
-During training in water, each exercise must be accompanied by a speech signal (command): to start most of the exercises - "MARCH!", To end - "STAND!". To the command "MARSH!" it is necessary to add a specifically executed movement, action or direction: "Into the water - MARCH!", "Step - MARSH!", "Left side - MARSH!" . e. Signal "STOP!" means
the cessation of any movements and the adoption of an upright position. There are other commands: "REST!", "SIT!", "GET UP!", "EXIT!", "DIVE!" At first glance, these signals are complex, but after a few lessons the child can perform them without gesture prompts.
It is imperative (especially in a home pool) to keep a diary of the educational process, which records: a clear plan for each lesson, taking into account the development of the material; the studied exercises and their dosage per lesson; the degree and duration of the development of exercises; used methodological techniques, toys and aids, their impact on children in the process of mastering the material. All this is very important for the proper organization of swimming lessons with toddlers and preschoolers.
Control lesson. It analyzes the results of current and final academic performance. The current progress is understood as the development of certain groups of exercises of the swimming course or preparatory exercises (for mastering with water, etc.). The final academic performance (in kindergarten conditions) reflects, as a rule, the results of the work for the year. It is advisable to analyze the current performance in a test or competitive form, the final one - in a competitive one, however, at the same time, children should not fulfill any arbitrarily set, but mandatory standards introduced into the rank.
The most successful educational material is mastered if it is studied in a comprehensive manner in almost every lesson. Let's imagine that in the lesson only exercises for learning leg movements will be performed. Children quickly get tired physically and mentally and, if this monotony continues for several lessons, they may lose interest in swimming. That is why the lesson must be saturated with a variety of exercises, games containing both new and learned material, contributing to the solution of problems of technical, functional, high-quality, special training. In addition, most exercise should have an emotional impact. Each lesson has a main task associated, as a rule, with the study of new material. Most of the lesson exercises are aimed at solving it successfully. For example, the main purpose of the lesson is to study leg movements. To solve it, it is advisable to alternate exercises for mastering leg movements with exercises for studying and improving hand movements, games, relay races, previously mastered exercises, and the study of hand movements will be an additional task of the lesson. Let me remind you that after exercises with holding the breath (and these are exactly the above ones), breathing exercises are necessarily performed.
Before the start of the new academic year, kindergarten leaders make the necessary adjustments to the program, draw up a schedule for mastering educational material for all age groups. For each lesson, an outline plan is drawn up, where all the exercises of this lesson, games, entertainment, relay races, organizational and methodological instructions (construction, rebuilding, movement, order and sequence of exercises, their dosage, etc.) are entered. If in the course of classes the leader improves some exercises, systematizes them in a new, well-grounded sequence, tests a new methodological technique, then all these innovations must be recorded in the notes of upcoming lessons and in long-term plans.
Preparing for a new lesson obliges the teacher to carefully familiarize himself with the content of the previous ones, especially if they are devoted to the study of a specific topic (for example, preparatory exercises for studying sports swimming methods, the exercises and methodological techniques used and the degree of their influence on the formation of skills), and on the basis of this, establish the need repetition of individual exercises for those children who have not mastered this material, and also to determine for the rest of the students the selection of new exercises and methods of mastering them.
The teacher plays a leading role in the educational process. His authority in the eyes of those engaged in any age, and especially children, is based primarily on high professionalism, which means a creative attitude to business, knowledge of swimming techniques, exercises on land and in water, methods and means of teaching, age physiology and psychology, methodological methods of increasing activity of children, constant search for new, non-traditional, affordable and interesting methods and means of teaching. In the educational process, children sometimes themselves suggest to the teacher that Kaya should be studied. That is why one should not restrain their initiative, but, on the contrary, it is necessary to provide them with the opportunity to
to be active and independent, to encourage in every possible way any manifestations of creativity (naturally, not going beyond the rules of behavior in the pool).
Today kindergartens with indoor swimming pools are becoming commonplace, but here, unlike subscription groups, as a rule, teachers work without special physical education. As you know, practical success is impossible without a fundamental theoretical base, therefore, preschool workers have an urgent need for additional special knowledge. You can improve your qualifications at the correspondence departments of the institutes of physical culture or at the faculties of physical education of pedagogical institutes; in addition, the solution of this problem is facilitated by the constant exchange of practical experience at conferences, seminars, as well as self-education. The teacher needs to constantly replenish his personal and service library with special literature, be sure to use it in preparation for lessons, follow the book novelties on this topic.
In addition to educational goals, the lesson also has great educational value. That is why rigor and fairness are necessary in pedagogical activity, and, if necessary, punishment (if violations of discipline have caused bruises and even more injuries). When verbal forms of influence do not give positive results, violators of discipline are removed from the lesson, they are not allowed to be present at the next lesson, etc. In this case, at the end of the lesson, the teacher must announce the punishment for the offender in the presence of the whole of them will be punished just as severely.
Any family member or relative who is best suited to pedagogical work... The requirements for a home teacher have already been discussed earlier, they are no different from the generally accepted ones. However, it should be remembered that family closeness cannot serve as a reason for softening these requirements, on the contrary, unusual working conditions, its specificity should contribute to strengthening the child's discipline and unswerving compliance with the rules of conduct in the swimming lesson.
The teacher must sometimes show maximum perseverance, patience, perseverance: not all children have the same ability to master the "swimming literacy", they are all understandable and inquisitive in different ways, and the swimming skill is necessary for everyone. And everyone can and should learn to swim - only in one case it will take less time and labor, and in another - more. That is why the teacher must carefully and patiently look for ways and means by which a child in a kindergarten, a subscription group of the pool, in the process of individual learning, will acquire at least basic skills, and later learn to swim.
A lesson as a form of education provides for a whole range of requirements imposed both directly on its content and on the teacher ( appearance, demeanor, culture of speech, ability to manage a group, mastery of the lesson material, etc.). The following signals contribute to the successful mastering of educational material, the development of attention, orientation in new conditions, discipline: sound (voice, whistle, claps, gong, drum, tambourine, etc.), visual (using gestures) and combined ( a combination of auditory and visual). For example, the trill of a whistle encourages the focus of children swimming on their backs using only their legs. The movement of one hand to the back of the head, and the index finger of the other hand upwards means that the back of the head should be kept in the water and look straight up. Gestures can determine the direction, its change during movement, methods of movement and position of the hands, the pace of exercise, and also have a purely technical purpose.Children are most understandable and interesting combinations of commands, instructions and orders by voice and gestures. For example, children must walk with a "snail" (or "spiral"). The teacher commands: "A snail - MARSH!" - and while walking in place, one hand indicates the direction of movement, and the other slowly writes a spiral in the air - "The snail crawls into the shell." By his own pace of walking on the spot, the teacher also determines the pace of movements of children, slowing it down as the snail "twists". This is followed by the command "STAND!", Turn around and move in the opposite direction - "The snail crawls out of the shell."
When teaching kids to swim, teams are used in special cases - for example, when children need to quickly leave a pond, etc. However, above were the commands "MARSH!" and "STAY!" in the above cases, they are served stretched out, melodiously: "M-A-A-A-R-R-Sh!", "S-T-O-O-O-O-Y!" the order. Children are introduced to the basic orders, signals and gestures in detail before the start of classes in the water - in the hall, on a walk, on the playground, and in the pool before and during the tasks, the teacher only reminds them and prompts them.
In kindergartens (especially in the initial period of training), the teacher is in the water and from there leads the lesson: gives commands, follows the line, indicating the direction of movement and its change with voice and gestures; encourages the manifestation of initiative and independence; alternates guides; stops the mischievous and encourages timid kids; constantly identifies children who are capable of becoming leaders.
The choice of a place for the lesson, its change during the lesson (especially if the teacher is in the water) are determined by the conditions of the lesson, the age of the children, their swimming and physical fitness. But no matter where the teacher is - in the water or on the side, he should always be positioned in such a way that the children can see him, and he, in turn, would see all the students at the same time. Before the lesson, it is advisable to outline the main "guiding points" and paths of movement of children - individual or group. For example, for the first time, children master walking in a square: the teacher follows the column to the corner of the pool, showing and suggesting how to perform 90 ° turns without stopping; children continue to move along the side, and the teacher, having shifted to the side and back, shows and explains the same to other children, standing in the corner of the pool. When passing the square again, children are given the opportunity to perform the exercise on their own, which stimulates their further actions.
The instructor (coach) of subscription groups, as a rule, conducts the lesson while standing on the side. Here it is necessary to take into account the conditions for classes (the depth and area of the pool, the possibility of unhindered movement along the side for urgent assistance and, if necessary, be closer to the children, etc.) and, based on them, determine the organizational and methodological structure of each lesson.
The teacher's vocabulary must be clear to everyone involved; it is based on professional terminology. The teacher's speech should be accurate, specific, free from all sorts of lisp, diminutive and affectionate expressions (foot, pen, finger, etc.), with the exception of professionally necessary ones, for example, "Zvezdochka", "Begemotik", etc. It should always be remember that children are very touchy and easily vulnerable, sometimes they react painfully to "little things" that are not noticeable to adults. I witnessed such an incident. A young woman-trainer taught a lesson in a subscription group of preschoolers, coping well with her professional duties, but she too saturated the speech with affectionate expressions. And suddenly one girl (seemingly for no reason) cried bitterly and stopped performing tasks. All the attempts of the coach to find out what the matter was and to calm the child did not give results - the girl cried bitterly. In the end, they calmed her down and found out that she was crying because the coach called almost all the children by diminutive names - Tanechka, Mashenka, Olenka, and she was simply Vera.
The teacher should always be smart, neatly dressed and well-combed, and start the lesson on time. Any negligence in dress, hairstyle, vocabulary or gestures will be noticed, especially by older preschool children, and can negatively affect the teacher's credibility.
The equipment required for this lesson should be prepared in advance; for this purpose it is necessary to involve children as well, appointing duty officers in each group. What it is and in what quantity is needed for each specific lesson - this is determined by the teacher, under whose guidance the attendants (according to the number of students) lay out the equipment in pre-specified places. After the lesson, the equipment and toys are removed so that before the next lesson, the attendants can easily and quickly prepare everything they need.
At the swimming lesson, especially in its preparatory part, you can use musical accompaniment, which requires careful preparation: the tape recorder or player must be in good working order; tapes with records or records should correspond to the objectives of this lesson; a plan script is also needed, according to which each exercise is performed to a certain melody (or a certain part of the same melody). In classes in the water, when exercises are performed in a playful way or outdoor games are held, musical accompaniment is advisable and even mandatory. It is necessary to accustom children to music in swimming lessons gradually, starting preliminary preparation in the gym or on the site, for a short time. Music creates a good emotional background, promotes the development of rhythm, culture of movements, identifying the ear for music, serves as a means of raising the mood and aesthetic education of children.
Activities in the pool are necessarily preceded by hygiene procedures. Before taking a shower, children must go to the toilet to prevent undesirable phenomena in the water. Then they thoroughly but quickly wash themselves in the shower, learning to do it on their own or with the help of peers. If a child needs to blow his nose during class, this can be done only in the drain chute or in another specially designated place. After class, children again take a short shower, dry themselves with a towel, dry their hair, dress and rest.
In the lesson, all children should have a uniform uniform: special bathing panties, a rubber or cloth cap. Both the panties and the hat should be tight-fitting so that there are no funny cases during the lesson.
The rules of conduct in the swimming pool for practitioners of any age are uniform and provide for their strictest observance, unquestioning obedience to the leaders.
METHODOLOGICAL SUPPORT OF THE LESSON
The process of teaching young children to swim must be built so that the child learns to learn about the world around him, acquires the knowledge and skills necessary in life. Many phenomena that seem to have nothing to do with the studied methods of movement in water are the foundation for mastering special swimming skills as a physical action. Physical exercises should be used not only to strengthen the health of children, to form movements, motor skills and physical qualities, but also to develop and improve cognitive activity. This can be done using the methods and methodological techniques used in the process of teaching swimming.
TEACHING METHODS
The teaching method is a set of purposeful techniques for transferring knowledge and skills that provide knowledge of reality. In this case, these are the techniques of teaching movements that form the basis of the method, movement in water. Swimming teaching methods are divided into three groups: visual, verbal and practical.
Visual methods create a clear understanding of the subject being studied. They are practically implemented by demonstrating swimming methods and various exercises (this requires a good demonstrator, best of all a peer who is fluent in these movements or actions), as well as showing photographs, drawings, posters, toys, etc.
Verbal methods include explanations, stories, comparisons, remarks, directions, orders, commands, counting, analysis (for older preschool age). When working with babies, verbal methods should be intelligible, understandable for babies; comparisons with movements and actions known to the child should be used extensively.
Practical methods are methods of exercise, study of movements in general and in parts, competitive, control. The method of exercise provides for repeated execution of movements with control over the dosage, pace, intervals of rest, which in general (taking into account the complexity of the exercise) constitutes physical activity. The method of studying movement as a whole (meaning swimming in one of the ways in full coordination) will not give the desired results, if the trainees have not mastered the basic exercises - sliding and exhaling into the water. The method of studying movement in parts provides for the development of individual elements of technology - movements of the legs, arms, breathing, their sequential coordination in this method of swimming. The quality of learning the elements can only be verified when swimming in full coordination. Competitive and control methods are detailed in the section "Organization and conduct of classes" (pp. 31 - 32).
