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When teaching swimming, the following main tasks are solved: - strengthening health, hardening the human body, instilling persistent hygiene skills; - studying swimming techniques and mastering the vital skill of swimming; - comprehensive physical development and improvement of such physical qualities as strength, flexibility, endurance, speed, agility; - familiarization with safety rules on the water

Depends on age and fitness dosage and loads, teaching methods, as well as the speed of mastering the educational material. Children from 10 to 13 years old learn to swim the fastest. Teaching swimming to children of primary school age requires more time - due to the slow mastering of the technique of movements and the difficulties associated with organizing classes (they undress and dress slowly, do not know commands well, are easily distracted, quickly lose interest in the task, etc.). In addition, the preparation of a training program depends on the number of classes per week, the duration of each lesson. Conditions for classes - a natural or artificial reservoir, depth and temperature of water, climatic and weather conditions - also have a significant impact on the selection of exercises and the methodology of conducting classes. Thus, the content of the program - educational material and guidelines - should correspond to the objectives of training, the age and preparedness of the trainees, the duration of the course of study and the conditions for conducting classes.

Teaching children to swim is carried out in the form of group lessons. Such classes are more effective, they have an element of competition. In group classes, it is more convenient to carry out educational work with children, using the influence of the team and thereby ensuring good academic performance. However, when working with a group, the instructor must take into account the individual characteristics of each student as an individual, as well as his ability to swim. In this regard, the methodology of teaching swimming is based on a combination of group and individual approach to those involved. Children, as a rule, are taught the technique of sports swimming, because, firstly, the contingent of young swimmers is a reserve for the selection of sports swimming; secondly, preliminary mastering of the facilitated way of swimming and subsequent retraining take more time; thirdly, children quickly lose interest in learning "non-prestigious" ways of swimming. In this regard, swimming programs provide for simultaneous training in swimming in two (similar in terms of the structure of movements) methods: front crawl and back crawl. This allows you to increase the number of exercises and change the conditions for their implementation. A variety of exercises not only develops motor learning, but also stimulates activity and interest in swimming lessons, which is a necessary methodological requirement for working with children.

The whole process of learning to swim is conditionally divided into four stages.

1. Demonstration of the technique of the studied swimming method by the best swimmers; the use of visual agitation tools (posters, drawings, films, etc.) Thus, beginners get an idea about the method of swimming being studied, stimulate an active attitude and interest in classes. If conditions permit (presence of a shallow place), then the instructor allows the beginner to try to swim in the shown way.

2. Preliminary acquaintance with the technique of the studied swimming method (body position, breathing, character of rowing movements). Conducted on land and in water. Those involved perform general developmental and special physical exercises that imitate the technique of swimming, as well as exercises for mastering with water.

3. The study of individual elements of swimming technique and then the studied method as a whole. Swimming technique is studied in the following order: body position, breathing, leg movements, arm movements, coordination of movements; At the same time, the development of each element of the technique is carried out in gradually becoming more difficult conditions, which ultimately provide for the implementation of exercises in a horizontal unsupported position (working position of a swimmer). Each element of swimming technique is studied in the following order: - familiarization with movement on land. It is carried out in general terms without improving the details, since the conditions for performing the movement on land and in water are different;

The study of movements in water with a fixed support (on the spot). When studying foot movements, the side of the pool, the bottom or shore of the reservoir, etc. are used as a support. Hand movements are studied while standing at the bottom chest-deep or waist-deep in water;

The study of movements in water with a movable support. When studying leg movements, swimming boards are used as a support. Hand movements are studied while slowly walking along the bottom or lying on the water in a horizontal position (with the support of a partner); - studying movements in water without support. All exercises are performed in sliding and swimming.

Consistent coordination of the learned elements of technique is carried out in the following order: leg movements with breathing, arms movements with breathing, legs and arms movements with breathing, swimming with full coordination. Despite the study of the technique of swimming in parts, at this stage it is necessary to strive for a holistic implementation of the technique of the method of swimming, as far as the preparedness of those involved allows.

4. Consolidation and improvement of swimming technique. At this stage, swimming in the studied way with full coordination is of paramount importance. In this regard, in each lesson, the ratio of swimming with full coordination and swimming with the help of legs and arms should be 1:1

When teaching swimming, general developmental, special physical exercises, exercises for mastering with water, for studying the technique of swimming, the simplest jumps into the water, games and entertainment on the water are used. Some of these exercises are used during the entire period of training, others - at some particular stage of it. So, for example, exercises for mastering with water are used only in the first lessons and are almost never used in the future. But general developmental, special physical exercises and most exercises for studying the technique of swimming are performed throughout the entire period of training.

If we talk about the benefits of general developmental and special physical exercises, then first of all it must be said that they contribute to overall physical development, bring up dexterity, coordination of movements, strength and mobility in the joints, that is, the qualities necessary for the successful development of swimming. General developmental physical exercises, strengthening the muscles of the body, develop the correct posture, develop the strength of the arms and legs, which is very important for a swimmer. Special physical exercises in form and nature of movements are close to the technique of swimming. They develop mainly muscle groups that perform the main work when swimming. In the practice of swimming, a special complex of general developmental and special exercises is compiled. It includes training material designed to be performed in the water. Usually the complex begins with warming up and breathing exercises, various types of walking, running with jumps and arm movements. Then there are exercises for the development of the muscles of the trunk, shoulder girdle, arms and legs - tilts, squats, circular movements of the trunk and pelvis, push-ups, etc. Swinging and jerking movements of the arms and legs with a large amplitude and flexibility exercises should be performed after as the muscles warm up. The complex also includes exercises that imitate the technique of swimming on land, for example, movements of the legs and arms separately and in combination with breathing. By the nature of the movements, they are close to the swimming technique and lead those involved to its development in the water, so each complex usually ends with imitation exercises. For example, a complex of general developmental and special exercises on land during the training of the front crawl on the back and chest, as these methods are provided for in the program for teaching swimming in summer health camps. Complex 1. (performed before the start of training and during the first 5-6 lessons of training the front crawl on the chest and on the back).1. Walking, running, tilting, squatting.2. I. p. - sitting, one leg is bent. Grasp the heel and toe of the foot with your hands and twist it to the right and left. Do 20 times with each leg.3. I. p. - sitting, emphasis with hands behind; legs are straight, socks are drawn. First, do cross movements with your legs, and then - as when swimming with a crawl. The exercise is performed at a fast pace, from the hip, with a small span of the feet.4. I. p. - standing, hands up, hands connected (head between hands). Rise on toes, stretch up; strain all the muscles of the arms, legs and body; then relax. Repeat tension 5-6 times. This exercise leads to the correct execution of the slide and the ability to keep the torso tense when swimming (Fig. 23, a).5. I. p. - standing, arms bent at the elbows, hands to the shoulders. Circular movements of the arms forward and backward. First simultaneously, then alternately with each hand. Do 20 times.

6. "Mill". I. p. - standing, "one hand is raised up, the other is lowered down. Circular movements of the arms back and forth, first at a slow and then at a fast pace. During the exercise, the arms should be straight. 7. Y. p. - standing , feet shoulder-width apart. Lean forward (look straight ahead), one hand in front, the other behind at the hip. In this position, circular movements of the hands forward ("mill"). Perform for 1 min. 8. Exercise 7 is performed with fixed rubber shock absorbers (teaches to overcome water resistance on land) 9. Exercise with rubber shock absorbers for crawl on the back Complex 2 (performed during the training of the crawl: on the chest and on the back) chest (or on the back); arms extended forward.

2. I. p. - standing, feet shoulder-width apart. Lean forward (look straight ahead) one hand rests on the knee, the other is extended forward. Movements with the free hand, as when swimming crawl.

3. The same exercise with the hand stopping in three positions: hand in front, in the middle of the stroke, at the end of the stroke. During each stop, strain the muscles of the arm and shoulder at least 3 times.

4. Exercise 5 of complex 1 to perform in combination with walking and running.5. Perform exercise 6 of complex 1 in combination with walking in place.6. Coordination of breathing with the movement of one hand, as when swimming crawl. I. p. - standing, feet shoulder-width apart. Lean forward, one hand rests on the knee, the other - in the position of the end of the stroke at the hip. Turn your head towards the outstretched hand and look at it. Take a breath and start moving your hand while exhaling. The next breath is taken when the hand finishes the stroke at the hip. Do 15-20 times with each hand

7. Hand movements. crawl combined with breathing. I. p. - standing, feet shoulder-width apart. Lean forward, one arm extended forward, the other back. Turn your head towards the outstretched arm and look at it. Take a breath and start rowing movements with your hands while exhaling

8. "Starting jump" I.p. - standing, feet on the width of the foot. At the command “To start”, bend your knees, lean forward, lower your arms down. At the command "March!" swing your arms forward and up, push off with your legs and jump up. In flight, join your hands above your head and put your head between your hands. Land on your toes and stand at attention. Repeat 5-6 times

These exercises are performed simultaneously with the study of the simplest elements of swimming technique. The basis of good technique is the correct position of the body in the water and correct breathing (with exhalation into the water). Exercises for mastering with water are performed during the first 5-6 lessons. By mastering them, students learn to dive headlong into the water and open their eyes, float up and lie on the surface correctly, exhale into the water and glide along the surface, maintaining a horizontal body position, which is typical for the technique of sports swimming.