METHODOLOGICAL TECHNIQUES
In the course of classes, the child gets acquainted with a variety of exercises that not only develop the functional capabilities of the body and coordination of movements, strengthen the muscles, but also solve a specific task - learning the swimming skill. However, a rather complex structure of movements, coordination features of swimming methods and the specificity of performing most of the exercises are difficult to explain and difficult to understand for preschool children. How to be? It is known, for example, that in all sports methods of swimming the hand (rowing plane) moves along unusual trajectories and thus occupies an inclined position in relation to its trajectory (Fig. 8). It is necessary to teach children to hold the brush in this way when performing the appropriate exercises. But how to explain this to kids? Come to the rescue figurative expressions, comparisons with the movements of animals and birds, fairy tale characters, everyday gestures and skills. For example, after breakfast there are crumbs on the table. How to remove them from the table, what position will the brush take with such a movement? Precisely oblique - as when performing a stroke (Fig. 9). Or, while playing in the sandbox, you need to show the children how best to rake the sand, how to grab more of it and move it along an arc, in a zigzag manner, along other trajectories with one and both hands at the same time, keeping the hand in an inclined position (Fig. 10). Here, the teacher not only acquaints the child with the form of the stroke, but also instills in him the skills necessary in life. One more example. It was winter, the children went for a walk, and suddenly it snowed in fluffy flakes, the snowflake “sat down” on the palm. Let's try to blow it off - it's not difficult at all, you just have to blow it lightly on it. Now, put a small snowball or piece of ice on your palm and try to blow it off too. In this case, you will have to blow much harder, more energetically, only then the snowball (ice) will fall from the palm (Fig. 11). This is exactly how you need to exhale in swimming classes. On a walk in the summer, you can pick a dandelion and try to blow off all the fluff with a strong exhalation. Such comparisons, solving both general and particular problems and aimed at understanding the essence of the studied movement by those who are engaged in any age, are called methodological techniques in pedagogy. There are a lot of them, and to present at least some of them, used in practice and developed by the author, a separate book will be needed. Each teacher in his creative work uses both generally accepted and his own, suggested by experience, techniques. The main thing is that they are understandable to a small child, and the movements studied with their help become more accessible.
Below are the methodological techniques, exercises and games, the sequential study of which ultimately forms the swimming skill. The task of teachers, parents teaching their children to swim, is to choose those of them that correspond to the level of physical development and swimming fitness of the child, and for beginners to use the consistently stated methodological recommendations.
Generally accepted methodological techniques
Performing exercises in pairs with the support of a partner (Fig. 12). It is necessary to explain and show the children the method of support in advance, to establish the sequence of its implementation, to determine the tasks of the performer and the supporter. Using this technique, children (especially supportive ones) should be taught to control the quality of the movements performed by a partner, to help in eliminating the noticed mistakes.
As a rule, this technique is used when working with older preschool children.
Contrast packing - Fig. 12. Support by the partner of the rage. For example, the teacher gives the task: to sit on the bottom, but so that the head is under water (for this, the depth of the water must be at chest level). If a deep breath and holding the breath are previously performed, then this cannot be done. However, exhaling air as he squats and dives, the child will complete the task - sit on the bottom. Consequently, a preliminary deep breath and the subsequent holding of the breath keep the body at the surface of the water, and when exhaling, it plunges into the water. Another exercise: in the supine position, take a deep breath, hold your breath ("Balloon"), press your hands to your body and try to lie on the bottom - it will not work! Then we exhale ("Beep") - and the body will lie on the bottom like a "submarine".
Variability in the study of movements. In order for children to learn to swim technically competently, they must try out many options for movements, and from their variety, choose "their own", corresponding to the individual characteristics of each. For this, the study of various movements is envisaged - with straight and bent arms in a circle, a rhombus, a "petal", in the form of an hourglass, an arc, etc.
Performing movements in a competitive or game form. In the process of studying movements in various positions, games are held that necessarily contain these movements. In play, the child's activity is aimed at achieving personal or team victory - all previously studied movements are performed in an abstract manner, so the degree of their mastery is most clearly manifested here. The teacher controls the actions of the students and, at the end of the game, points out the mistakes made in an accessible form.
Children perform exercises in a competitive manner with great interest. It should be remembered that when using this technique, participants must know the final result, otherwise this form of training loses its meaning. At the beginning, this is the performance of an exercise to assess: "Who is better?", "Who is next?" (will push the toy, slide), "Who is more accurate?" (dive under the floating circle), etc.
Facilitation (complication) of the conditions for performing exercises. The teacher notes that in a shallow place his wards perform the exercises well. To test the strength of the learned skills, children are temporarily transferred to a deeper part of the pool, where they are invited to perform the same exercises, but first in a small dosage. If everything goes well here, the operating time in difficult conditions will increase. Non-stop performance of exercises can also complicate conditions. along the entire length of the pool, swimming with only arms or legs with additional resistance, etc.
Slow swimming. This is the most effective technique aimed at studying the coordination of movements with breathing (especially in the rabbit on the chest). The fact is that small children, in order to keep their bodies at the surface of the water, reflexively perform very fast movements with their hands, do not have time to take a breath in time and choke, and then stop. The essence of the recommended technique is the ability to subordinate the movements to the rhythm of breathing, which at this stage of training can be done only with the help of slow swimming. However, to master this technique, the following is necessary: first, learn how to perform well
sliding (keep the starting position for a long time to perform swimming movements); secondly, swim at least a few meters at a very slow pace, lowering your face into the water (holding your breath); and thirdly, to be able to repeatedly perform rhythmic exhalations in water, plunging headlong ("Pump"). If breathing difficulties arise during slow swimming, you should perform the exercise shown in Fig. 13. A gradual increase in the swimming speed and the maintenance of rhythmic breathing in coordination with the movements of the arms and legs indicates a solid mastering of the skill. A child can, holding his breath or breaking his rhythm, quickly swim a certain distance, and those watching him get the impression of the correct coordination of movements and breathing. The error can be determined by external signs: shortness of breath, discoloration of the skin (more often redness) of the face, neck, shoulder girdle. If the breathing rhythm is not disturbed, these signs are absent.
Performing movements holding on to a fixed support. To do this, use a drain gutter, specially made poles, etc. In the conditions of small-sized pools, this technique is most expedient to use to improve functional readiness, when leg movements are already well mastered in an unsupported position. Children willingly do this to music, where the periodic alternation of a slow, medium and fast pace, respectively, changes the pace of the movements. If this technique is used to study leg movements, then the child will be able to perform them correctly only if he accepts and will maintain the correct starting position throughout the exercise (Fig. 14), which requires preliminary mastery. If the starting position is wrong (Fig. 15), this technique will not bring any benefit, but will only complicate and increase the time required for the study of simple movements (in particular, the crawl). That is why the author (unlike many of his colleagues) does not recommend using this technique to study movements, but strongly recommends only as a test to assess the quality of their implementation.
Methodological techniques, systematized and developed by the author and aimed at solving particular problems
1. While walking, draw the attention of the children to how the sparrow jumps - let them try to jump in the same way before going to the pool (on land). "Who will show how a sparrow jumps?" The child correctly repels with both legs at the same time, placing his hands at random, although it is advisable to keep them on the belt, however, it is more difficult for children 3 - 4 years old to do this on land than in water. To do this, ask the child: "When the sparrow jumped, how did he hold his wings?" Close to the body. Therefore, we put our hands on the belt, thus taking the optimal position for performing jumps.
2. You say, "Today we will try to perform the movements of the legs and trunk, like swimming with a dolphin." In sports practice, these movements are referred to in one word - "wave", which is quite consistent with their technical characteristics... Children stand on the shore of a pond or other body of water, you throw a stone into the water, and they watch the waves scatter (this is the name of the movements that are to be studied). Before entering the pool, you can remind children of this by throwing a ball or toy into the water and watching the waves scatter. If there is an aquarium in the garden, observe the movements of the fish with the children and focus their attention on the movements of the caudal fin, explaining that these movements help to move forward. Now ask how the waves ran, how the fish swam - let the children show.
3. The trajectory of hand movements in all swimming methods resembles various objects in shape: an hourglass, a keyhole in a dolphin; petal, heart - in breaststroke; arc, zigzag, inverted question mark - in the rabbit. Children should be shown these objects to study movements in water. For example, during a walk, the children stopped at a lilac bush. Ask them to look carefully at the leaves (“This is a petal”), memorize their shape, and here try to perform a petal-shaped movement with both hands at the same time. Explain that it is very similar to a breaststroke stroke, and as you learn breaststroke techniques, be sure to remind the children of this movement by doing it during preparatory sessions on land. Next comes
learning movements with both hands at the same time, like swimming with a dolphin. Show the hourglass, explain its purpose and along the way (for educational purposes) tell us in an accessible way about what a clock is in general, what types of clocks they are: manual (like mine), wall (like in our group room), table, floor, etc. e. While walking, have the children try to draw an hourglass on the ground, holding a twig in each hand; the same in the sandbox, etc. After completing these movements in physical training or swimming lesson (on land), start mastering them in the water. All the guys are trying to complete the task correctly. Most of the stroke is good, but the sweep (preparatory movement) of the hands above the water is not successful. Therefore, you ask: “How did the butterflies that we saw yesterday while walking (in winter - crows) flap their wings? Show who remembers. " The child performs sliding, paddling with both hands at the same time and carried over the water - "A butterfly (crow) is flying." The movements of the wings do not exactly correspond to the technique of the preparatory movement (sweep), but it is important to perform them with both hands at the same time and above the surface of the water.
4. When learning to crawl on the chest, many children perform movements with strongly bent legs, forming a mass of splashes, rather than foaming water. There are several concepts that need to be introduced to children in order to better understand and learn movements. The first concept is the study of alternating movements with slightly bent or straight legs: the teacher hits the drum with the drumsticks. “Are the sticks straight? Yes! How do they knock? Alternately - ta-ta-ta-ta! Let's try to do the same movements with our feet in the water. " Bending at the knees became optimal for almost everyone, but the legs are raised high to the surface of the water, which again creates a spray instead of a frothy trail. Now let's move on to another concept: while washing your hands, focus the children's attention on the abundant, formation of soap suds - this is how you need to foame the water with your feet. You can show it churning in the water or use it to demonstrate a successful little swimmer. You can do.-.- and such an exercise: children slap their palms on the water alternately with each hand, creating splashes - this is wrong! Slightly immersing their hands in the water, children perform the same movements, forming a frothy trail of foam ("My hands"). Now let them try to perform leg movements in a given position in the same way. For children who find it difficult to control their movements, a “stopper” can be used (see page 25).
5. Move on to the study of hand movements in the rabbit on the chest. For qualified swimmers, the stroke trajectory is purely individual and in shape, as already mentioned, resembles various objects. Here you should use the above methodological techniques, reminding children that during the stroke they "sweep away the crumbs", "shovel the sand", performing this movement with their hand under the chest towards the thigh of the same name.
6. On a walk, you can learn curly marching in an interesting way. Draw with a twig or place pebbles on the ground in a square roughly equal to the size of the pool: walking in the square; walking diagonally - drew, completed, erased; walking in a circle - outlined a circle, completed; walking in loops, indicating loops of different sizes, - completed, erased; walking "eight" - outlined, completed, erased, etc. Along the way, introduce children to each of these concepts. For example, everyone has loops on their clothes; explain what they are for, what their shape is, and then ask them to march to. one short form. loops, one long, etc. At first, the teacher is the guide, then the most intelligent children, showing a tendency to leadership. Particular attention should be paid to the performance of "eights", and not only because it is one of the forms of curly marching. "Eights" (horizontal, inclined, vertical) - the main exercise for the formation of stroke technique in any swimming method. In addition, performing such movements with his hands in the position "Sitting on a chair" or lying on his back, as well as "Float against the wall", the child is not only freely held in an unsupported position, but also moves on his back.
7. Children perform the "Screw" exercise: while sliding, you need to roll over 360 ° without stopping around the longitudinal axis, while remaining in a horizontal position. Why is the exercise called "Screw"? What is a screw? Explain to the children the purpose of the screw, its shape, why it is screwed into the wood (because it has a thread, a tapered shape and a sharp end). So, keeping your arms outstretched, you need to "screw" into the water, move forward (Fig. 16). The child receives not only the necessary information about the performed exercise, but also basic technical knowledge.
8. "Balloon". To do some exercises correctly, you must learn to hold your breath while diving. Show the children a balloon, and now let’s inflate our cheeks like a "balloon" (Fig. 17) and complete the task. For this purpose and to study active exhalation, children can be instructed to inflate swimming circles and other rubber toys: inhale - cheeks like a "balloon" - exhale, etc.
9. The correct performance of exhalation into water at the initial stages of training is largely facilitated by the simultaneous hum in the water, reminiscent of the whistle of a steam locomotive: oo-oo-oo-oo. If the child “hums” long enough and loudly, the exhalation is performed correctly, and the “beep” is heard above the water (“I hear a beep”). If you perform this exercise in a playful way, then it is advisable to involve children as arbiters, distributing them in pairs, fours, etc.
10. "Asterisk" is the main exercise for studying the horizontal static position. The child should lie on the water like a "starfish"; its tops (arms and legs of the child) are spread out to the sides.
11. In the group room, all children sit on chairs. The teacher stands facing the seated and says: “Let everyone say:“ I am sitting on a chair ”- and remember how he sat (back straight, pressed against the back of the chair, legs bent, looking forward). Now put your hands to the front and to the sides and start moving your arms in the form of horizontally elongated, vertically elongated and oblique "eights". This is a basic starting exercise.
training for learning the stroke technique in all swimming methods, when the hand is held obliquely in relation to the trajectory of movement (see Fig. 8). In the course of the exercise, the pace and amplitude of movements change, the arms are bent at the elbows and straightened. In a swimming lesson, the same exercises are performed in water: squatting, the children seem to sit on a chair and immediately begin to move their hands in the form of horizontal "eights"; to maintain the pose "Sitting on a chair", you need to do them actively. As you master the "eights", the position of the legs changes: knees together, legs to the sides; the same, but with the feet on "themselves", to give the shins and feet the "fin" position; straighten your legs and spread, socks "towards yourself" - "Spread" (Fig. 18).
12. During sliding, the body should be straightened - "like a clock hand", "like a string". These concepts define, first of all, a body that is straight in shape. During the execution of slides, if the body takes on an incorrect position, it is necessary to give the appropriate instruction: "Stretch out like a string, like a clock hand."