Preparatory exercises are performed in a shallow place, standing waist-deep or chest-deep in water: most of them are done with holding the breath while inhaling. As soon as the practitioners get comfortable with water, almost all preparatory exercises are excluded from the training program. Constantly performed and improved, only exercises for sliding and exhaling into the water.

Exercises introducing the density and resistance of water. The exercises of this group educate those involved in the feeling of support on the water with the palm, forearm, foot and shin (which is necessary for setting rowing movements), teach them not to be afraid of water.1. Movement in the water back and forth, first by walking, and then by running.2. Walking with turns and direction changes

Floating and lying on the surface of the water These exercises allow practitioners to feel the state of weightlessness and learn to lie horizontally on the surface of the water on their chest and back.

1. "Float". I. p. - standing chest-deep in water. Take a deep breath and, crouching, plunge into the water with your head. Pull your legs under you and, clasping your knees with your hands, float to the surface. In this position, hold your breath for 10-15 seconds, then return to and. P.

2. "Medusa". After inhaling, hold your breath and lie down on the water. Bend at the waist and relax your arms and legs. Stand on the bottom (Fig. 26, a).

3. Ascend "float". Then take a lying position on your chest (arms and legs straight). Mentally count to ten and stand on the bottom (Fig. 26.6).

4. Standing waist-deep in water, sit down so that the chin is at the surface of the water; spread your arms to the sides. Tilt your head back, plunging the back of your head into the water and less and less resting your feet on the bottom. Slowly raise one leg first, then the other and take a supine position, helping yourself only with the movements of the hands. If the legs begin to sink, then you need to bring your hands closer to your hips and keep your body in balance with small strokes with your hands.

5. Rest your hands on the side or bottom of the pool and lie on your chest. Raise your pelvis and heels to the surface of the water, inhale and lower your face into the water. Repeat the exercise several times (Fig. 26, c). Exhale into the water

The ability to hold your breath while inhaling and exhaling into the water is the basis for establishing rhythmic breathing when swimming.

1. "Washing". Sprinkle water on your face while exhaling.

2. I. p. - standing at the bottom. Tilt your torso forward so that your mouth is at the surface of the water, rest your palms on your knees. Take a deep breath through your mouth, lower your face into the water and slowly exhale into the water. Gently raise your head in and. n. and inhale again. Raising the head and lowering the face into the water should be combined in such a way that the mouth appears out of the water during the end of the exhalation into the water. This exercise is repeated in the rhythm of normal breathing; at the first lesson - 10-15 times, at subsequent lessons - 20-30 times in a row (with turning the head to inhale to the left or right).

3. I. p. - standing, feet shoulder-width apart. Lean forward, put your hands on your knees. The head is in the inhalation position, the cheek is on the water. Open your mouth, inhale, turn your face into the water - exhale. 4 . Leaning your hands on the side or bottom, lie on your chest and take a horizontal position. Inhale and lower your face into the water. In the same position, make 10-15 exhalations into the water with the head turned to the side to inhale.

3. Slip. Sliding on the chest and back with different hand positions helps to master the swimmer's working position - balance, streamlined body position, the ability to slide forward as much as possible after each stroke, which is an indicator of good swimming technique. 1. Slip on the chest. Standing chest-deep in water, bend over so that your chin touches the water. Stretch your arms forward with your thumbs together. Take a breath, smoothly lie face down on the water and, pushing off with your feet from the bottom or side of the pool, take a horizontal position. Glide with outstretched legs and arms on the surface of the water. 2. Sliding on the back. Stand with your back to the shore, arms along the body. Take a breath, hold your breath, sit down and, slightly pushing off with your feet, lie on your back. Raise your stomach higher and press your chin to your chest. Do not sit down (it should be remembered that a stable position on the back is helped by light rowing movements with the hands near the body; palms facing down). 3. Sliding on the chest with various hand positions: arms extended forward, at the hips, one in front, the other at the hip. 4. Sliding on the back with different hand positions: arms extended forward, along the body, one arm in front, the other at the hip.5. Gliding on the chest followed by turns on the back and chest

When teaching children to swim, it is necessary to include games and entertainment on the water in the lessons. They help to understand the character of the child, accustom him to independence, initiative, mutual assistance, camaraderie. In addition, games are held to repeat and improve the elements of swimming technique. Three types of games are used in swimming lessons: simple games, story games and team games. The simplest games include an element of competition and do not require a preliminary explanation. These are games like “Who will hide under the water faster?”, “Who has more bubbles?”, “Who will slide further?” etc. The competitive element awakens in the children the desire to complete the task better, makes the lessons more emotional, and increases interest in swimming.

Games with a story- the main educational material in swimming lessons for children of primary school age. They are usually turned on after the children have mastered the water. If a game with a story has complex rules, it must first be explained and played on land. Explaining the game, you need to talk about its content, rules, choose a driver and divide the players into groups of equal strength.

Team games usually held in the classroom with children of secondary school age. This includes almost all games: "Ball to your coach, Water polo" and others, as well as team relay races. During the struggle between the two teams, it is important to follow the rules of the game and the discipline of its participants. The instructor must immediately stop rudeness, violation of the rules, unfriendly behavior. After the end of the game, he announces the results, names the winners and losers, and necessarily marks the participants who have shown their best side.

Games and entertainment on the water are held at the end of the main and in the final parts of the lesson, for 10-15 minutes. The choice of game depends on the tasks of the lesson, the depth and temperature of the water, the number, age and preparedness of those involved. All players must participate in each game. Only exercises known to children should be included in the game. In cool water, you need to play games with movements performed at a fast pace.

Water resistance games "Who is higher?" Standing in the water, sit down, push off the bottom with your feet and jump out of the water as high as possible. "Crossing". Walking with the help of strokes with your hands. "Who is faster?" Running in the water with the help of strokes with your hands. "The sea is worried." Standing in the same line, the players playing on the command “The sea is worried” diverge in any direction (they were dispersed by the wind). At the command "Quiet on the sea," they quickly take their places. At the same time, the instructor considers: "One, two, three - we got into place." Latecomer loses the right to continue the game. "Waves on the Sea". The players line up. Then they take hands and, crouching, lower them into the water. Perform movements with both hands to the right to the left, raising the waves. "Fish and the Net", Choose two drivers. The rest of the players run away. The drivers, holding hands (“net”), try to catch the “fish” - for this they need to close their hands around the caught player. The caught player joins the drivers, forming a "network" with them. The game ends when all the "fish" are caught.

Diving games

“Who can hide under water faster?” At the instructor's signal, the children squat and plunge into the water. "Round dance". The players hold hands and walk in a circle. After counting aloud to ten, they take a breath and plunge into the water. Then they get up, and the round dance moves in the opposite direction. "Train and tunnel." The players line up in a column and put their hands on each other's belt, forming a "train". Two players become facing each other, holding hands (hands are lowered to the surface of the water), - this is a “tunnel”. In order for the "train" to pass through the "tunnel", its "cars" alternately dive. After the entire "train" has passed through the "tunnel", depicting the "tunnel" are replaced by the guys from the "train". "Sit on the bottom." At the command of the instructor, the children sit on the bottom, plunging headlong into the water. “Pump”. Players stand in pairs facing each other and holding hands. In turn, they plunge headlong into the water: as soon as one emerges from the water, the other crouches and hides under the water. "Frogs". The players stand in a circle. At the command "Pike!" "Frogs" jump up, at the command "Duck!" - hiding under the water. The one who performed the command incorrectly goes to the middle of the circle and continues the game along with everyone else.

Floating and floating games

"Float", "Medusa".

"Fifteen with a float." "Fifteen" is trying to knock down one of the players. Fleeing from the "tag", they take the position of "float". If the “fifteen” touches the player before he has taken this position, they change places.

Games with exhalation in the water

"Who has more bubbles." The players dive into the water and take a long breath. The instructor determines the winner by the number of bubbles on the surface of the water.

"Vstanka-Vstanka". The players are divided into two lines, stand opposite each other and join hands in pairs. At the first signal of the instructor, the players of one line go down under the water and take a deep breath (eyes are open). At the second signal, the players of the second line dive into the water.

Eye opening games in the water

"Find the treasure." The instructor throws an object to the bottom. At his command, the players dive into the water and try to find and get this item. "Battleship". The players are divided into two lines and stand facing each other at a distance of 1 m. At the signal of the instructor, they begin to splash water in each other's faces. Those who did not turn away and did not close their eyes win. During the game, you can not get close and touch each other with your hands. "Wade". The players alternately move along the bottom of the pool in a given direction. The direction of movement can be a strip running along the middle of the pool, or objects laid out at the bottom. In order not to go astray and better see the landmark, the players lower their heads into the water.

Sliding and swimming games

"Slide forward." The players stand in a line and slide on the chest and on the back.

"Torpedoes". Playing on the instructor's command, they perform a slide on the chest with. crawl leg movement. Then they do the same on the back "Who will win?" Swimming (with the help of hands) crawl ^ on the chest and breaststroke on the back.

"Relay race". The game is played by two teams. Players can swim in any way. If they have mastered all sports methods of swimming, the instructor conducts combined relay races, where participants swim in different ways with the help of their legs.

ball games

"Fight for the ball" The players are divided into two teams. Players of the same team, swimming in any direction, throw the ball to each other. Players of the second team try to take the ball away; As soon as the ball is caught, the teams change places.

Volleyball in the water. The players sit in a circle and, hitting the ball, pass it to each other. At the same time, they try to keep the ball from falling into the water as long as possible.

Ball to the coach. The game is played by two teams. The first is lined up on one side of the pool, the second - on the other. Each team has a coach. He participates in the game, standing on the opposite side of the pool from his team. Players seek to take possession of the ball located in the center of the field, and, throwing it with both hands, try to give the ball into the hands of their coach. The team that manages to do this more times wins.

Fun in the water

“Who will find the object thrown to the bottom?” “Who will slip at the surface of the water 5 (6) m?

"The ball in a circle." The players stand at the bottom and throw the ball to each other. "Leapfrog". The players stand in a column one by one at a distance of 2 m from each other and lean forward. The player standing last jumps over each one standing in front.

Who will pull? Two players, grabbing each other with their feet, row with their hands with all their strength, trying. drag a partner along. "Flying dolphin." Standing at the bottom, the players jump up and forward from the water and, throwing their hands forward, enter the water again. At the same time, they try to straighten their body and slide forward under water. The best way to learn to swim is the front crawl on the back and the front crawl On the front crawl On land1. Crawl leg movements. Sit down, resting your hands behind you, lean back (straighten your legs, pull your socks off). Leg movements according to the instructor: “one”, “two”, “three”, etc. Perform the movement from the hip with a small swing.2. Crawl leg movements in the supine position on the chest.3. Crawl arm movements in a standing position with an inclination. Performed first with one hand, and then with two hands.4. Coordination of hand movements with breathing. It is performed first with one, and then with two hands.

In water1. Crawl leg movements in the position of support on the bottom or side of the pool. Lie on your chest, lean your hands on the bottom or side of the pool; body straighten socks pull back. Perform crawl leg movements; trying to create a fountain of spray 2. Swimming with the board using crawl legs.3. Sliding on the chest with crawl legs and different positions of the arms (stretched forward; one in front, the other at the hip; along the hips) 4. Exhale into the water in a standing position with a tilt and turn of the head to inhale.5. Crawl arm movements. Standing at the bottom, lean forward (chin near the water; one hand in front, the other behind the thigh). Perform hand movements, as when swimming crawl 6. The same with moving along the bottom.7. Coordination of crawl arm movements with breathing in a standing position on the bottom with an inclination forward. At first it is performed with one hand, and then with two 8. Gliding with crawl movements with arms (with a breath hold of 10-15 s).9. Crawl swimming with breath holding.10. Swimming crawl with a gradual increase in distance. Crawl on the back On dry land1. Crawl leg movements in a sitting position.2. "Mill" - performing circular movements with the hands in the backward direction.3. "Mill" with stomping (three steps for one "stroke" by hand). In water1. Sitting on the side of the pool, put your feet in the water. Perform crawl leg movements.2. In a position on your back, grab the side (hands shoulder-width apart). Perform crawl leg movements.3. Sliding on the back with crawl legs. Hands in position at the hips. At first, you can support the body with rowing movements of the hands.4. Gliding on the back with crawl leg movements (arms extended behind the head) .5. Swimming on the back with the help of legs with different positions of the hands: behind the head, at the hips, one in front, the other at the hip.6. Swimming on the back with the help of legs and separate strokes with hands. Starting position of the hands: one in front (behind the head), the other at the hip. Stroke with one hand and bring the other hand forward through the air. Pause followed by movement of the legs. Then make a stroke with the second hand and carry the first hand through the air into and. n. - etc. 7. Swimming crawl on the back at a distance of 5 (10) m with holding the breath on inspiration.8. Swimming crawl on the back with a gradual increase in distance.

When teaching swimming, three main groups of methods are used - verbal, visual, practical). Using an explanation, a story, giving instructions, evaluating an action, etc., allows students to create an idea about the movement being studied, understand its form, content, comprehend and eliminate errors. The short, figurative and understandable speech of the teacher determines the success of the application of these methods. In addition to solving educational problems, the teacher establishes relationships with students, influencing their feelings. The emotional coloring of speech enhances the meaning of words, helps to solve educational and educational problems, stimulates activity, confidence, interest. Taking into account the specifics of swimming, the instructor conducts all necessary explanations, discussions, etc. on land - before or after classes in the water. When the group is in the water, the instructor gives only laconic commands, instructions so that the children do not freeze. For example, he says: “Now let's do a chest slide. Stretch your hands forward. Take the starting position. Take a breath - “push” (the last command is given by voice or whistle). After completing the exercise, when the guys got to the bottom and turned to face the instructor, the results are summed up: “Good. The body must be kept tense, stretch forward more. Now let's see who can slide the longest. Take the starting position. Take a breath and ... "Thus, with the help of commands, the instructor, as it were, controls the group and the course of training.

All tasks in the lesson are performed under the command; it is served briefly, in an orderly tone. Teams determine the beginning and end of the movement, the starting positions for completing tasks, the place and direction for conducting training tasks, the pace and duration of their implementation. Teams are divided into preliminary and executive. With children of primary school age, teams are used with great restrictions. Counting in swimming is used only in the initial period of training - to create the necessary pace and rhythm for performing movements. Counting is carried out by voice, claps, monosyllabic indications: “one-two-three, one-two-three”, etc. -: when studying crawl leg movements: short “inhale and long “exhale” - when mastering exhalation into the water. In addition to commands, it is necessary to give methodological instructions that prevent possible errors and evaluate the results of the exercises. They most often clarify individual points and conditions for the correct execution of the exercise. So, when performing a slide on the back, the instructor can indicate that the exercise will work only if; if the practitioners take a lying position, and not sitting

As you know, training options for exercises for studying the technique of swimming differ significantly from the technique of swimming in a perfect, masterful performance. Therefore, in order to achieve the necessary movements "during the initial swimming training, the instructor has to give sometimes inaccurate explanations from the point of view of high technical skill. The result of these explanations, which are incorrect at first glance, is the smallest number of errors and the rapid development of the educational version of the swimming technique. For example, explaining the movements of the legs and crawl hands, the instructor says: "Legs and arms should; be straight and tense, like sticks. " Of course, it is impossible, and it is not necessary to hold the legs and arms in this way: during swimming, they, meeting the resistance of the water, will bend as much as necessary for the correct stroke.Such orientation allows you to avoid a typical mistake for all beginners - excessive bending of the legs and arms.Visual methods include showing exercises and swimming techniques, educational visual aids, movies, as well as the use of gestures.Along with a figurative explanation, visual perception helps understand the essence of movement, which contributes to fast and durable to his mastery. The role of visual perception in teaching children is especially great. A strongly pronounced tendency to imitate, especially among younger students, makes visualization the most effective form of teaching movements in a holistic way, and with the division of movement into parts (slow execution, stops in the main phases). The freestyle arm stroke, for example, is learned by stopping the arm in three main phases of the stroke. During stops, it is recommended to strain the muscles of the arm 2-3 times for 3-5 seconds. However, there is no need to get carried away with the implementation of the swimming technique in parts. Once the practitioners have gained an understanding of the general way of swimming, they should swim as much as possible. Training variants of the technique on land are demonstrated by the instructor, in the water - by those who are better at this exercise. The show is carried out not only before the start of the lesson (on land), but also during it.

The effectiveness of the show is determined by the position of the instructor in relation to the group: 1) the instructor must see each student in order to correct his mistakes; 2) students should see the demonstration of the exercise in a plane that reflects its shape, character and amplitude.

Mirror display is used only when studying simple general developmental exercises. A negative demonstration (“how not to do it”) is possible only if the trainees do not get the impression that they are being mocked.

Practical methods. When teaching swimming, all exercises are first learned in parts, and then reproduced in a holistic way. Thus, the study of swimming technique follows an integrally separate path, which provides for the repeated execution of individual elements of technology, aimed at mastering the method of swimming as a whole. Learning in parts facilitates the development of swimming techniques, avoids unnecessary mistakes, which reduces the time of training and improves its quality. Learning as a whole is used at the final stage of mastering the swimming technique. We emphasize that the improvement of swimming technique is carried out only through the holistic implementation of swimming movements.