13. When crawling on the chest, the stroke should be completed at the hip. How do you learn to do this? The kid keeps his hand in his pocket. Invite him to take it out of his pocket - this is how the crawl stroke ends on the chest, after which the hand begins to sweep through the air.
14. Children received an assignment: "We fall like pillars." Do they know how the columns fall? Unlikely. You can use pins, a stick, a pencil, or other similar object for this. Pay attention to the children that they are falling straight - in the same way in the water you need to fall forward, backward, on your side only in a straightened position, holding your hands according to the teacher's instructions.
15. On a walk, the teacher led the children to a pond where ducks swim. Observing them, the teacher focuses the attention of children on how the duck dives for food - while it raises its tail. In a swimming lesson, have the children try the same movement when they need to get a toy out of the bottom. Call this technique "Diving Duck", and the "tail", which must necessarily appear above the water, will be the legs of the diving.
Show the children in a photograph or drawing of a whale releasing a fountain of water - let them try to exhale as hard as they plunge into the water, especially in the prone position ("Like a whale"); pushing off strongly with both legs, emerge from the water ("Like a dolphin"); swim on your back, working with your hands ("Like a mill"), etc.
Various landmarks, permanent and temporary, can also be used as methodological techniques.
Permanent landmarks - longitudinal and transverse lines lined with colored tiles on the bottom of the pool; mosaic on its sides, squares on the end part, etc.
Temporary reference points - a teacher standing at a certain distance; an object mounted on the side; hanging hoop, colored ribbon hanging from the side, etc.
MEANS OF EDUCATION
So, all organizational issues related to providing classes have been successfully resolved. Tomorrow in kindergarten - the first swimming lesson! Where to begin? Let's ask the children, and they will give a very expressive answer to this seemingly difficult question. They will respond with their actions, behavior in the water, the ability (or just attempts) to perform various exercises, the ability or inability to handle toys and other floating objects. To clarify this point, I will give an example from personal experience. Once they invited me to a kindergarten, where an indoor swimming pool has recently begun to function. The leaders were interested in the question: is it possible, expedient, not too early to teach children the movements characteristic of the "dolphin" method? The coaches who have been here answered in the negative. I asked if there is an aquarium in the kindergarten. Fortunately, the aquarium was, and quite large. Before the swimming lesson, we took the children to the aquarium, and I asked them to look very carefully and remember how the fish swim. When the lesson in the pool began, I gave the children an assignment: "Swim like fish." I had no doubt that some of them would perform leg and trunk movements like fish. But when 20 of 22 children performed these movements on their side (that is, really "like fish"), it surprised even me, who devoted his whole life to learning to swim. Here is how the children answered, here is the strength of their imitative reflex, although they have not studied such movements before, and not everyone has mastered the basic exercise "Glide". The bottom line is that in any kindergarten group or pool subscription group there can be children who have completed a certain course of study: their parents taught them to regularly communicate with water, taught them to stay on the water in home baths, bathed and taught them to swim in natural reservoirs, took with them to the pool. Therefore, one or two, or even the first three lessons must be devoted to finding out the child's attitude to water, to find out who can do something and who can do nothing. The need for strict differentiation in this case is explained simply: each lesson should be of interest to all children, which will become possible only when the degree of their swimming fitness is identified. When are children interested in swimming? When the proposed exercises are clear, available, based on previously acquired skills. And when is it not interesting? When an exercise cannot be performed due to its complexity, incomprehensibility, when there is no preliminary preparation.
So, strictly controlling and skillfully guiding the learning process, the teacher provides children with the opportunity to show their skills and abilities, to show (which is very important in further work) organizational skills, the makings of a leader in the best sense. Therefore, in the first lessons, everyone does everything he wants and knows how, however, while observing the rules of behavior in the pool and being under the constant supervision of the teacher. The significance of this differentiation is enormous. Firstly, the educational process becomes more interesting for all children, since the division into subgroups allows the use of means corresponding to their preparedness. Secondly, beginners will observe "experienced" peers and try to imitate them - to do things that were not available to them yesterday. Third, those who know how to swim should help the weak - this is one of the main ways to identify leaders in groups ... Fourth, it is direct help and support in learning the exercises. And finally, fifthly, the free, easy actions of children in the water, the performance of voluntary exercises. Will help to reveal their natural tendencies to master topics. or in another way of swimming,
However, this situation often develops. After several lessons, those children whose level of swimming readiness (due to increased activity, curiosity and previously acquired skills) turns out to be much higher than that of the rest, may sharply decrease their interest in classes, since they have already mastered the material required by the completely unprepared. In this case, you need to separate the weak from the successful, organize two groups and deal with them separately. The group of the strong can periodically be replenished with successful ones from the group of the weak, which will become an incentive for the rest of the children.
Of great importance to the successful mastering of exercises. in water has preliminary, preparation on land - both cognitive and general developmental physical orientation. You can perform a variety of exercises that develop coordination of movements and the necessary physical qualities (strength, flexibility, speed), as well as aimed at familiarizing with the form of movements of sports swimming methods. The sequence of their study and dosage is regulated by the age of children, their physical development, physical and swimming fitness, as well as the rules set out in the manual "Physical culture in kindergarten" and in the Model program of education and training in kindergarten.
Exercises in water are aimed at familiarizing with its properties: density, fluidity, resistance, etc. Beginners should master them in strict sequence. Every teacher - be it a parent, a kindergarten teacher or a trainer of a subscription group - should be guided in the learning process by one of the basic didactic principles - the principle of gradualness, when each previous exercise is the basis for studying the next one. In this regard, the child easily and with interest masters new exercises only if they contain elements of the previously mastered exercises, which he should be reminded of at each lesson. In particular,
preparatory exercises aimed at studying the technique of movements should contain all those positions of the rowing links (hands and feet) that form the basis of the swimming technique.
But what about the parents of one-year-old children who decide to start systematic swimming lessons in home baths? Where to begin? Look carefully at the recommendations for kindergarten teachers (pp. 50 - 51) and do the same. So, put the baby in the bathtub (the water level should be below breast level), give him one or two toys that he should get used to and fall in love with in advance, and provide complete freedom of action - check your child's attitude to water, the desire to tinker with toys. Sitting passively and transferring a toy from one hand to another is permissible only in the first lessons, and then many children begin to be capricious and even protest, since they tend to move. So, the child has a need to move. How? For this, appropriate exercises are performed to facilitate the solution of learning problems, as well as the natural harmonious development of the child. For this purpose, all means of physical education can be used, however, forcing, like any compulsion, is unacceptable: an infant can be immersed in water, and one-year-old children and older must comprehend the art of swimming consciously, independently - of course, with the help and control of a teacher.
Exercises on land
Exercises for general physical development and coordination of movements
1. Normal walking, curly marching (in a square, circle, diagonal, "snake", "loops", "figure eight", spiral, "snail", etc.), back forward, left (right) sideways forward, attached, crossed steps (I.O.); rebuilding according to signals, options for rebuilding; the same with an accelerated step, running.
2. Starting position (I. p.) - the main stand (o. S.) (I. O.). 1 - hands forward; 2 - hands up; 3 - arms to the sides; 4 - return to and. NS.
3. I. p. - o. with. (AND ABOUT.). 1 - arms to the sides; 2 - hands up; 3 - hands forward; 4 - return to and. NS.
4. I. p. - o.e. (AND ABOUT.). 1 - hands up; 2 - arms to the sides; 3 - hands forward; 4 - return to and. NS.
5.I. p. - o. with. (AND ABOUT.). 1 - left hand up; 2 - right hand up; 3 - lower the left one; 4 - lower the right one.
6.I. p. - o. with. (AND ABOUT.). 1 - left hand over the side up; 2 - right hand over the side up; 3 - lower the left one; 4 - lower the right one.
7. I. p. - hands on the belt (I. O.). 1 - turn of the body to the left; 2 - return to and. NS.; 3 - turn of the body to the right; 4 - return to and. NS.
8. Same as Exercise 7, but in and. n. hands to the sides.
9.I. p. - o. with. (AND ABOUT). 1 - turn the body to the left, arms to the shoulders; 2 - return to and. NS.; 3 - turn of the body to the right, arms to the shoulders; 4 - return to and. NS.
10. Same as Exercise 9, but turn your arms to the sides.
11. I. p. - hands on the belt (I.O.). 1 - turn the body to the left, arms forward; 2 - return to and. NS.; 3 - turn the body to the right, arms forward; 4 - return to and. NS.
12. I. p. - o. with. 1 - right arm up, turn of the body to the left; 2 - return to and. NS.; 3 - left hand up, turn the body to the right; 4 - return to and. NS.
13.I. p. - o. with. (AND ABOUT.). Circular motion with the left hand forward.
14. The same with the right hand (I.O.).
15.I. p. - about. with. (AND ABOUT.). Circular motions with the left hand back.
16. The same with the right hand (I.O.).
17.I. p. - o. with. Circular movements with both hands back at the same time.
18. The same forward.
19.I. p. - o. with. 1 - 3 - straight arms through the sides up, claps over the head; 4 - return to and. n. (I.O.).
20. I. p. - hands on the belt. 1 - sit down; 2 - return to and. with the help of a teacher (I.O.).
21. I. p. - about. with., hands in front. 1 - sit down; 2 - return to and. with the help of a teacher (I.O.).
22. I. p. - 1 - sit down, spreading the knees to the sides ;. 2 - return to and. with the help of a teacher (I.O.).
23. The same, but while squatting arms forward.
24. I. p. - hands on the belt. 1 - swing right forward; 2 - return to and. NS.; 3 - swing left forward; 4 - return to and. NS.
25. I. p. - about. with. 1 - swing right forward, arms forward; 2 - return to and. NS.; 3 - swing left forward, arms forward; 4 - return to and. NS.
26. I. p. - o. with.
1 - swing right to the side, arms to the sides;
2 - return to and. NS.;
3 - swing left to the side, arms to the sides;
4 - return to and. NS.
27. I. p. - sitting on the floor, back support (I.O.). 1 - to raise the body; 2 - return to and. p. (Fig. 19).
28. Jump from a cube (brick, steps) no more than 20 cm high, pushing off and landing on both. legs.
29. I. p. - hands on the belt. Jumping on both legs.
30. The same, trying to reach with your hands to the object in front.
31. The same with moving forward.
32. Walking in place.
Preparatory exercises
1. I. p. - right hand forward-to the side. Horizontal "Eight" straight right (I.O.).
2. The same with the left hand (I.O.).
3. I. p. - hands forward and to the sides. Horizontal "Eights" simultaneously with both straight arms (I.O.).
4. The same, bending and straightening the arms.
5. The same, increasing and decreasing the range of motion.
6. The same, increasing and decreasing the rate of movement.
7. I. p. - right hand forward, palm facing inward. Vertical "Eights" right (I.O.).
8. The same with the left hand (I.O.).
9. I. p. - hands in front, palms facing inward. Vertical "Eights" with both hands at the same time (I.O.).
Rice. 19. Exercise for mastering a straightened body position
Rice. 20. "Arc"
Rice. 21. "Question mark"
Rice. 23. Acquaintance with the form of stroke movements
Rice. 22. "Hourglass"
10. I. p. - the right hand forward and to the side, the palm is inclined. Inclined "Eights" right.
11. The same with the left hand.
12. The same with both hands at the same time.
13. I. p. - right hand up, palm forward. Movement of the right in an arc from top to bottom - "Arc" (Fig. 20).
14. The same, bending the arm.
15. Same as exercise 13, but with the left hand.
16. Same as exercise 14.
17. I. p. - right hand up, palm forward. Movement of the right in the form of an inverted question mark (Fig. 21).
18. The same with the left hand.
19. I. p. - hands up, palms forward. Movement with both hands down simultaneously - "Hourglass" (Fig. 22).
20. I. p. - sitting in an incline. Hand movements in the form of a "petal".
21. I. p. - sitting in an incline. Move your arms from front to back ("Hourglass") to the starting position - "Butterfly is flying" (see page 57).
22. I. p. - about. with. 1 - tilt forward, touch the floor with your right hand; 2 - return to and. NS.; 3 - bend forward, touch the floor with your left hand; 4 - return to and. NS.
23. I. p. - o. with. 1 - tilt forward, lift the cube with one hand from the floor; 2 - straighten up, transfer the cube to the other hand; 3 - tilt forward, put the cube on the floor; 4 - return to and. n. When performing this exercise, it is advisable to use the object that the child will get from the bottom during the lesson in the pool.
24. The same, but instead of a cube, a flat object (plastic plate, etc.) is used in a normal and then inverted position. At first, you can allow each child to have “their own” object, which is different in shape and color, then the children change objects, and so on.
25. I. p. - about. with. 1 - step to the left, arms up and to the sides; 2 - return to and. NS.; 3 - step to the right, arms up and to the sides; 4 - return to and. p. ("Star").
26. I. p. - hands on the belt. 1 - inhale, sit down (immerse yourself in the water with your head); 2 - straighten up, exhale.
27. I. p. - sitting on the floor, legs straightened, arms in front. Stretch forward and perform movements simultaneously with both slightly bent arms through the sides to the back; palms facing outward and touching the floor with thumbs and forefingers (fig. 23).
28. The same, but the movements of the hands are performed along the legs from front to back, the palms touch the floor with the little fingers ("Rowers"); bring your hands over the water to the starting position - "Butterfly is flying" (Fig. 24, a, b).
29. I. p. - sitting on the floor, emphasis behind. Raise the right leg - lower, raise the left leg - lower (I.O.).
30. I. p. The same. Bend your arms, raise your legs and perform alternating movements with them - "drumsticks" (I.O.). It is more convenient to perform this exercise while sitting on a low bench or on the side of the pool.
31. I. p. The same. Raise your legs and spread to the sides, and then close. At the moment of closing the foot, connect the thumbs, heels apart - "Fin".
32. I. p. The same. Heels together and supported; turn the feet outward and spread the toes - "Spread" (see Fig. 18).
33. I. p. - standing, hands on the belt. Kicks on the ball with a raised left (right) foot; the ball can be placed in the vegetable wrapping net and held suspended (fig. 25).