Competitive and game methods are widely used in primary swimming training. Both methods bring revival, joy, emotions to classes. Before an exercise is included in a game or competition, it must be completed by the entire group. The element of competition mobilizes forces and opportunities, promotes the manifestation of will, perseverance, initiative, increases the dynamism of classes. The method of direct assistance is used if, after explaining and showing the task, the beginner still cannot complete it. The instructor takes the hands (legs) of the trainee in his hands and helps him to correctly reproduce the movement several times.

Thus, when teaching swimming, the following main tasks are solved: - health promotion, hardening of the human body, instilling persistent hygiene skills;

Studying the technique of swimming and mastering the vital skill of swimming; - comprehensive physical development and improvement of such physical qualities as strength, flexibility, endurance, speed, dexterity;

Familiarization with water safety rules.

Swimming can be taught to children from infancy. Swimming strengthens the child's musculoskeletal system, also develops physical qualities such as endurance, strength, speed, mobility in the joints, coordination of movements; they also form a “muscular corset” in a timely manner. contributes to the development of good posture, preventing curvature of the spine, eliminate excitability and irritability.

When teaching swimming, general developmental, special physical exercises, exercises for mastering with water, for studying the technique of swimming, the simplest jumps into the water, games and entertainment on the water are used.

Swimming eliminates posture disorders, flat feet, harmoniously develops almost all muscle groups - especially the shoulder girdle, arms, chest, abdomen, back and legs. Swimming perfectly trains the activity of the cardiovascular and respiratory systems.

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Introduction

3. Prerequisites for learning

4. Teaching methodology

Conclusion

Introduction

The ability to swim is one of the life skills. Swimming is also one of the most important means of physical education, due to which it is included in the content of physical education programs of preschool institutions, secondary schools, secondary and higher specialized educational institutions.

Despite the efforts of a number of researchers to find the most effective means that purposefully influence the formation of movement technique in the process of learning to swim, the desired result has not yet been achieved: the educational process takes a long time, and the percentage of children who have not mastered the skill of swimming is quite high. This is especially true for preschool children, since in this period the most intensive formation of knowledge, skills and abilities takes place. This age is associated with a global mental neoplasm - the arbitrariness of mental processes and behavior, manifested in the ability to control one's mental and motor activity.

The performance of swimming actions related to the movement of the human body in the aquatic environment creates certain difficulties for the perception of one's own movements and their control. Successful mastery of a motor action largely depends on how developed the student's ability to correctly perceive and evaluate his own movements is, how adequate his motor representations are. Practice shows that in the process of learning, children in most cases have incorrect ideas about the movement being studied.

1. The value of swimming lessons for strengthening the body of a preschool child

Swimming promotes health, physical development and hardening of children. Bathing, swimming, games and entertainment on the water is one of the most useful types of physical exercises, they contribute to the healing of children, strengthen their nervous system. Therefore, the sooner a child is accustomed to water, taught to swim, the more fully the positive impact of swimming on the development of the entire child's body will be.

First of all, the muscular system of a preschool child is poorly developed, its mass is 22-24% of body weight (40% in an adult). In their structure, composition and functions, the muscles of children differ from the muscles of an adult. The muscles of a child contain more water, at the same time they have less protein and inorganic substances, their mechanical strength is lower. Muscle bundles are still poorly formed, and the innervation apparatus of the muscular system is also underdeveloped.

In a child, the muscles contract more slowly than in an adult, but the contractions themselves occur at shorter intervals. They are more elastic and shorten to a greater extent when contracted, and lengthen when stretched. These features of the child's muscular system explain the fact that children get tired quickly, but physical fatigue passes faster. This explains the inability of the child to prolonged muscle tension, monotonous static loads.

The child makes swimming movements with the help of large muscle groups of the arms, legs, torso, which are already quite well developed by 3-5 years. Against the background of their intense activity, underdeveloped small muscle groups are also involved in the movement. Therefore, for the comprehensive development of the muscular system of children, swimming is especially favorable.

Movements during swimming are characterized by large amplitudes, simplicity, and dynamism. In the cycle of swimming movements, tension and relaxation of muscle groups alternate sequentially, and the child's muscles are, therefore, in favorable conditions. Short-term muscle tension, alternating with moments of relaxation, rest, does not tire the child's body, allows it to cope with significant physical activity for quite a long time.

The cardiovascular system of a child is well adapted to the needs of a growing organism. The volume of blood in a child (per 1 kg of weight) is relatively larger than in an adult, but the paths of its movement through the vessels are shorter and the blood circulation rate is higher. The vessels are relatively wide, and the flow of blood through them from the heart is not obstructed. The blood flow towards the heart is facilitated by the great mobility of the child: the muscles during movement push the venous blood through the vessels. But it must be borne in mind that the child's heart quickly gets tired with tension, is easily excited and does not immediately adapt to the changed load, the rhythm of its contractions is easily disturbed. Hence the need for frequent rest for the child's body. These features of the child's cardiovascular system should be taken into account when choosing physical exercises.

When swimming, the child's circulatory organs are in facilitated conditions of activity due to the position of the swimmer's hela; close to horizontal, the work of large muscle groups in large arcs, the mechanical effect of water pressure on the surface of the body, which helps the outflow of blood from the periphery and facilitates its movement to the heart. The correct rhythm of the muscles and respiratory organs also has a beneficial effect on the activity of the cardiovascular system.

Since the physical load on the heart during swimming can be arbitrarily dosed, swimming is one of the effective types of therapeutic physical culture, contributing to the development and strengthening of the health of those who have weakened cardiac activity.

The respiratory organs of children have their own characteristics: narrowness of the respiratory tract, tenderness and slight vulnerability of the mucous membranes, an abundance of blood and lymphatic vessels in the mucous membranes and walls of the respiratory tract. This makes it easier for the infection to enter the respiratory system, promotes inflammation of the respiratory tract and irritation from excessively dry air, especially indoors.

People who systematically go in for swimming have developed respiratory muscles and respiratory organs, and there is a good coordination of breathing with movements. When swimming, a person breathes clean, dust-free and sufficiently humidified air. When inhaling while swimming, the respiratory muscles carry an additional load due to the need to overcome the resistance of the water, the necessary effort is also made when exhaling into the water. Due to increased activity, the respiratory muscles are strengthened and developed, the mobility of the chest improves, and the vital capacity of the lungs increases. In swimmers, it reaches 5000-7300 cm3 or more.

Systematic swimming lessons, bathing have a positive effect on the development of the respiratory organs of preschoolers. The vital capacity of the lungs increases in them up to 1800-2100 cm3.

The musculoskeletal system of the child is in the stage of formation. Therefore, the child's spine is soft, elastic, its natural curvatures are not yet fixed and straighten in the supine position. Due to this flexibility, it is easily subjected to abnormal bending, which can then be fixed, forming a deformation. When swimming, the lifting force of the water that supports the child on the surface, as it were, lightens the body, therefore, the pressure on the supporting apparatus of the skeleton, especially on the spine, is reduced. In this regard, swimming is an effective means of strengthening the skeleton, and is actively used as a corrective (correcting defects) remedy.

In preschool children, the pelvic girdle is still not sufficiently developed, the ossification of cartilage tissue is just beginning. Therefore, excessively sharp loads on the lower limbs of children are strictly contraindicated, in particular, jumping into the water from a height of more than 40-50 cm is not recommended. Soft rhythmic movements of the legs during swimming provide a large and versatile load on the lower limbs. This creates very favorable conditions for the gradual formation and strengthening of the solid support of the lower extremities - the pelvic girdle.

Due to the age-related weakness of the ligamentous-muscular apparatus and the unfinished process of ossification, the child's foot is easily deformed, as a result, flat feet often develop. It can be caused by excessive load on the feet or improper distribution of it on the inner and outer arches of the feet. The large dynamic work of the legs in a supportless position when swimming has a strengthening effect on the formation of a child's foot, helps to prevent flat feet.

In therapeutic gymnastics, swimming is increasingly used in. as a means for the prevention and treatment of various disorders in the posture of children, such as scoliosis, kyphosis (changes in the normal shape of the spine), as well as joint stiffness and various consequences of childhood paralysis - poliomyelitis.

In the process of swimming, coordination and rhythm of movements develop, which is necessary for any motor activity and all vital manifestations of the child's body. However, the assimilation of a certain rhythm of movements is a rather difficult task for preschoolers. The development of skills of rhythmic movements occurs in a variety of organized and independent activities of children. But swimming is especially effective in developing the rhythm of movements in preschoolers, and thereby improving the activity of all systems of the child's body.

The central nervous system develops intensively in the first three years of a child's life. Already at the age of 2-2.5 years, the general picture of the structure of the brain in children differs little from that of an adult. The cells of the cerebral cortex of children have a great ability to fix and retain newly established adaptive connections. The high plasticity of the cerebral cortex in childhood largely determines the child's ability to relatively easily master new movements.

Until the age of 6, in the activity of the central nervous system, the processes of excitation still prevail over the processes of inhibition, therefore, as a rule, the preschooler is very mobile, his movements are fast, impulsive, and his attention is unstable. A child of preschool age is characterized by a tendency to imitate. In this regard, it is advisable to base the training of children in movements on a visual demonstration. At the same time, active mastery of speech occurs at preschool age. Therefore, explanation when learning movements is of great importance.

At the age of 5-6, children master and perform various voluntary movements quite well. However, they still have some unpreparedness to perform complex motor actions due to the slow concentration of inhibition, a weak ability to analyze muscle tension, inaccuracy of response movements to complex stimuli, etc. are accompanied by the involvement of extra muscle groups in the work, a significant increase in the activity of the cardiovascular and respiratory systems.

In children under 7 years of age, the properties of the central nervous system are such that they quickly get tired, but also quickly rest, therefore large short-term loads with frequent breaks are acceptable in teaching swimming to preschoolers. Children are more tired of monotonous activities that require great accuracy of movements.

Proper physical education of a child is unthinkable without hardening his body. The most effective means of hardening - air, sun, water. The most effective is hardening with water. It is easy to differentiate it - in strength and duration due to various ways of using water of the required temperature - when wiping, pouring, bathing. Bathing and swimming are especially effective, as they combine the effects of water, air, sunlight on the child's body and are accompanied by movement.

2. Role, place and significance in the structure of physical education means

The means of physical education include hygienic factors, natural forces of nature, physical exercises. The physical development of a person is also influenced by a variety of movements included in various activities (labor, modeling, drawing, dressing, etc.), unconditioned reflexes, and massage.

A complete solution to the problems of physical education is achieved only with the complex use of all means, since each of them affects the body in different ways.

Hygienic factors (mode of exercise, rest, sleep and nutrition, hygiene of the premises, playground, clothes, shoes, physical education equipment, etc.) increase the effectiveness of the impact of physical exercises on the body. If the exercises are carried out in a clean, bright room, then children have positive emotions, their working capacity increases, the development of these exercises and the development of physical qualities are facilitated.

Hygienic factors also have independent significance: they contribute to the normal functioning of all organs and systems. For example, good-quality and regular nutrition ensures timely delivery of necessary nutrients to all organs, contributes to the normal growth and development of the child, and also positively affects the activity of the digestive system and prevents its disease. Normal sleep provides rest and increases the efficiency of the nervous system. Proper lighting prevents the occurrence of eye diseases (nearsightedness, etc.) and creates the most favorable conditions for orienting children in space. The cleanliness of the premises, physical education equipment, inventory, toys, attributes, as well as clothes, shoes, children's bodies serves as a prevention of diseases. Compliance with the daily routine teaches children to be organized and disciplined.

The natural forces of nature (sun, air, water) increase the effectiveness of the influence of physical exercises on the child's body. During physical exercises in the air, with solar radiation, children experience positive emotions, more oxygen is absorbed, metabolism increases, and the functionality of all organs and systems increases. The sun, air and water are used to harden the body, to increase the body's adaptability to high and low temperatures. As a result, the thermoregulatory apparatus is exercised and the human body acquires the ability to respond in a timely manner to sharp and rapid changes in meteorological factors. At the same time, the combination of the natural forces of nature with physical exercises increases the effect of hardening. The natural forces of nature are also used as an independent remedy. Water is used to cleanse the skin of pollution, to expand and narrow its blood vessels, and to mechanically affect the human body. The air of forests, gardens, parks, containing special substances (phytoncides), contributes to the destruction of microbes, enriches the blood with oxygen. The sun's rays favor the deposition of vitamin C under the skin, protecting a person from diseases. It is important to apply all the natural forces of nature, combining them most appropriately.

Physical exercises are a specific means of physical education used to solve health-improving, educational and upbringing tasks. Therefore, physical exercises are widely used in different periods of human life.

The movements included in various activities have a positive effect on the child's body if the correct posture is observed, as well as the dosage of physical activity.

Of all the cyclic sports, swimming differs from others in that it can be practiced almost from birth. Established more than 20 years ago, the “Swim before you walk” movement has become popular all over the world. And at the same time, many older children, adolescents, youths and even adults in our country either do not know how to swim at all or move in the water incorrectly, without experiencing sufficient stress, and therefore swim without much health benefit.

Swimming, like other cyclic exercises, has a beneficial effect on the cardiovascular system, helping to increase its power, efficiency, and vitality. With systematic swimming lessons, thermoregulation improves, the intensity of blood flow increases, and the heart muscles become stronger. Gas exchange also improves, which is very important for the full development of a growing organism. (But all this, of course, only with a fairly correct swimming technique and proper breathing.) Moderate swimming loads have a beneficial effect on the nervous system, “removing” fatigue, improving sleep and increasing efficiency.

Swimming can be effectively used to prevent and even treat posture and stoop disorders, which are quite common among modern children and adolescents. So. Breaststroke swimming straightens the spine. And teenagers who freestyle usually have high growth rates.

3. Prerequisites for learning

Swimming is one of the richest sources of children's health. Swimming classes of preschool age help the child not only swim well, but also walk independently after 7-8 months, which, according to average standards, is achieved 2-3 months later.

One of the prerequisites for successfully teaching a child to swim is that before he was born, he did it all 24 hours a day, while in the mother's womb. Also, the main distinguishing feature of swimming during the development of a child is that the human body immersed in water loses as much weight in its weight as the water displaced by it weighs, i.e. is in a state of almost complete weightlessness, because the weight of the body in water is lightened several times. Thanks to this, the child experiences lightness, looseness in the joints and muscles, it is easier for him to perform movements, deep breathing.

An equally important prerequisite is the presence of certain innate reflexes in the child, among which the respiratory and push reflexes should be distinguished. Thanks to the first, the child can hold his breath when his mouth and nose are immersed in water. This allows the child not to be afraid of diving under water, which is inevitably associated with learning to swim, and to include diving in his program, which facilitates and stimulates the appearance of active movements in the child's legs and arms. The second reflex works on the fact that when the child’s legs are forced to bend, he reacts to this by immediately extending them. The presence of this reflex determines several appropriate requirements for the method of teaching swimming: the need for early and priority improvement of leg movements (and then the transition to arm movement); the development, first of all, of that form of leg movement (flexion at the knee and hip joints), which manifested itself in this reflex.

The main healing property of classes is a gradual and systematic restructuring from the innate and ineffective instinctive movements of the child's legs and arms to conscious, active and more effective ones. Under the influence of regular swimming lessons, the cerebral cortex is affected by a complex of signals and irritations caused by: the touch of water and its mechanical action, the state of semi-gravity; visual and auditory perceptions of the whole situation of the lesson; deep breathing and breath holding; changing positions in the water; finally, repeated repetition of the same type of movements, performed at first with the help of a teacher.

The properties of water have thermal (hardening), hygienic, mechanical and physical effects on the child's health.
The mechanical effect of water can be noted as follows: when a child moves on the surface of the water, he receives a light, pleasant and useful massage, which has a positive effect on the peripheral nervous system and strengthens the skin of the body, and also facilitates peripheral blood circulation, i.e. activity of the heart. Water pressure on the chest area increases the depth of exhalation, which is usually followed by a deeper breath. And deep breathing is a powerful prophylactic that prevents respiratory disease.

4. Teaching methodology

Swimming, which trains and improves the systems of thermoregulation and breathing, is an effective means of preventing respiratory diseases.

As you know, in order to be able to swim, you need to learn how to swim. There are a number of methods for teaching swimming to children of different ages. A good experience of group education of preschool children in "paddling pools" has been accumulated in the GDR, and the corresponding manual "Swim with the Babies" by Gerhard Lewin has been translated into Russian. There are other teaching aids for teaching children to swim, so the following are only general considerations and tips for parents of beginner swimmers.

You should always start by making sure your child is safe in the water. It is best to use a "paddling pool" with a depth of 50 to 100 cm, which is now available at many children's clinics and in large indoor swimming pools. The optimum water temperature in the pool is about 27°C, in hot weather the water in outdoor pools may be at a lower temperature (up to 23°C). The duration of the first lessons depends on the behavior of the child: at the first sign of a slight chill and a decrease in attention, the lesson should be interrupted, the child should take a warm shower, and then rub it with a towel. The usual duration of classes at the beginning of the course does not exceed 7-8 minutes with a gradual increase to 15-20. It is better for children under six to learn to swim naked, as is customary, for example, in the GDR. After all, the children's body cools faster than the body of adults, and wet clothes additionally take heat.