34. Blowing off light, and then heavier objects from the palm.
35. Perform a strong exhalation, trying to blow off a ball for playing table tennis from the palm of your hand; the same on the table - "Whose ball will roll further?"; blow off a cotton swab (dry and moistened), a piece of paper (dry and moistened), etc.; unwind the paper spinner (fig. 26).
Exercise in the water
Sitting on the bottom (depth at chest level)
1. Reach out and take with your left (right) hand, with both hands, a floating toy, a number, a letter (I.-O.); hands on the surface of the water, with the left (right) hand "digging a hole", hold the brush obliquely; the same with both hands at the same time, alternately; the same, but "digging a deep hole." Movement - left (right) hand (brush) - "Like a fish with its tail"; the same with both hands at the same time, changing the pace and amplitude of movements (I.O.).
2. Hands on the surface of the water forward and to the sides. Reduction and spreading of hands, holding the hands obliquely, - "Raking and raking the sand", "Sweeping the crumbs", horizontal "Eights" with the left (right), with both hands at the same time (I.O.); the same, but bending and straightening the arms, increasing and decreasing the amplitude and tempo of movements, trying to rise (fig. 27); paddle up a floating object (toy): vertical "Eights" with the left (right), with both hands at the same time (I.O.); inclined "Eights" with the left (right), with both hands at the same time (I.O.); the same, decreasing and increasing the amplitude and tempo of movements; movements with both hands simultaneously from front to back ("Rowers") (I. O.), returning to the starting position, the hands sweep over the water (see Fig. 24); hand movements "petal", trying to budge, move forward, - "Who is the first?"
3. I. p. - sitting on the bottom, emphasis behind. Breeding and bringing the legs together, connecting the big toes, the heels apart - "Fin" (see fig. 44) (I.O.); alternating leg movements - "Fountain", "Football" (I.O.); legs straight, turn one foot outward ("Stick", "Kocherga") and spread the fingers (I.O.); spreading and bringing the legs, keeping the fingers outstretched, - "Spread" (see fig. 18).
4. I. p. - sitting, back support. Get up, straightening your arms (Fig. 28) (I.O.); move forward and then backward, pushing off with your hands - "Who is faster?" (fig. 29) (I.O.); to rise on your hands, raising your legs to the surface of the water, the body is straight; in the same position of movement of the legs (Fig. 30) (I.O.); arms to the sides on the water, turns the body to the left, to the right, keep the palms obliquely (Fig. 31) (I.O.); roll over on your chest
in the lying position (Fig. 32) (I.O.); in the same position to move on hands (I.O.); in the same position of the crawl with the legs - "Drum sticks" (I.O.); without stopping leg movements, move on hands - "Crocodiles for a walk" (Fig. 33) (I.O.). At the beginning, the exercises of this series are performed each separately, until the children learn to do it freely, easily, then together, then they are repeated many times and without stopping in the specified sequence.
5. I. p. - lying emphasis. Raise your legs to the surface of the water - inhale, lower your face into the water and open your eyes; the same, but push yourself off the bottom with your hands and clap your hands under the body - “Hot bottom” (Fig. 34); the same with several claps - "Applause" (I.O.) * There is one very important circumstance here: the performance of individual exercises in this series is associated with complete immersion in water. To avoid getting water into the nasopharynx (which is inevitable if the dive begins on inhalation), children should learn to close their mouths and hold their breath, puffing out their cheeks - "Balloon" (see Fig. 17). This is necessary for mastering the subsequent exercises aimed at studying the horizontal position at the surface of the water; for this purpose, the exercise "Sit on the bottom" is recommended, which cannot be performed if you take a deep breath beforehand and hold your breath (the depth of the water should be above chest level).
Walking
1. Walking on all fours; the same with crawling into a hoop, crawling under a stick, etc. (AND ABOUT.).
2. Individual walking on the spot, holding the teacher's hands, stick, bathtub side, support (see page 26); the same in motion (along the side of the bath, with a "moving stick", etc.) (I.O.).
3. Walking in ranks, columns.
4. Walking (marching) figured (Fig. 35): in a circle, diagonally (I.O.), loops, "snake", "snail" (spiral), "figure eight" (I.O.), along square; walking with a wide step ("Skorokhody"); lifting the knees ("Horses"); on toes ("Stilts"), on the heels, feet are spread apart, toes are spread out ("Spread") (I.O.). All these movements are carried out in usual, side-by-side, cross steps; left (right) side forward, back forward; face (back) in a circle, to the teacher, to the side of the bath; holding hands, putting hands on each other's shoulders, hands behind the head, on the shoulders, etc., with the support and help of the teacher (I.O.).
5. The same, but performing movements with both hands simultaneously ("Hourglass", "Petal") and alternately ("Zigzag", "Arc", "Inverted question mark").
1. Running in ranks, columns, in a circle, etc .; usual, crossed, side steps; left (right) sideways forward; back forward.
2. Running a race - "Who is the fastest?"
3. Running with simultaneous and alternating arm movements.
All movements with a step and a run, when the children master this material, it is advisable ^ to perform in a playful way. For example, children form a circle and walk face-to-face in a circle, placing their hands on each other's shoulders (or holding hands), in cross steps. A ball floats in the center of the circle. At the signal, everyone rushes to him. Whoever takes the ball first will be the winner. Or another game. Children walk along the long side of the bath (facing it). At the signal of the teacher, they turn around and. run to the opposite side - "Who is the first?". Such tasks are regulated by the size of the pool: if it is impossible to complete the task with the whole group at the same time, then you can divide into two (or more) subgroups; first, the winners in the subgroups are identified, and then the winners' race is organized and the fastest participant is identified - the “absolute winner”.
For individual lessons in a home bath or on a natural reservoir at the initial stages of training, it is advisable to saturate the lesson with exercises that mainly contain walking, and for rest use exercises in an upright static position - in the future, these exercises will be held under the symbol "rest".
Jumping
1. Jumping, pushing off with both legs at the same time; the same, but squatting deeply before each jump, - "Jump-jump", "Who is higher?"; the same, but after the jump to sit on the bottom; the same, pushing off with the heels, keep the feet and toes in the "splay" position (I.O.).
2. Movement by jumping on one ("Jumpers") and both legs ("Sparrows", "Kangaroo") (I. O); the same, but hands on the belt, behind the head, to the shoulders; the same, keeping the feet and toes in the “Spread” and “Fin” positions; under I.O. jumps are performed with the obligatory insurance of the teacher.
Taking objects from the bottom and diving
1. Sitting, get one object, letter, number from the bottom; several items - add a word or number (I.O.); perform exercise 2 without immersing your face in water (I.O.); the same, lowering his face into the water and opening his eyes (I.O.).
2. Bend over and get one given ("your") object; several objects of different colors and shapes, letters, numbers (I.O.); moving forward, get objects from the bottom, located one after another in a straight line ("Underwater path") (I.O.), along a curve ("Arc"), in a circle ("Hoop"), zigzag ("Snake"), ledges ("Corners"), "eight", etc.
3. Dive in and get an object from the bottom; the same, but taking out a given ("own") object previously shown on land (for example, a red pebble); the same, but any two objects of the same color and shape, different color and shape (I.O.); any (given) letters and numbers; add a word or number (I.O.); diving in a straight line (I.O.), in an arc, ledges, in a circle, zigzags, etc.; collect items located by the "underwater path", "snake", "arc", etc .; diving into a hoop (I.O.).
Water drops and handstands
1. Standing in the OS, rise on your toes and fall into the water forward, backward, on your side ("Stolbiki"); falling, turn around the longitudinal axis ("Top"); the same, but hands above, on the belt, to the shoulders, to the sides, etc .; having fallen into the water, lie on the surface, stretch your arms forward and paddle with both hands at the same time, stand up; lying on the chest, perform movement with feet such as "Fin", "Hockey stick", "Spread".
2. Make a handstand, legs bent - "Duck-dive"; the same, but the legs are straightened - "Acrobats" (Fig. 36); in this position, walking on the hands is performed.
Head-diving (for children who have not mastered diving)
Many of the previous exercises involved head-diving. However, there are children for whom the implementation of such exercises is significant difficulty; this also includes children aged 1 - 1.5 years. In this regard, the exercises below are designed for the gradual development of diving (in the form of I.O.).
1. Sitting at the bottom, splash water on your head, on your shoulders, on your face; in the same position “Washing the face; standing facing the teacher, squats; the same, plunging into the water with your head; having rolled the "moving stick" to a conventional place, immerse yourself in the water with your head; the same, but turning in the opposite direction during the dive. All exercises in this series are initially performed with the support and assistance of a teacher.
2. I. p. - hands on the belt. Immersion in water to the level of the chin, mouth, nose, eyes, with the head.
3. I. p. - hands on the belt. Inhale - squatting, plunge into the water with your head; stand up (do not wipe your face) - exhale; repeat the same many times; the same, but without exhaling, try to sit on the bottom; the same, but exhale and sit on the bottom; the same, pick up the toy from the bottom.
Breathing exercises
Educators teaching children to swim need to know that the act of breathing consists of exhaling and inhaling without a fixed pause between them. This is the biological nature of breathing, this is how a person breathes. When performing physical exercises, breathing is continuous (there is also intermittent breathing, "explosive", and in a number of sports, many movements are performed with holding the breath). With active movements, oxygen consumption by the body increases, so the athlete breathes more often and deeper during training or competition. However, a deep breath can be performed only if it is preceded by an equally deep exhalation; here the need for another breath is natural - you just have to open your mouth wide. In other words, if a deep exhalation is made, then the inhalation is performed involuntarily, reflexively, since the leading component in the integral act of breathing is exhalation. That is why when learning to swim, and in particular breathing, you should devote a lot of time and attention to performing an exhalation into the water. You already know that it is possible and necessary to teach exhalation in any conditions: on a walk in summer and winter (carefully) - blow off fluffs from a dandelion, a snowflake, a snowball or a piece of ice from the palm of your hand; while washing - blow on the water in the palms, exhale into a basin of water or when bathing in a home bath, before a swimming lesson (on land). With systematic swimming lessons, the exhalation into the water should be repeated many times in each lesson. Here it is necessary to make a reservation. Any information must be "tied" to the topic of the lesson, it is well remembered, since it is transformed into concrete actions. That is why you should not get carried away with the study of exhalation into the water, when diving or other immersions have not yet been mastered - it loses its expediency. The teacher says: "Blow on the water like hot tea!" Why? What for? The child does not understand this. When he learns to at least plunge into the water with his head and will ~ do it naturally, repeatedly, the execution of an exhalation into the water will become natural and timely. “Now let's remember how we blew the fluff off a dandelion, snowball from the palm, rotated the turntable, etc. We did interesting exercises before classes in the water, and now we will continue them in the water.”
1. I. p. - standing in an inclination. Exhale into the water - "Dandelion", "Ice"; and. n. the same, but exhale into the water, immersing his lips, - "Pipe"; the same, squatting and plunging into the water with your head; repeat the same many times; performing an exhalation ("Beep"), sit on the bottom (I.O.).
2. I. p. - standing in an inclination. Blow on the floating toy, trying to move it forward (I.O.) and in the right direction; the same in the lying position (I.O.); the same, moving on hands (I.O.); the same, but for the minimum number of exhalations, move the toy to the landmark - "Who can handle it?"
3. I. p. - lying emphasis. Put your face into the water, exhale - "Whales" (I.O.); repeat the same many times; the same, moving on hands - "The whales swam" (I.O.).
4. Squatting, exhaling into the water, sit on the bottom - "Beep"; stand up, opening your mouth wide for inhalation - "Hippo" (Fig. 37).
5. I. p. - lying emphasis. Exhale into the water and lie on the bottom - "Submarine" (I.O.).
6. Alternate squats with exhalation into the water - "Pump" (Fig. 38); repeated squats without stopping, individually performing an exhalation into the water (I.O.);
7. Perform the exercise "Whales" with an exhalation into the water.
This exercise can be used as a rare test to identify the ability to master one way or another of swimming with the legs.
It is possible to control the correctness of the exhalation into the water by the following signs: 1) active exit of air bubbles to the surface; 2) exhalation ("Beep") is clearly audible; 3) rising from the water after the next exhalation, the child immediately opens his mouth wide - "Begemotik".
Signs of insufficient (weak) exhalation into the water: 1) when the mouth appears above the water, a characteristic “pshikanie” is heard, since the child “blows out” the air at the border of the air and water environment (Fig. 39); 2) when the head appears above the water, the mouth is not wide open, but forms a narrow slit.
From an early age, children should be taught to independently control the correctness of various exercises and movements. For self-control over correct breathing, the following techniques can be recommended.
1. If, when exhaling, the water entering the mouth "interferes" with the child, it means that the exercise is performed incorrectly, the exhalation is not active enough.
2. If the air bubbles strongly tickle the ears and cheeks, it means that the exhalation is being carried out actively and correctly.
Lying on the water
Our future swimmers have already learned to dive - to move under water. But a person floats near the surface of the water in a horizontal position. You can master this position with the help of various interesting exercises, which are given below, and the exercises performed earlier prepared the children for this, for example, "Hot Bottom". "Applause", "Sit on the bottom", etc. In order to lie freely on the water, you must first take a deep breath and be sure to hold your breath; if the child exhales instead of inhaling, he will sink to the bottom, like a “submarine”. In this case, it is advisable to repeat the "Sit on the bottom" exercise.
1. I. p. - lying emphasis. Raise your legs to the surface of the water, take a deep breath; lower your face into the water, hold your breath, open your eyes and look at the bottom, spread your arms and legs apart - the body should lie at the surface of the water, like an "asterisk" (Fig. 40) ( AND ABOUT); the same in a deeper place from a standing position: inhale, hold your breath; arms and legs to the sides, bend over and lie down on the water (I.O.). Legs can drop, which is natural for many children; it is best to keep them near the surface of the water due to the efforts of the muscles of the back and abdominals.