According to the methodology, swimming training is divided into several stages. The first of these - and one of the most important - is to conduct exercises on land that mimic the basic swimming movements. These are rowing movements with arms with head turns, swinging movements with straight legs from the hip without bending the knees, backbends in the prone position, etc. Children really like the final exercise of this stage, when, sitting on the side of the pool, they cheerfully hit the water straightened knees with feet.

The next stage is the development of the child's stay in the water and learning to move in it. First, the child is taught the correct body position when sliding and diving, while adults support him by the legs or by the arms. The most difficult thing at this stage is to teach the child to exhale into the water slowly and gradually. At first, such exercises are performed, like others, in a shallow place and under the command of an adult “Exhale!”. Mastering the skills of exhalation into the water and the first gliding with kicking off the side of the pool is the result of the second stage of training.

At the third stage, leg movements are taught when swimming freestyle: the child is supported by the hands. It is important to ensure that a beginner swimmer does not close his eyes in the water and looks straight ahead. The result of the first three stages - and this is 3-4 lessons - is the ability to swim with the help of legs, holding a rubber circle or a foam board in your hands. Then they begin to teach the movements of the hands and breathing with turning the head while inhaling.

From the 6-7th lesson, a new stage of training begins - complete coordination of swimming movements, first with holding the breath, and then with coordination of movements with breathing. Breathing while swimming has its own characteristics. The duration of the exhalation performed in water significantly exceeds the duration of the inhalation; approximate ratios are 4:1 and even 5:1. When swimming in freestyle in one breathing cycle (inhale - exhale), the swimmer performs strokes with the right and left hands and 4-6 leg movements. It is the improvement of such coordinated actions that is devoted to the last lessons of the swimming course, designed for 11 - 12 "lessons". Of course, the best results in teaching preschoolers can be obtained in the classroom with a specialist instructor.

Water games such as “Catch me” (running in water in a shallow place), “Frog” (jumping in shallow water), “Dolphin” (diving headlong into the water and then jumping out of it to the waist) help to train and consolidate swimming skills, "Diver" (diving to get items from the bottom). Inflatable rubber circles and foam rafts are also used, on which the kids float by raking their hands.

The methods of teaching swimming to schoolchildren are generally built on the same principles. The most convenient, not time-consuming, and also suitable for mass education of children, for example, in a pioneer camp, is the methodology developed by Associate Professor of the Lviv Polytechnic Institute V.V. swim with fins. I give the initial exercises of this technique.

5. Technology of using game techniques

The intended purpose of playing techniques: elements of the game during the development of various swimming skills make the learning process exciting, deprive it of monotony and monotony, which are not psychologically justified in working with preschool children, and contribute to the creation of external and internal motivation.

Organization of didactic space

1. The principle of "open learning". Open learning is not limited to strictly regulated frameworks and allows modifications both at the will of the teacher and at the will of the child. Learning to swim should be preceded by pedagogical observations of the instructor, since the children themselves suggest with their behavior in the water where to start. If a child is afraid of splashes, it is necessary to teach him to lower his face into the water, he is afraid to fall - to teach him to get up, he is afraid to choke - to teach him to breathe correctly, trying to pick up a toy from the bottom - to teach him to dive, trying to breathe - to teach him to breathe while swimming, etc.

2. The principle of accounting for leading activities. A child wants to swim and frolic, an adult wants to teach a child to swim. This means that it is necessary to turn all tasks and exercises into a game (especially at the younger preschool age).

3. The principle of free choice, or the principle of subjectivity. The child himself chooses tasks, types of activities (“swim” or “swim”), the amount of load (how many “pools” I intend to swim today), independently moves from one play area to another.

4. The principle of supplementing the natural space of the child's motor existence with didactic ones. The instructor's task is to notice in time the awakened interest in new exercises or the child's need to solve new (own!) Problems and organize the didactic process, offering, but not imposing new types of tasks on the child.

5. The principle "from simple to complex". The transformation of a game situation into a learning one is facilitated by a consistent transition from simple movement along the bottom to learning certain swimming movements. This principle is a condition for the child to master more and more complex swimming techniques, their techniques and independently perform exercises at ever greater depths (waist-length, chest-length, child-sized).

6. The principle "from the whole to the particular". The technique of sports swimming methods is mastered in logic: from general ideas about a particular method to learning individual movements, which are then combined.

7. The principle of taking into account age differences and individual psychophysical characteristics of children. The sequence of tasks and the entire training scheme depends on the age category of children and their individual differences. Requires the rejection of strict adherence to the general learning algorithm, improvisation, depending on the specific situation.

Technology:

1. Various toys, special training aids (hoops, rings, foam mats, etc.) are laid out in the water and on the sides of the pool.

2. During the lesson, children pay attention to these objects, choose the ones they like (by color, shape, purpose) and begin to manipulate them or perform already familiar exercises with their help.

3. The teacher-instructor, observing the actions of children (each child separately), offers them new types of movements or actions with these objects. At the same time, the teacher follows the principle: "Do not interfere, but integrate into the process of children's play."

4. If the child wants to learn a new exercise, the instructor or helper children demonstrate how to do it.

5. The child, under the supervision of the instructor, performs a new action.

6. Be sure to hear praise or other encouraging words from the mentor.

7. Other children can optionally join in this exercise. To maintain interest in the exercise and improve the relevant skills, the teacher introduces an element of competition (“who is further”, “who is more”, “who is more accurate”, etc.).

8. The exercise stops as soon as the children lose interest in it.

Efficiency conditions:

Availability of the optimal number of gaming and educational tools, their diversity (by purpose, by shape, by color, etc.);

The ability and readiness of the teacher to observe the children, to notice the child’s internal readiness to master new, more complex movements and actions;

The teacher’s ability to learn from children and improvise with them and after them (“peep” a new way the child manipulates objects and equipment; seizing the child’s initiative, come up with a new exercise and offer it to the children);

The ability of the teacher to be patient, not to impose new exercises on the child, only indirectly, through the activities of other children, to arouse his desire to do what others do, to stimulate and encourage independent choice.

The crawl on the chest is used in swimming competitions at all freestyle distances: 100, 200, 400, 800, 1500 m, in relay races 4x100 and 4x200 m freestyle, in medley at distances of 200 and 400 m.

Body position. The swimmer's body is located near the surface of the water and is in a well-streamlined, close to horizontal position (angle of "attack" 0-8 °). The head is lowered into the water (face down) so that the water level is approximately at the top of the forehead.

Leg movements. The legs perform continuous alternating movements from top to bottom and from bottom to top with an amplitude (width of the span of the feet) equal to about one-fourth of the swimmer's height. Leg movements provide a stable, horizontal position of the body and maintain the speed of advancement. The movement of the leg down is called working, or rowing (it contributes to some movement of the body forward), and the movement up is called preparatory (it does not affect the movement of the body forward).

Preparatory movement (from bottom to top). In the lowest position, the leg is straightened at the knee joint, and the foot is turned inward. In relation to the body, the leg takes an inclined position, as it remains bent at the hip joint. The upward movement begins with the extension of the straight leg at the hip joint. To a horizontal position, the leg moves straight. Next, the leg begins to bend at the knee joint, and the lower leg and foot continue to move up. At this moment, the leg, bending at the hip joint, begins to move down. When the angle between the front surface of the thigh and the body (at the hip joint) is 165-170°, and between the back surface of the lower leg and thigh (at the knee joint) is 130-140°, the movement of the leg from bottom to top is considered complete.

The working movement (from top to bottom) begins with its sequential extension in the knee and ankle (at the very end of the stroke) joints and simultaneous flexion in the hip joint. At this point, all parts of the leg move downward. Then the lower leg and foot continue to move down until the leg is fully extended in the knee joint, and the thigh, ahead of the lower leg and foot, begins to move upward. This advancing movement of the hip contributes to an increase in the speed of downward movement of the foot due to the whiplash movement of the leg as a whole. The working movement is considered complete when the leg is fully extended at the knee joint.
Hand movements. The cycle of movements of one hand consists of the following phases: the entry of the hand into the water and the influx, the supporting part of the stroke, the main part of the stroke, the exit of the hand from the water, the movement (carrying) of the hand above the water.

The entry of the hand into the water and the influx. After being carried through the air, the arm, slightly bent at the elbow joint, is inserted into the water at an acute angle in front of the shoulder joint of the same name in a streamlined position and in the following sequence: hand, forearm, shoulder. Then the arm unbends and in this position moves forward and down. When the influx ends, the arm slightly bends at the elbow joint, and the hand begins to turn into a position perpendicular to the direction of movement. At this moment, the hand makes an angle with the surface approximately equal to 15-20 °.

The supporting part of the row. Moving forward and from top to bottom, the arm continues to bend at the elbow joint to an angle of 135-140°, and the hand moves under the longitudinal axis of the body. By the end of this phase, when the angle between the horizontal and the arm is 40-45°, the hand assumes a vertical position.