2. In the "Asterisk" position, the simultaneous mixing and dilution of straight arms and legs; the position of the hand is always inclined - "Sweep away the crumbs" (Fig. 41) (I.O.); the same, but fix the position of bringing the arms and legs together - “Arrow” (Fig. 42) (I.O.); the same, but changing the position of the foot (towards oneself and to the sides) - "Kocherga", "Stick" (Fig. 43); in the indicated positions to spread the fingers apart - "Spread"; to pull off the socks, holding them together and turning the feet inward, - "Fin" (Fig. 44) (I.O.); the same, but when bringing the legs together, perform overwhelming movements with the feet; in the "Asterisk" position, perform only information and leg spreading, changing the position of the foot, arms forward and to the sides; the same, but perform the mixing and dilution of straight arms (hands obliquely), legs are divorced; the same, but bend and unbend the arms during movements (hands obliquely), changing the amplitude and tempo of movements; the same, but with alternating reduction and separation of arms and legs (I.O.).
3. From the "Asterisk" position, pauses between movements, flip on the back, look up - "Asterisk on the back" (I.O.); repeated overturns from the position on the chest to the position on the back and vice versa with the fixation of the conditioned position (I.O.); in the "Asterisk on the back" position, connect the legs and simultaneously perform a stroke with your hands, then press your arms to the body, look up, lie down (I.O.); in the same position, connect the arms and legs, stretch out, lie down (I.O); in the same position, connect the legs, simultaneously perform a stroke with your hands and then perform horizontal or inclined "Eights" at the hips, changing the amplitude and pace of movements (Fig. 45) (I.O.).
4. I. p. - "I am sitting on a chair." Perform horizontal or inclined "Eights" with straight arms, bending and unbending arms, increasing and decreasing the range of motion (I.O.) (Fig. 46).
5. From the "Asterisk" position, perform the "Float", for which to group tightly, lower your head to your chest, clasp your legs with your hands, do not close your eyes (I.O.); from the "Float" position to straighten to the
zhenie "Zvezdochka"; take the "Sitting on a chair" position and change the position of the foot (see page 48); in the "Float" position, performing with your hands
"Eights", hold on to the side, putting your feet on it; the same, but raising the mouth above the water (Fig. 47); the same on the back, holding against the wall due to hand movements in the form of vertical or inclined "eights" (Fig. 48).
Slides
This group of exercises is aimed at improving the unsupported horizontal position and studying the initial position of the swimmer: the body moves in an extended, tense position, arms and legs are straightened and connected, socks are pulled, the head is between the hands, the face is lowered into the water, the eyes are open (Fig. 49) - sliding on the chest. The correct starting position also determines the correctness of subsequent movements, therefore, the study of exercises for mastering sliding should be given special importance. The following factors determine the correct execution of the slide: the starting position before the take-off, the force and direction of the push, the position of the body during the slide.
Many of the exercises performed earlier were also aimed at mastering sliding, in particular, pushing off with both legs at the same time (strengthening the leg muscles), falling into the water ("Columns"), "Float" and others. Now we have to learn new exercises, which are presented below.
1. I. p. - standing on the bottom, hands up and to the sides. Sit down - inhale, hold your breath, bend over, lower your face into the water; put your hands on the water, connect them and stretch them forward; push off the bottom and slide on the chest - "The arrows swam." In the position of an emphasis lying at the side, put your bent legs on the wall - take a deep breath; lower your head (face into the water) and hold your breath; quickly connect and straighten your arms, forward, push off and slide on your chest, do not close your eyes (Fig. 50) (I.O.); the same, but when the body takes a horizontal position, perform a stroke with the left (right) hand, press it to the body and slide in this position (and. about.); the same, but perform a stroke with both hands at the same time, press your hands to the body and continue sliding in this position (I.O.). In the last two exercises of this series, strokes with both one and two hands are performed simultaneously only once, the hands (hand) that performed the stroke remain pressed to the body, and the slide continues. It is possible to stop sliding, to stop only in those cases when: 1) further holding of breath becomes difficult; 2) the body has stopped (sliding has stopped). How to install it? If the sliding is performed with open eyes, then the bottom ceases to "run away" before the eyes; 3) the legs are actively lowering, drowning, interfering with progress; 4) the teacher's task is completed. Let me remind you that these exercises are associated with a rather long (for a given age and level of preparedness) breath holding, so immediately after they are finished, at least 10 exhalations into the water should be performed, plunging headlong (squatting).
When studying slides, from whatever starting position they are performed, at first you do not need to push off very strongly, it is important to do this strictly in the direction of movement. As you master the sliding on the chest and on the back, the push should be done strongly, because the duration of the slide depends on it.
2. I. p - standing, hands up, sit down, bend back; when the body loses support and begins to fall, push back with both legs at the same time; lie on your back and slide (fig. 51) (I.O.); the same, but standing facing the wall and placing one foot on it (Fig. 52).
3. Carry out what is shown in fig. 48 (see p. 71) exercise, press your hands to the body, lower the back of the head into the water, push off with both legs and slide in this position on the back (fig. 53).
4. Perform the exercise (see Fig. 47) - inhale, lower your face into the water, quickly straighten your arms (head between your hands), hold your breath - push off and slide on your chest (Fig. 54); the same as exercise 3, but take your hands behind your head, slightly lower your body into the water (sink), push off and slide on your back (Fig. 55); as you master sliding, before pushing, you should slightly immerse yourself in the water, push off strongly and slide on the chest, the position of the hands is determined in accordance with the task. In the previous exercises of this series, it is important to perform a push after the trunk takes a horizontal position (Fig. 56, a), and the arms are extended and connected, which ensures a streamlined body position.
5. Slide on chest, arms in front. Perform a left (right) stroke, press your hand to the body and continue sliding; the same, but stroke with both hands at the same time.
6. Slide on the back, hands behind the head.
Turn to the left (right) side, to the chest, turn 360 °; to fix the specified positions (I.O.) - "Screw", "Vyun"; sliding on the chest, hand position according to the assignment, socks with "fin", "hockey stick", "poker", "spread".
It has already been emphasized that if, on their own initiative or for other reasons, some children, taking a horizontal position, try to work with their feet, then these attempts should be encouraged without attaching decisive importance to technique. After all, the study of the above exercises was not the main task of the previous lessons - they were only accompanying in the study of other exercises, solving other problems. Moreover, in any kindergarten or subscription group of the pool, there may be children who, having mastered sliding and have not yet begun to study movements with their arms and legs, will begin to show a tendency to master one or another method of swimming, that is, to attempt to swim in full coordination with holding the breath. Such children should be encouraged because they will become role models. For less capable children, mastering one of the swimming methods will take longer, but in the end everyone should learn to swim.
Now all children, without exception, move on to the study of leg and arm movements, since they have mastered the basic initial (horizontal) position; this becomes the main task of the following lessons. If significant technical errors occur when performing leg movements, then they must be eliminated (how to do this will be discussed below). At first, it is advisable to study also the basic movements of the hands, which form the basis of the technique of all sports methods of swimming. All these movements will be performed with both hands at the same time.
The fact is that the research of Professor V.S.Farfel and his students has established that congenital hand movements in humans are simultaneous grasping movements, while alternating ones are acquired in the process of growth and development of the organism. It is much easier for a small child to perform movements with both hands at the same time. Their expediency is justified by the following reasons. Firstly, in this case, a significantly greater lifting force arises, the trunk and head are located much higher than when performing alternating movements (with a low head position, the child is afraid to swim without assistance and support). Secondly, the structure of simultaneous arm movements is much closer to the technique of sports swimming methods, because the area of support against the water surface in this case increases, the likelihood of
technical errors are reduced. This is one of the reserves of training future swimmers in individual progressive technique.
Slides on the chest followed by movements with both hands at the same time
1. Straight arms through the sides down to the thighs, press to the body; continue sliding, breathing is held (I.O.).
2. Straight arms down and back to the hips (I.O.).
3. Bent arms down and back to the hips (I.O.).
4. Bent arms to the middle back to the hips - "Rhombus" (Fig. 57) (I.O.).
5. A circular motion with bent arms under the chest, straightening them to their original position, - "Petal" (Fig. 58) (I.O.).
6. Bent arms in the shape of an "Hourglass" or "Keyhole" (see Fig. 22) (I.O.).
7. Row with one hand to the hip, the other begins to move through the air (carry) and then non-stop alternating movements - "I walk on my hands" (I.O.).
Back slides followed by hand movements
1. At the hips in the form of horizontal or inclined "eights", changing the amplitude, bending and straightening the arms; movements of the legs are arbitrary (Fig. 59) (I.O.).
2. Simultaneous movements with both hands with a stem
from the water, the movements of the legs are arbitrary, the hands can stop (pause) at the hips or behind the head (Fig. 60). 3. Alternating hand movements; the movements of the legs are arbitrary or resemble movements in the crawl (I.O.). In fact, this is an attempt to crawl on the back in complete coordination.
If for some of the children the study of lying and sliding on the back caused significant difficulties, and the above exercises were performed with great difficulty, then one should not insist on their compulsory mastering. It is possible that a crawl or breaststroke will be more accessible and interesting for them.
Slides on the chest followed by leg movements
1. Crawl movements on the chest, arms in front, breath is held (I.O.).
2. The same, but one hand is in front, the other is pressed to the body (I.O.).
3. The same, but both hands are pressed to the body (I.O.).
4. Movements with breaststroke, arms in front, breath is held (I.O.).
5. The same, but hands are pressed to the body (I.O.).
6. Dolphin movements, arms in front, breath is held.
7. The same, but the arms are pressed to the body.
8. The same on the left (right) side: the "lower" hand is in front, the "upper" hand is pressed to the body.
All of these exercises begin in the same way: arms in front; after a short slide, having performed a stroke with one or both hands at the same time, the child takes the starting position in which the exercise is performed and begins to move his legs.
It may be different: first, sliding, arms in front, then the beginning of movements with the legs (especially a crawl or a dolphin) and then a stroke with one or both hands to take the starting position due to this exercise.
Back slides followed by leg movements
The starting position for the beginning of any exercise on the back - the body is straightened, the arms are extended behind the head, the back of the head is on the water, the gaze is directed straight up.
1. Lying on your back, hands are pressed to the body. Alternating leg movements (I.O.).
2. Slide, stroke with both hands at the same time, hands are pressed to the body. Alternating leg movements.
3. The same, but stroke with the left (right) hand.
4. The same, but the arms are extended behind the head.
Is it mandatory to study all chest and back exercises in the above sequence? No, not required! If it is clear to the teacher that one of the children is prone to symmetrical footwork, have them perform exercises to study breaststroke movements. Moreover, for one child, for example, it is easier to perform crawl leg movements when both arms are in front, for another - when they are pressed to the body, etc. What to do? Each student should perform mainly the exercise, which, according to the level of swimming readiness (today) is most accessible to him, turns out better than others. Having mastered the easiest exercise, you should proceed to the study of those that did not work out at first.
How to build a further educational process? After all, children have already mastered sliding, breathing exercises, elements of technology (in draft) and now must start mastering exercises for coordinating movements with arms, legs and breathing and then study the chosen method of swimming as a whole. Here, again, a caveat is needed. The fact is that many traditional exercises used for this (for example, coordination of movements of the legs with breathing in a crawl on the chest, arms in front or one pressed to the body; the same with support on the board; coordination of movements of the left (right) hand with movements of the legs and breathing on the chest and on the back, etc.), small children cannot do it. As a result, these exercises not only do not contribute to the study of swimming in complete coordination, but, on the contrary, inhibit this process, since they distort the starting position and subsequent movements. In teaching swimming to any age contingent (and especially to preschoolers), it is most expedient to switch to swimming in an accessible way for everyone, in “their own” way, in full coordination, which will be the main task of all subsequent lessons. Additionally, you can study other methods, but for now only those children who are relatively easy to master "their own". Having identified the individual inclinations of each practitioner, the group is divided into rabbits, spinners, brasists. In the main part of the lesson, all children, under the guidance of one teacher, will swim in their "own" way, increasing the swimming distance from lesson to lesson, trying to swim as long as possible without stopping. However, in no case should the educational process be forced; everything must be studied sequentially, the skills must be firmly formed (especially the basic exercises), and each lesson must give children pleasure, contribute to their harmonious development.
Below is a rough outline of a lesson for children 4-6 years old, in which the chosen method of swimming is studied in general.
Lesson objectives: main - the study of the chosen way of swimming in complete coordination; additional - improving the elements of technology.
On the land. The main focus is the development of coordination of movements, functional and strength training. Exercises are presented on pages 52 - 54.
In water.
1. Multiple exhalations into water (in a playful way).
2. Improving sliding in various positions, taking into account the chosen method of swimming (during pauses - breathing exercises).
3. Swimming the increasing distance "in its own way" (during pauses - breathing exercises).
4. Improving the movements of the legs and arms of the chosen method of swimming (during pauses - breathing exercises).
5. Swimming in complete coordination "in my own" way, as instructed by the teacher.
6. Games, relay races (primary focus - emotional impact).
7. Multiple exhalations into the water (in a playful way).
For most children, prolonged and non-stop (volumetric) swimming will not work right away, especially in rabbits. This is due to two reasons: unpreparedness of the vestibular apparatus for unusual movements of the head for inhalation; inability to coordinate exhalation and inhalation with hand movements. At the initial stages of mastering the crawl on the chest in full coordination, a preschooler, as a rule, swims with a held breath at a very high pace, not having time to perform a deep exhalation, thereby not providing a deep inhalation either. The same children who try to coordinate movements with breathing breathe shallowly and after several cycles (due to the formation of oxygen debt) stop swimming. In both cases, as it should be in sports swimming, breathing is subordinated to the tempo of movements. However, the high rate of movement characteristic of a beginner does not allow him to timely make an energetic, strong exhalation into the water. How to be? The Slow Swimming Technique (see page 42) will help here. Another essential detail: if it is difficult for a child to inhale by turning his head, then he can do it as shown in fig. 13 (see page 43). In this exercise, the head always remains in a straight position, and the body turns around the longitudinal axis in a comfortable direction so that the mouth is above the water. But this exercise, involving the deliberate violation of the crawl technique, is a temporary measure to facilitate breathing. After mastering breathing, the movements should acquire the correct form and correspond to the technical structure of this swimming method.