The main part of the row. Moving under the body, the arm continues to bend at the elbow joint, forming an angle between the shoulder and forearm in the middle of the stroke, equal to 90-100 degrees. Further, the arm gradually begins to unbend and ends the main part of the stroke almost straight. The main part of the stroke is completed when the arm reaches the line of the pelvis.

Hand out of the water. When the hand has reached the thigh, the active muscular effort to move the body forward stops and the shoulder joint rises out of the water. At the next moment, the shoulder, forearm, and hand rise sequentially from the water, and the movement (carrying) of the arm over the water begins.

Movement of the hand over water. A bent or half-bent arm, without undue tension, quickly sweeps over the water in the shortest way and puts it into the water. During the pull, the elbow is raised, and the hand is held near the surface of the water.

The correct coordination of the movements of the hands in the freestyle on the chest is based on obtaining the highest, relatively uniform speed of the swimmer's movement throughout each cycle. Therefore, the pause between the end of the main part of the stroke with one hand and the beginning of the main part of the stroke with the other hand should be such that the achieved speed of the swimmer's movement is maintained.

Breath. For one cycle of movements, one inhalation and one exhalation are performed. To inhale, the head turns towards the rowing hand (to the right or left) so that the mouth is above the water. Inhalation is performed quickly and actively through the wide-open mouth in the first half of the hand over the water. After that, the head quickly turns into the water (face down), and exhalation immediately begins, first through the mouth, then through the nose. Exhalation is longer than inhalation; there should be no pauses between inhalation and exhalation, and also between exhalation and inhalation.

General coordination of movements. In front crawl, high speed is achieved due to the continuity of working movements with arms and legs, a clear coordination of all movements with breathing.

If the swimmer inhales under the right arm, then at this moment the left arm is in the inflow phase, the right arm performs the first half of the carry, the right leg kicks from top to bottom, and the left leg rises from bottom to top. If the breath is taken under the left hand, then the positions of the right and left arms and legs change accordingly.

6. The use of game tasks and outdoor games in teaching

swimming training child preschooler

The techniques “Put on a hat”, “Mushroom has grown” are aimed at learning to dive under various objects. Children are invited to put a lifebuoy floating on the surface on their heads, diving under it, that is, to depict a mushroom growing out of the water or a hat put on their heads.

The techniques "Inflate the balloon", "Burn the balloon" are aimed at learning to dive and dive into the water. Children must learn that it is impossible to dive if the lungs are filled with air. To convince them of this, it is proposed to sit down in the water after a deep breath (“the balloon is inflated”) and after an energetic exhalation (“the balloon burst”).

The "Crocodile" technique is used to obtain ideas about the buoyancy of bodies and the action of a buoyant medium. According to the method of T.I. Osokina, the exercise is performed as follows: “Lie down, resting on your hands, holding your head above the water and stretching your legs back ... Try to push yourself off the bottom with your hands and take both hands to your hips at once, relax and lie down a bit in this position” . I suggest another version of this exercise. It is more convenient for the child to stretch his arms forward, and not to the hips, so he can immediately find support if he wants to stand up. During the exercise, it is necessary to achieve proper breathing - alternating a short breath and a slow exhalation.

The Arrow technique is used to teach a child to lie at great depths. Having hooked his hands on the stairs, the child should lie down in the “arrow” position, unclench his hands and lie down a little in this position (they will be performed with a gradual increase in the count).

The Nose and Belly Up technique helps you learn to lie on your back in shallow water. Sitting on the bottom and slightly leaning on his elbows, the child tries to lie on his back, then relax and lie quietly, without throwing his head back and without pressing his chin to his chest.

The "Hi" technique is used to learn to glide. In order for the child to feel the progress in the water, I use traditional exercises with towing, as well as diving into vertically standing hoops (this can be a series of hoops of different diameters). Sneaking into the hoop, the child extends his hand to the teacher for a handshake ("Hello!"), The teacher, in turn, gives the child's body acceleration. Further, the sliding is performed independently until it comes to a complete stop.

A series of game tricks for teaching elementary jumps with your feet down. Reception "Into the well" involves jumping into hoops of different diameters, lying on the surface of the water. Reception "Into a deep well - from a well" provides for a jump with immersion in water and emerging from a hoop under water. The "Saddle a Horse" technique is used for jumping into the water on inflatable pillows.

The "Tiger Jump into the Burning Ring" technique is designed to teach surface jumps head first. The instructor holds a vertical hoop, the child jumps into it “like a tiger”. The distance between the bedside table and the hoop gradually increases individually for each child.

Reception "Boat". To teach children the ability to analyze and control their own swimming movements, I use the image of a boat sailing from shore to shore. The exercise is accompanied by a conversation:

Which boat will swim faster: evenly moving or rocking from side to side? (We control the lateral oscillations of the body).

What does a boat need in order to sail faster? - Oars! -And which ones: straight or broken? - Direct! (We control the stroke with a straight arm and the length of the “step”).

What does a boat need besides oars? - Motor! Since our boat is small, we need a small motor. (We work only with socks).

What else do you need along the way? - Gasoline! (We take in more air).

In the future, having noticed a mistake, the instructor returns the children to the image of the boat, and his brief remarks (such as: “The oars are broken!”) Or gestures are understandable to the child, they are enough for him to correct his actions.

Conclusion

According to experts all over the world, the period from the birth of a child to his entry into school is the age of the most rapid physical and mental development of a person, the initial formation of qualities necessary throughout his subsequent life. A distinctive feature of this period is that it is at preschool age that general development is provided, which serves as the basis for acquiring any special knowledge and skills in the development of various activities in the future. At preschool age, the child acquires the foundations of personal culture, its basis, corresponding to spiritual values.

The plasticity and high lability of the organism of preschool children determine their high sensitivity to the influence of environmental factors. Among the factors that negatively affect the state of health are: deterioration of environmental conditions, a decrease in the standard of living, stress, physical inactivity and others.

The methodology for teaching swimming to preschool children should be based on the basic didactic requirements of pedagogy and have an educational and developmental character. General didactic principles - consciousness, systematic, visibility, accessibility, strength and particular methodological provisions of the theory of physical education - the principle of increasing the load, repetition are carried out during classes in accordance with the age characteristics of children.

Mandatory in working with preschoolers individual approach. The fragility, unformedness of the child's body requires careful consideration of abilities and inclinations. Only with strict consideration of gender, age, degree of physical development and health, susceptibility to colds, water habits and changes in temperature conditions, individual reactions to physical activity, can the most correct methods of work be found when teaching children to swim.

List of used literature

1. Bulgakova N.Zh. Teaching children to swim. - M. 1977 pp. 8 - 16

2. Vasilyeva V.S. , Nikitinsky B.N. Teaching children to swim. M. 1973 pp. 45-80

3. Levin G. Swimming for kids. - M.1974 pp. 65 - 86

4. Makarenko L.T. Swimming - M.2002 pp. 25 - 56

5. Osokina T.I. How to teach children to swim - M. 1985 pp. 104 -123

6. Alyamovskaya V.G. How to raise a healthy child. Page 67 - 89

7. Timofeeva E.A. Osokina T.I. Swimming training in kindergarten M. - 2001 Bogina T.L. pp. 45 - 67

8. Shebek V.N. Ermak N.N. Shishkina V.A. Physical education of a preschooler. Moscow Enlightenment - 2000 pp. 123 - 145

9. Swimming. Textbook for pedagogical institutes. M. - 1994 pp. 56 - 98

10. 10. Butovich N.A. Young swimmer training. - G. - 1992 pp. 234 - 243

11. Inyasevsky K.A. Nikitsky B.N. Swimmer training. S. - P. 2000 pp. 46 - 98

12. Nabatnikov M.Ya. Swimming. - M. 1962 pp. 68 - 201

13. Makarenko L.P. Experimental substantiation of the use of high-speed exercises in the training of young swimmers. S.-P. - pp. 56 - 86.

14. Bulgakova N.Zh. Selection and training of young swimmers. - M.: FiS, 2001.

15. Physical development of children. - M.: Enlightenment, 1968.

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When teaching swimming, a comprehensive and planned approach is very important - the coach must understand who, why and how he teaches.

This article provides the basic principles and methodology for teaching swimming.

What to consider?

The choice of a specific methodology and training program is individual and depends on the following factors:

• terms surrounding students;
• purpose of obtaining this skill(just learning to swim or reaching certain heights in the process);
• individual characteristics each individual person;
• age of students.

This is not a complete list of points that should be taken into account when choosing an approach and organizational issues.

Age

You can start training at almost any age - both at an early age and in adulthood. However, it must be taken into account that children under 5 years old - the most difficult age for learning, since many of them are not yet ready to consciously fulfill all the tasks of the coach.

The period from 6 to 10 years is considered optimal- a person at this age very quickly acquires new qualities and skills. In addition, incorrect motor memory has not yet been formed.