Exercises for learning diving
1. Jumping upward (on land and in water) from the squat position and the position of the swimmer at the start, taking out any object (on land - the teacher's hand, in the water - a stretched cord with balloons and other light objects tied to it ("Who will get the highest ball? ").
2. Long jumps from a place (on land and in water) from the position of a swimmer at the start - "Who's next?"
3. Sit down, jump up - stretch out, press the chin to the chest, legs straightened and connected (on land and in water).
4. In the water: from the position of the swimmer at the start to sit down, arms bent - jump up and down, followed by sliding like "Dolphins" (Fig. 61).
5. Jumping into the water from a small height with your feet forward (the depth of the water should be above the level of the belt).
6. The same with a gradual increase in depth (up to exceeding the height of the child); the teacher is in the water and provides insurance.
7. The same with a gradual increase in height.
8. Jumping, legs down, turning in flight around the longitudinal axis - "Pinwheel".
9. Jump in a tight grouping - "Bomb" (Fig. 62).
10. Falling headfirst from a sitting position on the side (Fig. 63); the depth is higher than the height of the child.
11. Jumping headfirst from a deep squat position.
12. Jumping headfirst from the position of the swimmer at the start.
Outdoor games in water
They are team, non-team, plot and plotless.
Team games - the participants are divided into teams, and the actions of each player, his skills are aimed at winning the team. Non-team - participants are not divided into teams; each player independently solves the assigned tasks. Narrative games - based on a specific theme: for example, "Crucians and carps", "Fishermen and fish", etc. Plot games - based on the performance of exercises in a competitive form: "Who is the first?", "Who is next?", "Who longer?" etc.
According to their predominant focus, outdoor games in water are divided into the following main groups:
1. To familiarize yourself with the properties of water. 2. To improve individual exercises and elements of technique. 3. To get acquainted with the elements of applied swimming. 4. For the development of physical qualities. 5. For emotional impact.
Requirements for outdoor games in water
1. Games should be selected in such a way that they are understandable, accessible and interesting to children of any age group.
2. The game should take into account the level of swimming fitness and physical development of children.
3. Any game should be a means of cognition of the surrounding world.
4. All students must actively participate in the game.
5. Play should serve as a means of emotional impact.
6. In the training process, the game should serve as a means of regulating physical and mental stress.
7. In the game, you can improve the previously learned exercises and elements of technology.
8. In each game, the participants must receive active physical activity.
9. Participants must know in advance the conditions of the game: rules, tasks, venue, water temperature, equipment, etc.
10. During the game, the teacher must be constantly monitored.
11. The results of the game must be announced to all participants.
The expediency and possibility of using a particular game are determined by: a) the objectives of each specific lesson; b) the age of the students; c) the preparedness of those involved, the experience of swimming; d) conditions of holding (outdoor, indoor pool, its size, ambient temperature, availability of equipment, etc.).
A game can be interesting only if it contains movement material that was previously studied as an exercise. If the game is played for the first time or contains, albeit simple, but unfamiliar exercises (movements), it must first be carried out on land.
Outdoor games in water are mainly aimed at improving movement and exercise; the study of movements is carried out mainly by the method of exercise, but in working with children - certainly in a playful way. The game compares favorably with other teaching aids in that one movement, sometimes presenting a certain difficulty, can be easily learned in a variety of game situations. But I repeat: this is one and the same movement or, for example, an element of technology.
A very important moment in the preparation and conduct of the games is the appointment of team captains. It is not always justified here
volitional decision of the teacher. Although, on the other hand, if you ask the children: "Who will be the captain?", - almost all of them will shout: "Me!" Judging by the experience of working with preschoolers, the competition "for the captain" justifies itself, the participants of which must show courage, dexterity, quick wit, quick thinking, and organizational skills. The selected captains should be familiarized with their responsibilities.
The duration of each game is determined by: the type of lesson, the objectives of the lesson as a whole and each of its parts separately; the level of preparedness of those involved; conditions of the game.
Recommended games
"Herons". The task is to master toe walking, to develop orientation in the water.
Description of the game. Two teams are located at opposite (short) sides of the pool. At the signal, all children quickly move to the middle on their toes, raising their knees high. Whose participant is the first to reach the set mark, that team is declared the winner.
Methodical instructions! The game is preliminarily played on land; during the game, you can not go on a run, advance by jumping. The position of the hands is arbitrary or regulated - to the sides, forward, to the shoulders, to the belt, etc.
"Bridge". The task is to master the starting position for performing leg movements.
Description of the game. Having settled in a circle, the players sit on the bottom in the position of the stop FIG. 64 from behind and on a signal give the body a straight position at the surface of the water (the back of the head on the water, look up - "Who is faster?"); fix this position on the instructions of the teacher (Fig. 64). Repeat 3-4 times. On a repeated signal, start the movement of the legs with a crawl on the back (see Fig. 30).
Methodical instructions. Having mastered this position, you can move forward and backward on your hands, at first without movement, and then with leg movements in a competitive manner. The pace of movements is regulated by the teacher's voice or musical accompaniment.
"Kick off with your heels." The task is to master the push with both legs at the same time, to identify tendencies for symmetrical leg movements.
Description of the game. The players randomly position themselves in the pool and, upon a signal, begin jumping upward, pushing off with their heels, - "Who is higher?"
Methodical instructions. Before playing (on land), children must learn to squat and hold their feet with a club and their toes with a spread. In the water, while squatting, spread your knees, hold your feet with a "stick" while jumping, push off only with your heels.
"Grasshoppers". The task is the development of orientation in the water, emotional impact.
Description of the game. It can be team (if the size of the pool allows) and non-team. The winner is the participant (team) who, by jumping on both legs (the position of the hands is arbitrary or regulated), will quickly reach the established reference point.
Methodical instructions. During the game, you cannot run, push each other. The position of the hands is changed only for the purpose of making movement more difficult. If two teams participate in the game, they start it from the opposite short sides of the pool towards the middle. The number of players is regulated by the size of the pool.
"Fishermen and Fish". The task is to develop orientation in the water and master diving with the head.
Description of the game. Three or four participants (“fishermen”), holding hands, move along the pool, trying to surround (“catch in the net”) the fleeing “fish”. The caught "fish" becomes a "fisherman". The game ends when all the "fish" are caught, and the latter is considered the most agile.
Methodical instructions. You can't catch fish with a broken net. If the "fish" during the pursuit plunges into the water with its head or dives, then it is considered uncaught.
"Fifteen". The task is to study and improve head diving.
Description of the game. The players are positioned randomly. At the signal, the catcher (determined by lot or appointed by the teacher) begins the pursuit of the players; trying to tarnish someone. The tarnished player becomes the catcher
Methodical instructions. Fleeing from the pursuer, children can squat, plunge into the water with their heads, or dive; in these cases it is impossible to stain. The player who is overtaken by the catcher before the dive is considered to be stained; you cannot chase the same player for a long time, wait until the submerged person emerges, keep each other under water.
"The ball is in the air." The task is to develop orientation in water.
Description of the game. The players are divided into two teams and are located opposite each other in two lines at a short distance. The teacher throws a big light ball between the ranks; the players try to master it, not to give it to rivals, for which they transfer it to the members of their team. The ball should not touch the water - the team loses, through the fault of the players of which it falls into the water.
Hide in the water. The task is to improve head diving, to develop orientation in the water.
Description of the game. The players form a circle. The presenter takes a place in the middle of the circle and rotates a large light ball, suspended by a string, over the heads of the players. To avoid being hit by the ball, you need to quickly
dive headlong into the water. The winner is the participant whom the ball never touches (Diagram 65).
Methodical instructions. In the course of the game, the pace of rotation of the ball changes - from very slow to fast, and very fast, which is regulated by the level of preparedness of the children. Players should not move to the sides, bend over, etc. One of the variants of this game is to perform diving with an exhalation into the water.
"Circus performers". The task is to study and improve diving in water.
Description of the game. Can be team and non-team. The players perform a forward bend, put their hands on the bottom, trying to make a handstand, "like in a circus." The game can be made more difficult by diving into a floating circle and then handstand (depth - at waist level).
Methodical instructions. In the event that the game is a team game, the winner is determined by the number of correctly executed handstands at the set time. In other cases, preference is given to the participant who will stand on his hands longer (provided that the depth is the same for everyone).
"Round dance". The task is to improve diving and master the exit into the water.
Description of the game. Holding hands, the players form a circle. At the signal, movement begins in a circle in the indicated direction, accompanied by a recitative: "The round dance is going on, everything is going, everything is going, and soon he will come, he will come, he will come!" Having finished the recitative, the children stop, let go of their hands and squat, plunging into the water with their heads and performing an active exhalation at the same time; then they rise, again join hands and resume movement in a circle.
Methodical instructions. After each recitative, the direction of movement changes. Until the “round dance” stops, one cannot “break” the circle, let go of a friend’s hands, hold each other under water, or go forward or backward.
"Swim, toy!" The task is to teach active exhalation, to develop orientation in the water.
Description of the game. Children actively blow on floating toys, promoting them according to the assignment: the toy should only float straight, in a circle, in a zigzag, etc .; whose toy will reach the set mark faster. Determination of the winner will depend on the proposed option for the children to promote the toy.
Methodical instructions. The toy can be anything: a paper boat, a plastic duck, a ball, etc. If the game is played as a competition, then everyone should have the same toys. The toy will advance faster if it is blown hard and correctly, depending on its shape.
"Beep". The task is to learn to dive and exhale into the water.
Description of the game. The players form a circle with the teacher in the middle. At the signal, the children immerse themselves in the water with their heads and perform a strong exhalation, accompanying it with the sound "oo-oo-oo-oo-oo" - "the whistle of a locomotive." At the end of the exhalation, you can sit on the bottom (this may be a condition for determining the winner).
Methodical instructions. The teacher controls the correctness of the immersion and exhalation into the water. The players should not interfere with each other, leave the circle, bend over. During diving, be sure to open your eyes and look at air bubbles.
"Sit on the bottom." The task is to learn to dive and exhale into the water.
Description of the game. At a depth to the chest, the players, squatting, sit on the bottom, sending straight legs forward; the position of the hands is arbitrary. The time spent under water is minimal - it is important that the position "Sitting at the bottom" was at least indicated.
Methodical instructions. You can sit on the bottom only if you exhale strongly beforehand (or during squats). Do not close your eyes in water. As you master the exhalation, it can be performed continuously; in this case, the body will sink slowly.
"Pump". The task is to learn to dive into water with the head and exhale.
Description of the game. The players, holding hands, become pairs opposite each other. At the signal, the first one by calculation squats, plunging into the water with his head, and exhales into the water, then gets up; the second immediately performs a similar exhalation dive, and so on.
Methodical instructions. When determining pairs, one should take into account the height, weight and level of preparedness of the children. It is impossible, for example, to unite in one pair a child who knows how to carry out exhalations into the water, and who does not know how at all; tall and small. The pace of the squats is strictly individual. The game can be regulated
time (up to 1 min) or determine the winning pair by the number and quality of squats and exhalations.
"Acrobats". The task is to master and improve the unsupported position, to develop orientation in the water.
Description of the game. Children perform somersaults - somersaults forward or backward in a grouping - "lump". The winner is the one who completes the most somersaults according to the task at the set time.
Methodical instructions. The depth of the water should be above the level of the belt. The position of the grouping is preliminarily studied on land and in shallow water. Rolls can only be performed from the pool wall.
"Tow". The task is to master the unsupported horizontal position.
Description of the game. The players are assigned in pairs. The first in pairs (by calculation) take an unsupported position on the chest, and the second hold their hands and move with their backs forward - "tow". The winner is the one who is the first to reach the established benchmark. Then the players switch roles. On command or after reaching the conditional mark, the latter release their hands so that the former slide in an unsupported position. As a variant of the game, you can use "towing" by one player two, two playing one, and also use a plastic stick, which holds the "towed".
Methodical instructions .. "Towed" can take position on the chest and on the back, various support options; in these cases, "tugs" can move chest-first. You can also perform various leg movements during "towing" or subsequent unsupported sliding.
"Star". The task is to study and improve the unsupported horizontal position, to study the movements of the arms and legs.
Description of the game. The players are positioned arbitrarily, but without interfering with each other, and, upon a signal, take an unsupported horizontal position on the chest, arms and legs apart. On a repeated signal (whistle, drum roll, etc.), information and breeding of arms and legs are performed (the cessation of movement is arbitrary). Movements can be performed simultaneously with arms and legs, as well as alternately. This game is variable. Variant 1. During the movements of the legs, the feet are in the position "towards themselves" and to the side - "Stick".
Option 2. "An asterisk on the back." Flips from a position on the chest to a position on the back and back with fixation on the back; the same can be done repeatedly by joining the arms and legs and stretching out.
Methodical instructions. When performing movements with your hands, keep your palms in an inclined position (see Fig. 8) and change the position of the feet: during dilution - the feet "towards yourself", during mixing - an overwhelming movement.
"Diving ducks". The task is to master the unsupported position in the water.
Description of the game. Children randomly position themselves in the pool and, upon a signal, try to “grab the bottom”, lifting their legs at the same time, to show the “tail”, as a duck does when diving for food. The winner is the one who shows the "tail" more times at the set time.
Divers. The task is to study the unsupported position, the development of orientation.
Description of the game. May have several options. For example, the players are divided into two teams with an equal number of participants. Each player of one team holds a hoop in his hand (Fig. 66), and the players of the other team try to dive into each hoop as quickly as possible (one after the other). The end time of the game is determined by the stopwatch. Children can be divided into four teams, with each player holding the hoop according to the conditions of the game. The first team to reach the finish line wins. To determine the absolute winner at the next stage, teams compete - the winners of the first stage.
Methodical instructions. It is advisable to complicate the game, for example, to reduce the diameter of the hoop, change its position, use different arrangements of the players, etc .; children should be aware of all changes and complications in advance. When recruiting teams, it is necessary to take into account the degree of mastering of the studied material.
"Dive in." The task is to master the unsupported position and the development of orientation in the water.
Description of the game. The players form a circle, in the middle of which an inflated rubber circle floats. You need to dive under it so that it is on your head (Fig. 67). The winner is the one who does it on the first try.
Methodical instructions. The distance to the circle is gradually increasing, which is regulated by the preparedness of the children and the size of the pool. If among the players there are those who dive under the circle on the first try, then you can immediately increase the distance or play the game with such children separately.
"Divers". The task is to master the unsupported position. opening of eyes and development of orientation in water.
Description of the game. Can be team and non-team. In the first case, the players are divided into two teams with an equal number of participants. Preliminarily, colored stones or other small, but clearly visible objects are scattered at the bottom. At the signal, the children dive and get these objects from the bottom. The winner is the team whose members got more stones at the set time. The game can be made more difficult by scattering plastic plates, letters, numbers, flat objects that are harder to grasp at the bottom.
Methodical instructions. During diving, you must not interfere with each other, take away objects, and heat each other. The teacher should carefully monitor the actions of the players. The variant of the individual game is very interesting. In this case, the playing children have their backs to the water and, on command, everyone must find “their own” toy. It is necessary to take into account the preparedness of children: firstly, everyone must know in advance “their” toy, and secondly, more prepared children take out flat objects from the bottom, less prepared ones - cubes, pebbles, etc.
Torpedoes. The task is to master and improve sliding.
Description of the game. At the signal, the players take their original position and perform a slide on their chest (several people at the same time). The winner is the one who slips farthest ^ like a "torpedo". Depending on the conditions, the game can be team and non-team.
Methodical instructions. The children themselves can determine the winner, noting the distance that their comrades will slide. As you learn to slide, you can perform one stroke with both hands at the same time and then slide to a full stop (or to the mark), pressing your hands to your body. The straightness of the sliding can also be taken into account. During sliding, you must not interfere with each other, roll over on your back or side, perform movements not specified by the conditions of the game.
"Screw". The task is to master and improve the unsupported position, the development of orientation in the water.
Description of the game. While sliding, perform side turns, back flips, 360 ° flips, multiple non-stop flips. The winner is the one who performs the most coups and still slips the farthest.
Methodical instructions. The winner is determined by the teacher. Do not spread arms and legs during coups.
"Arrows". The task is to master the initial position of the swimmer.
Description of the game. Children take the "Asterisk" position on the chest and on the back and arbitrarily perform information and dilution of arms and legs - both simultaneously and alternately, fixing a straight position.
Methodical instructions. With a fixed position, the arms are extended and connected, the legs are straightened, the toes are pulled ("Fin"), the face is lowered into the water. The execution time is arbitrary. In the supine position, look up without throwing your head back or tilting your head.
"ABC", "Account". The players stand facing the side, and floating letters or numbers are scattered on the surface of the water, from which you need to add a certain word or number. On command, children strive to complete the task as quickly as possible. The winner is the one who does it first.
Methodical instructions. The number of letters or numbers should correspond to the number of players if they all completed the task at the same time. Words and numbers at the beginning should be simple - "mom", "dad", "100", "200", etc. The game becomes more difficult when drowning letters or numbers are scattered; to get them from the bottom, you must be able to dive - this is an indispensable condition of the game. As they master this material, the time for composing a word or number is limited, which teaches children to read and count quickly.
"Walking on heels." The task is to study the position of the foot in the breaststroke, the development of orientation in the water.
Description of the game. The game can be played in a variety of formations and in a competitive form: walking in ranks towards each other - "Who is faster?" poker "," stick ", toes -" spread ".
Methodical instructions. Previously, the game should be carried out on land so that the children are clear about its conditions: for this, at first, walking can be performed in a half-squat position (knees to the sides), the position of the hands is arbitrary or regulated. When playing a game in the form of a competition, it is necessary to take into account the direction of movement (for the offender - a penalty point), the speed of movement, the preservation of the given position of the hands, etc.
"Crocodiles on the hunt." The task is to master the horizontal position, leg movements, the development of orientation in the water.
Description of the game. Can be team and non-team. From the prone position, the players move on their hands along the bottom, while performing the given
(or optional) leg movements. The winner is the one who gets to the "prey" earlier than others.
Methodical I also indicated. The depth of the water is no more than 40 - 50 cm. It is allowed (and even encouraged) to move with the legs (hands are pressed to the body or extended forward).
"Frogs-frogs". The task is to improve the unsupported position, to test the tendencies for symmetrical footwork.
Description of the game. Children take the position of a swimmer at the start and, on command, perform a slide on the chest with subsequent leg movements (you can also perform hand movements) - "like frogs", "like breaststrokes."
Methodical instructions. First, you need to show the children photographs of a breaststroke swimmer - in this case, it is more expedient to call the game "We are the breaststrokes"; if there is no illustrative material, you should explain how the frog swims and invite the children to reproduce its movements. The game can have several options.
Dolphins. The task is to master the unsupported position and movements of the dolphin's legs.
Description of the game. At the command "Start!" children take the position of a swimmer at the start, at the command "March!" they jump forward and then perform movements with their legs and torso like "dolphins", trying to swim to the set mark. The game can have several options.
Methodical instructions. If the player stops, not having reached the set mark, he again assumes the position of the swimmer at the start, jumps out and continues to move. As you master the movements, it is advisable to declare the winner who will not make a single stop and will be the first to swim to the finish line.
"Hold on!" Tasks - maintaining balance, developing orientation in water, emotional impact.
Description of the game. Large balls or inflatable rings can be used as a movable escape support. Those who play with one hand hold their own ball or circle near them and, upon a signal, try to lie down on it and hold on for a set time. The winner is the one who is the first to lie down on a floating object and stay on it for a set time. The game has several options.
Option 1. Initially, only large circles (cameras) or balls of the same size can serve as a support. Option 2. The sizes of balls or circles periodically decrease or increase depending on the level of preparedness of the children. Variant 3. The game is performed in the form of a relay race, for example, to run to a set reference point, dive further a certain distance, lie on a floating object and hold on to it for a set time. Variant ant 4. Lie on the circle and get to the established landmark, performing movements with your legs. Option 5. The same as option 3, but after the children are able to lie down on the floating object, move up to the set mark by moving their legs.
Methodical instructions. Floating objects (if it is not stipulated by the conditions of the event) must be the same for everyone. Depending on the preparedness of the children, the conditions of the game can change and become more complicated. For example, option 3 may include diving in a circle, somersaults, jumping, etc., which is also determined by the size of the pool (or other body of water).
"Ball on the water". The task is the development of orientation in the water, emotional impact.
Description of the game. The players are divided into two teams with an equal number of participants and stand in two lines opposite each other (at a distance of 1 m). The teacher throws the ball between the ranks. The players strive to get hold of the ball and deliver it to a predetermined area.
Methodical instructions. Throwing the ball into the opponents' zone is allowed no closer than the established mark. It is possible to take away the ball arbitrarily, but it is not allowed to deliberately sink each other.
LITERATURE
Vasiliev V.S. Teaching young children to swim. M .: FiS, 1961.
Levin G. Swimming for kids. Per. from German. M .: FiS, 1974.
Osokina T.I. How to teach children to swim. M., 1959.
Typical program of education and training in kindergarten. Moscow: Education, 1984.
Physical education in kindergarten: Typical program. M .: FiS, 1984.
Chekaldina M.G. Kids swim on the blue paths - Swimming: Yearbook. M .: FiS, 1984.
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Recognition and formatting - BK-MTGK, 2017
The main goal of teaching swimming to preschoolers is to promote their health improvement, hardening, to provide comprehensive physical fitness, to engage in physical education at an early age, and, in addition, swimming is the same necessary skill as the ability to run, jump, etc. etc. ...
Currently in Russia there is a significant variety of methods and approaches to the formation of swimming skills and solving the problems of improving the health of preschool children - Kazakovtseva TS, 1987; Kotlyarov A.D., Vasiliev V.S., 1989; Osokina T.I., 1991; Mosunov D.F., 1998; Menshutkina T.G., 1999; Velitchenko V.K., 2000 Bulgakova N.Zh., 2001; Eremeeva L.F., Bolshakova I.A., 2005; Petrova N.L., Baranov V.A., 2006, Voronova E.K., 2010.
In our research work, we will consider several techniques.
The formation of the ability to swim is provided for by the program of preschool institutions, starting with the second junior group, i.e. from the fourth year of the child's life. Children of this age are quite independent, possess the necessary hygienic skills and abilities, have sufficient motor experience, and are already well adapted to the conditions of a preschool institution. Above, we have already said that the methodology of T.I. Osokina (Osokina T.I., Timofeeva E.A., Bogina T.L. "Teaching to swim in kindergarten").
According to the authors of this program, in the process of teaching swimming, it is recommended to use the principle of visibility, which is basic in the entire learning process. The bottom line is that the preschooler's thinking is concrete, the motor experience is small, the perception of movements in the aquatic environment is complicated. The unfamiliar environment excites children, their attention is scattered, the splash of water drowns out the instructor's voice. In these conditions, tactile sensations - visual, auditory, muscle - in combination, create a deeper understanding of the movements being learned and contribute to their assimilation. In this case, the close connection of the show with a living, figurative word - a story, an explanation, is of great importance.
Stage IV - (senior preschool and primary school age) there is a mastering and improvement of the technique of swimming in deep water, simple turns, learning leg movements, hand movements, studying the method of swimming as a whole, i.e. constant work on coordinating the movement of arms and legs and breathing, the ability to swim with complete coordination of movement. The conditional definition of these stages allows the swimming instructor to more specifically imagine the main directions of work on teaching swimming with children of different ages and fitness.]
According to T.I. Osokina, by the end of the curriculum, the pupils of the younger group in the water must get a toy from the bottom, enter the water with their eyes open; exhale in water 5-6 times, slide on the chest (2-3 times); perform the exercise "float" (2 times); lie on your back with the help of an adult (2 times).
In classes in the middle group, pupils learn to stay on the surface of the water (float, lie, slide) at least for a short time, thereby gaining knowledge about the pushing and supporting force of water. Preschoolers should learn to independently perform a voluntary inhalation - exhalation into the water several times. Methodological recommendations for teaching in the middle group:
You should not perform this exercise at the support, since, while working with the legs, the child will not be able to feel the progress forward.
Also, there is no need to use supporting objects, because this violates the horizontal position of the body, which leads to the appearance of significant errors in the work of the legs.
The main task in teaching swimming in the middle group is a fairly skillful free lying on the chest and on the back. For this, the child must be taught to dive into water, as well as dive and open his eyes in the water, and after that do not rub his eyes with his hands. By teaching you how to open your eyes underwater, it helps to maintain the desired direction of movement and makes it easier to navigate underwater. If the child knows how to hold his breath, you can teach him to get various objects from the bottom (toys, pucks, shells).
Children should also be aware that they will not be able to dive if their lungs are filled with air. To make them more convincing, make them crouch under the water after taking a deep breath and then after exhaling vigorously.
To gain knowledge about the buoyancy of the body and the actions of the lifting force, T.I. Osokina suggests performing the "Float" exercise: "while standing, take a breath, sit down deeper, wrap your arms around your legs just below your knees, lower your face to your knees and group." In order to understand that the water holds the child, you can perform the exercise "Crocodile". When performing the exercise, it is necessary to achieve correct breathing - the alternation of a short inhalation and a slow exhalation. Having taught children to lie on their chest, it is necessary to move on to learning to lie on their backs in a shallow place. To do this, the child, sitting on the bottom and slightly leaning on it with his elbows, tries to lie on his back, then relax and lie down calmly. In this case, the child should not throw his head back and not press his chin to the chest (nose and tummy up). First, you need to help the child get rid of unnecessary stress: the teacher, standing behind, soft hands confidently supports the child's head and, saying the right words, achieves the goal. When the child learns to lie in shallow water, you need to move on to doing this exercise at great depth.
It is very important to teach the wards to get up from a supine position. T.I. Osokina recommends performing this exercise as follows, children stretch their arms along the body and press them vigorously down on the water; the legs are pulled to the body (the child seems to sit down). The body takes an upright position, after which the legs are extended and stand on the bottom.
For the child to feel sliding in the water, it is necessary to use towing exercises (holding hands, a hoop, a net, etc.), as well as swim in vertically standing hoops (this can be a series of hoops of different diameters).
Great importance in teaching is given to jumping, which gives the lesson an emotional coloring, children overcome insecurity, determination and courage appear. Learning to jump into the water is influenced by the objective capabilities of the pool. You can jump from a ladder, but it is recommended to jump from a removable pedestal with steps attached to the ladder, it is much safer, the height of which corresponds to the water level. You can not force the child to jump, in no case should you push the child if he does not want to. To avoid injury, the instructor must stand on the bedside table while jumping and see the place where the ward will jump, it must be free. It is better to start with simple jumps - feet down. After mastering these jumps, they move on to teaching head-forward jumps (superficial jump). First, children "flop" into the water, spreading their arms and legs to the sides, the instructor must teach children to push off well, jump as far as possible.
I.A. Bolshakova (2005) developed an alternative swimming training program "Little Dolphin". Its program is designed for the duration of a child's stay in kindergarten from three to seven years, as well as the traditional method of T.I. Osokina. The "Little Dolphin" program has its own characteristics; for proper mastering of swimming movements, contrasting exercises are widely used, aimed at obtaining the opposite effect.
In the methodology proposed by Bolshakova, classes are conducted in the form of a circuit training, where swimming exercises and elements of technique are performed in shallow water, and are improved in deep water. ...
I.A. Bolshakov and T.I. Osokin believes that the main task of teaching swimming is to teach children to stay on the water, to economically distribute forces when moving on the water, to create conditions conducive to feeling confident in the water at the initial stage of training.
The following types of lessons are distinguished: educational, educational and game; play, mass bathing, individual training, control. Forms of organizing a swimming lesson - frontal, group and individual. When teaching swimming to children of preschool age, according to V.S. and Nikitsky B.N. (1973) a child must learn to know the world around him, acquire the knowledge and skills necessary for life. The main means of teaching swimming include general developmental, preparatory and special physical exercises. They should be used not only to strengthen the health of children, the formation of movements, motor skills and physical qualities, but also for the development and improvement of cognitive activity.
Authors Vasiliev V.S. and Nikitsky B.N. (1973) recommend swimming instructors to use methods of speech influence (explanatory story and instruction), visual - demonstration method, practical method (dismembered - constructive and holistic, in addition, methods are partially regulated (play and competitive).
In addition, Vasiliev V.S. and Nikitsky B.N. (1973) say in their program that with the complex use of various methods and methodological techniques, depending on the tasks of the lesson, the greatest result is achieved in teaching swimming.
When teaching swimming according to the method of Vasiliev V.S. and Nikitsky B.N. pupils not only master the skill of swimming, but also develop functional capabilities, improve the activity of all body systems, master hygienic skills, strengthen health and increase the level of development of motor qualities (strength, speed, endurance, flexibility and dexterity).
Next, we will consider the methodology of individualized learning, the effectiveness of which has been proven in experience, developed and described by T.A. Protchenko and Yu.A. Semenov. In their methodology, the main one is teaching those elements of technique, and the method of swimming that is best obtained.
The inclinations and abilities of children are determined when familiarizing them with a sufficient number of various swimming exercises used while simultaneously teaching the elements of all swimming methods. To find the combination of movements that works best and with which you need to start training, the instructor gives the task to try to perform a swimming movement in different options... This technique significantly reduces the training time. Relying on this chosen method, children feel more comfortable in the water, quickly master the skill of swimming, both "in their own" way, and in others.
At the same time, in an unsportsmanlike way, from the very first lessons, children are offered elements of other methods of swimming. Their training begins with hand movements. For each child, the teacher points out those movements that he is best at.
Further in our research work, we will outline specific methodological features for the organization and conduct of swimming lessons for preschool children, which are the same for almost all authors of the programs.
To begin with, teaching children to swim in preschool institutions can be carried out year-round.
Modern technologies now allow using not only stationary open-type pools, but also inflatable pools, pools consisting of collapsible sections, which allows you to quickly and efficiently organize swimming lessons at minimal cost. Moreover, for preschoolers, small volumes of the pool are required, and, accordingly, little space is needed for its location. The main condition is compliance with sanitary and safety standards.
The organization of teaching children to swim is carried out in a complex of physical culture and health-improving work, in combination with a rational mode of activity and recreation for children.
Kindergarten swimming takes place once a week for younger children and 2 times a week for middle-aged and older children. Those preschoolers who successfully study and show excellent skills can study additionally 2 more times a week.
Training groups for swimming lessons are completed taking into account the age and level of physical development of children. Each group should have no more than 6-10 people.
The material and technical support for swimming consists of:
Large and small swimming boards;
- "kolobashki";
Baskets with toys, balls;
Slide for skiing and recreation;
Rubber fins.
One of the main attributes is rubber fins. They develop the muscle mass of the legs, increase the flexibility and mobility of the foot, which is an integral part of the prevention of flat feet, help the development of a sense of water and speed, they are necessary when teaching footwork technique, teaching breathing exercises, in full coordination by all sports methods, except breaststroke.
Children of four to five years of age are engaged without swimming goggles, and in the older and preparatory group glasses are desirable for every child.
Educators conducting a lesson or assisting an instructor must be in the water. The presence of a doctor or nurse is required during the lesson.
Only those educators and instructors who have undergone special theoretical and practical training are allowed before swimming lessons. The swimming instructor should supervise the children, because the children, by their behavior in the water, themselves suggest which exercises should be taught. If children are afraid of splashes - to teach to lower their face into the water, afraid of falling - to teach to get up, afraid of choking - to teach to breathe, wants to lift a toy from the bottom - to teach to dive, etc.
The initial period of training (getting used to water) in senior preschool pupils is much shorter, but the sequence and gradualness of the implementation of swimming movements for primary education remains in work with children of all age groups.
At all stages of learning to swim, it is necessary to apply the game teaching method. Play is part of the activity, it is not random. The game increases the emotional state, helps the preschooler to eliminate the fear of water, insecurity. The main tasks of the game are to master and consolidate the elements of swimming technique, to harden the body. Learning games occurs gradually, from simple games to complex ones. At the same time, previously studied games alternate with new ones. I must say that every activity for children is also a great joy. The use of outdoor games allows you to keep joy throughout the lesson. While playing, even the calmest children quickly get used to the water. The play method brings the interest of children in learning to swim, allows you to increase the number of repetitions of the same exercises, use different starting positions. It should be borne in mind that children at this age, carried away by the game, poorly control their strengths, capabilities and therefore can play and exercise until they are completely exhausted. Therefore, the instructor should use intense, emotional exercises and games with calmer and less tiring activities.
According to G.B. Muratova, a special place in preschool age is occupied by a plot game, because it is it that contributes to the development of the child's imagination, in a plot game one can depict fairy-tale heroes, animals, etc. In addition, in teaching swimming, figurative comparisons should be used in the names and explanations of the exercises ("crayfish", "turtles", "crocodiles", "sea locomotive", etc.). These images help to create real ideas about the execution of the movement, make it easier to master it. In this case, play and visual material is necessarily used.
The method of teaching swimming is based on general pedagogical principles, taking into account an individual approach to the child: consciousness and activity, systematicity, visibility, accessibility.
When learning to swim, the conscious and active attitude of children to exercise and play influences the achievement of positive results. The teacher must clearly explain the exercises so that the children understand well enough how to perform the movement, what to pay attention to at the same time (push off harder to slide farther).
Understanding the meaning of the tasks stimulates the interested and active fulfillment of them, contributes to the comprehension and awareness of the meaning of the exercises. This encourages preschoolers to perform movements as best as possible, clearly. ...
In addition, after the analysis of the classes and the assessment of their performance of the exercises, the students also increase the level of consciousness and activity in completing tasks.
The principles of systematicity, consistency, continuity have been formed as the starting points governing the conduct of swimming lessons.
In the classroom, the exercises must constantly change, from simpler to more complex, from known to unknown, must be regular, otherwise the learning problems will not be solved. The instructor-teacher must have good knowledge and understand the whole scheme of sequential training, where training tasks are in order of increasing complexity, taking into account a gradual increase in load and water depth.
It should be remembered that the availability of tasks for preschool children presupposes the performance of exercises of such complexity, the successful completion of which requires a high concentration of their physical and spiritual forces from children.
Continuity and consistency in the transition from getting used to water during an easy movement on the bottom to learning various swimming movements is the main condition for children to learn.
When working with kindergarten pupils, an individual approach to teaching is required, since the child's body has not yet fully formed and matured and has different physical fitness. The main thing is to take into account the tasks of a certain stage of training, the characteristics of the age of the students, the preparedness of children, their emotional state, the conditions for conducting classes.
When organizing and conducting swimming lessons in a kindergarten, safety requirements must be observed:
Teach children to get out of the water on an urgent basis only with the permission of the instructor.
Do not practice in the pool earlier than 40 minutes after eating.
One of the conditions for success in working with young children is maintaining a positive attitude of children towards swimming at all stages of education. The instructor-teacher should strive to ensure that exercises and games in the water give preschoolers pleasure and joy, encourage them to be independent and strive to swim perfectly.
Parents must be necessarily involved in the learning process, especially their help is needed at the first stage of getting used to the aquatic environment. Caregivers should be consulted. The example of a doll sitting in a toy bathtub shows the techniques that children must acquire at home before they get into the pool.
Summary: swimming is a unique means of physical education, and has a direct impact on his health. Water safety for young children is the main purpose of mass training in swimming.
Currently in Russia there are many different methods and approaches for teaching swimming skills and solving the problems of preschoolers' health improvement - this is the method of V.S. Vasilieva, T.I. Osokina, D.F. Mosunov, N. Zh. Bulgakova, I.A. Bolshakova and others.
Swimming in preschool institutions begins from the fourth year of a child's life. The program of T.I. Osokina.
1 - stage (third - fourth years of a child's life) familiarization with the properties of water, density, viscosity, transparency, which must be obtained at an early and junior preschool age;
Stage II - (the fourth - fifth years of a child's life) the acquisition of skills and abilities by children in immersion, ascent, lying, sliding, teaching to exhale into the water, which must be carried out at a younger and middle, preschool age;
Stage III - (sixth - seventh years of a child's life) children should be able to swim 10-15 meters in a "crawl on the chest" method in shallow water;
The following sports equipment is used with children of four and five years old: hoops, balls, rubber and sinking toys, large and small swimming boards - "boats", as well as non-standard material - pebbles.
When organizing and conducting swimming lessons, safety requirements must be observed:
Allow children to swim classes only with the permission of a doctor;
Be sure to organize a roll call of children before entering the pool and after leaving it;
While doing physical exercises in the water, carefully observe the children, see each pupil;
Avoid pushing children and immerse them headlong into the water, dive towards each other, grab hands and feet, shout for help when it is not required;
If signs of hypothermia appear (chills, "goose bumps", blue lips), take the children out of the pool and let them warm up.
Conclusion
An analysis of the scientific and methodological literature on preschool education allows us to conclude that at present new federal state educational standards have been established for preschool education. The goal of physical education of preschool children is to bring up a healthy, cheerful, physically perfect, harmoniously and creatively developed child, as well as to create a comfortable developing educational environment. , optimization of health-improving activities.
In accordance with age, anatomical, physiological and psychological characteristics, physical education solves health, educational and educational tasks. To solve the problems of physical education in preschool educational institutions, various means are used: physical exercises, hygiene factors, natural factors of the external environment, etc.
In preschool institutions, classes are conducted on health-saving technologies. The tasks of educational areas should be solved in a variety of forms of activity. The forms of organization of the child's motor activity include: physical education, physical culture and health-improving work in the mode of the day, independent motor activity of children, active rest: tourist walks, physical culture leisure, physical culture holidays, health days.
Swimming is a unique means of physical education, and has a direct impact on his health. Water safety for young children is the main purpose of mass training in swimming.
Currently in Russia there are many different methods and approaches for teaching swimming skills and solving the problems of preschoolers' health improvement - these are the methods of V.S. Vasilieva, T.I. Osokina, D.F. Mosunov, N. Zh. Bulgakova, I.A. Bolshakova and others.
Swimming in preschool institutions begins from the fourth year of a child's life. Basically, the program of T.I. Osokina.
In the methodology of teaching swimming to preschool children, it is customary to distinguish 4 stages, which differ from each other, both in particular tasks and in the characteristics of the methods:
1 - stage (third - fourth years of a child's life) familiarization with the properties of water, density, viscosity, transparency, which must be obtained at an early and junior preschool age;
Stage II - (the fourth - fifth years of a child's life) the acquisition of skills and abilities by children in immersion, ascent, lying, sliding, teaching to exhale into the water, which must be carried out at a younger and middle, preschool age;
Stage III - (sixth - seventh years of a child's life) children should be able to swim 10-15 meters in a "crawl on the chest" method in shallow water;
Stage IV - (senior preschool and primary school age) there is a mastering and improvement of the technique of swimming in deep water, simple turns, learning leg movements, hand movements, studying the method of swimming in general.
At all stages of learning to swim, it is necessary to apply the play method. The game increases the emotional state, helps the preschooler to eliminate the feeling of fear of water, insecurity. The use of outdoor games allows you to keep joy throughout the lesson. The play method brings the interest of children in learning to swim, allows you to increase the number of repetitions of the same exercises, use different starting positions. A special place in the preschool age is occupied by the story game, because it is it that contributes to the development of the child's imagination, in the story game you can depict fairytale heroes, animals, etc. In addition, in teaching swimming, figurative comparisons should be used in the names and explanations of the exercises ("crayfish", "turtles", "crocodiles", "sea locomotive", etc.). These images help to create real ideas about the execution of the movement, make it easier to master it.
The method of teaching swimming is based on general pedagogical principles, taking into account an individual approach to the child: consciousness and activity, gradualism and consistency, systematicity, visibility and accessibility.
Bolshakova I.A. (2005), Vasiliev V.S. and Nikitsky B.N. (1973) et al. Developed alternative swimming training programs that are successfully used in kindergarten practice.
The organization of teaching swimming to preschoolers is carried out in a complex of physical culture and health-improving work, in combination with a rational regimen of physical activity and recreation for children.
Training groups for swimming are recruited taking into account the age and level of physical development of children, no more than 6-10 people.
The material and technical support for swimming consists of: large and small swimming boards, "kolobashki", hoops, baskets with toys, balls, slide for riding and rest, rubber fins.
The following sports equipment is used with children of four and five years old: hoops, balls, rubber and sinking toys, large and small swimming boards - "boats", as well as non-standard material - pebbles.
Children of four and five years old study without swimming goggles, and in the senior and preparatory groups, it is advisable to have glasses for each child. Educators conducting a lesson or assisting an instructor must be in the water. The presence of a doctor or nurse is required during the lesson.
When organizing and conducting swimming lessons, there are some peculiarities:
Allow children to swim classes only with the permission of a doctor;
Be sure to organize a roll call of children before entering the pool and after leaving it;
While doing physical exercises in the water, carefully observe the children, see each pupil;
Avoid pushing children and immerse them headlong into the water, dive towards each other, grab hands and feet, shout for help when it is not required;
If signs of hypothermia appear (chills, "goose bumps", blue lips), take the children out of the pool and let them warm up.
A swimming instructor should strive to ensure that exercise and play in the water is fun and enjoyable for preschoolers.
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