If an adult has been swimming incorrectly all his life before, it is possible to retrain him, but it will be more difficult than learning from scratch.

Methods and means of teaching

Methods are divided into three types:

• verbal(explanations, explanations, analysis and analysis, instructions, commands, orders);
• visual(showing exercises and movements, studying teaching aids, visual material in the form of photographs and videos, watching movies, gesticulating and demonstrating the necessary subtleties by the coach);
• practical(practical exercises, competitions, games in various combinations, with an emphasis on both general coordination and individual elements of the algorithm).

Teaching aids include:

The swim board is the most important tool for learning

• physical exercises;
• simulators and devices (swimming boards, circles);
• sources of visual information (posters, videos, photos, movies);
• conditions (natural or artificial)

Types of exercises

When learning to swim, the following types of exercises are distinguished:

• general developmental (worked out on land);
• preparatory (on the shore and in the water);
• special (designed to be performed in water).

To increase the level of bodily development general developmental exercises are necessary. Along the way, along with the preparation of the body for the development of swimming, the condition of the spine and chest is optimized, muscle groups develop, and posture improves. Walking, running, jumping, elements of gymnastics help the body quickly adapt to the loads in the aquatic environment.

Preparatory exercises somewhat more specialized - gradually focusing on the qualities and abilities of the body that are needed for swimming.

Simulation of movements on land

However, exercises to imitate movements on the shore should not be too carried away.- you need to go into the water without delay - to get used to the aquatic environment.

Where to start learning

There is a general scheme that is applicable for any age of students.

It includes the following initial steps:

• breath,
• footwork, achieving coherence of their work and breathing,
• hand work,
• accustoming the body to the coordinated work of the legs and arms and breathing.

The whole process is a gradual passage of the above points. It is important to study each of them and move on to the next only after fully mastering the previous one.

You should not rush, following the presented scheme, besides this, it is important to approach the study in a complex way - after all, mastering the work of the legs, for example, does not mean that you can forget about proper breathing for a while, or allow your hands to be completely inactive.

Hastily running through all the points of the scheme can lead to the formation of an initially wrong stereotype.

Example: if you start immediately to learn the legs, but at the same time swim with your head held high, a person can very quickly begin to move in the water in this way, but the main element - breathing - will remain undeveloped.

Further along the chain, the legs will work incorrectly when swimming, because they are primarily coordinated with breathing, and if this connection is not worked out properly, most likely, when swimming, the legs will be almost inactive, or their movement will be ineffective. In addition, according to the rules of balance, with the head up, the legs will be far from the surface of the water and will work less efficiently.

If a person has not learned to breathe comfortably when swimming, exhale into the water, not used to calmly keep his face in the water, he will instinctively dodge splashes, which will increase not only physical, but also psychological stress when swimming, especially during long swims.

Physical activity during swimming is great - almost all human muscles work during swimming, therefore the need for oxygen will only increase, and the lack of a developed habit of rhythmically inhaling and exhaling can turn the swim into self-torture.

Therefore, from the very beginning, you should master everything without haste and not strive to swim as quickly as possible.

Properly set rhythmic breathing will eventually make a person a swimmer, able to feel "like a fish in water", even if at first he does not move very coordinated.

Stages

The presentation of elements to students can be divided into four stages, while they are applicable both to the process as a whole and to the development of individual movements.

The first stage is a general introduction

It is required to give the student a general idea of ​​swimming - this is done with the help of visual materials (drawings, videos, photographs).

The second stage is learning the elements and connecting them

Development takes place gradually phased complication.

The third stage - fixing the material, correcting errors

Work now has a goal - to achieve a harmonious overall body action in real conditions with a load.

At the same time, constant work should be carried out on incorrectly reproduced movements - this is necessary so that incorrect skills are not fixed.

Tasks of this stage:

• provide understanding students of the basic laws of the swimming process in general and a specific method;
• honing the overall speaker and taking into account the individual characteristics of the student;
• troubleshooting, working out the style as a whole;
• correct work at this stage will make it possible intuitive variations movement.

It is important to swim with full coordination, it is also important to take breaks and not work to the point of exhaustion. Fatigue can cause the repetition of mistakes and their transition into stereotypes.

The fourth stage is a deepening in the studied, improvement

The purpose of this stage is movement towards excellence, as much as possible.

Basic goals:

• fixing technique, working it out to automatism;
• expanding the perception of the acquired technique for its variable implementation: under various conditions, under various loads, including the maximum possible;
• development to the development of one's own individual technique - in accordance with one's own physical development, expansion of the horizons of physical improvement;
• Consolidation of the formed movement stereotype, increase in the range of variations depending on external conditions.

Of great importance are high-speed exercises, short and intense. Such training is carried out on individual elements and on the movement as a whole.

The applied high loads serve as an excellent means for improving the technique already at an instinctive level.

Crawl on the chest

First of all, it is worth noting that this style is mastered quickly. Taking into account the points listed above, as well as the level of physical development of the student, the duration of the educational process varies.

Mastering the technique takes place in a complex, in parallel with general developmental and preparatory training.

On the land

In water

Connection of breathing technique with motor technique:

In the same way, according to the accepted scheme, you should deal with the rest of the elements of style and movements:

• twist with your hands (“mill”, work with an expander) on the shore, then in the water;
• general dynamics of the body;
• training for honing the crawl technique (working out the work of the upper and lower limbs separately, swimming for 2, 6, 8 strokes, hands alternately pressed against the thigh; swimming with full load for short distances - up to 12 meters).

All complexes vary in accordance with the specific indicators of the student's body, with an emphasis on mistakes and weaknesses.

Breaststroke

The main difficulty in teaching the breaststroke style is mastering the footwork algorithm.

Algorithm of leg movements in breaststroke

This is quite difficult, it is necessary to control a complex sequence of movements (turning the feet, flexion and extension), the overall coherence and symmetry of the work of the legs.

On the land

• squats and lifts with support against the wall, while the socks are maximally deployed, the heels do not come off the floor, the knees are maximally divorced;
• the same half squats, but you need to jump out of them, as it were;
• it is convenient to sit down, leaning on hands (behind); imitate foot movement in a given style: pull up your legs, opening your knees (heels "stuck" on the floor); then - turn the feet and straighten the legs;
• legs must move first under the control of the trainer(he helps to pull them up and then connect them), then, lying with your chest on the bench, repeat on your own, then you can work out on the simulator with cushioning.

In water

• squats;
• standing on one leg, smoothly and correctly do the second stroke, you can hold the leg with your hand;
• jumping in heel positions together, toes apart (“penguins”);
• working out the movement of the legs with the support of the trainer, then slide on their own on the back and chest;
• board swimming.

Arm workout

It is important to put proper rowing technique:

Stroke in breaststroke

Body tilted, arm strokes:

• spread shoulder-width apart or slightly wider, bring them together with a turn of the palms under the chin;
• straighten your arms to the starting position, make a short pause before repeating;
• to enhance the effect, repeat with an expander;
• add breathing with a count: inhale while making a “stroke” with your hands, exhale while straightening your arms.

Repeat everything on the simulator with a shock absorber.

At a depth to the waist, touch the water with your chin - the hands move in a given style, while you can stay in place or walk along the bottom.

Gliding with the movement of the hands, repeat 2-3 cycles, combined with rhythmic breathing.

Coordination of spent elements on land

Repetition of what has been learned and along the way the development of balance - to portray the breaststroke, standing on one leg.

Perfection

• Bend over so that your chin is in the water. jump, slide, at the same time doing a stroke with your hands. After finishing it, stand on the bottom again, and then repeat.
• Swim breaststroke, coordinating the movements of the arms and legs separately.
• Combine with breathing practice, the breath goes for two cycles, then more often.

Crawl on the back

A kind of crawl on the chest - preliminary work consists of the same elements and exercises.

If the first style has already been worked out, the crawl on the back will not be a problem.

Swimming with a board is carried out with outstretched arms, the edge of the board at the same time at the back of the head.

Upon reaching a certain level in swimming for short distances, it is imperative to level out mistakes, gradually bringing the correct style stereotype to automatism.

Features of teaching preschool children

In general, when teaching preschoolers, the same methods are used as for older children, but, at the same time, there are features:

Visual aids are of particular importance.. Children have a high ability to imitate, so a detailed demonstration of the movement helps to quickly understand and master.

The effect is given by demonstrations of movements by the instructor himself, films, videos.

Exercises repeated many times, especially emphasizing learning in parts, starting with the simplest movements, are especially important - this is the practical part.

Achievements and successes in the development of simple elements they give confidence in their abilities and relieve fear.

Water games: For children, exercise should be filled with play content. This not only develops a competitive spirit, but also opens up the possibility of a varied approach to movement, adaptation to changing external conditions.

Competition also important is the accustoming the child to self-management, the education of willpower in him, the ability to mobilize his forces for victory.

When it comes to teaching children aged 4 years and even younger, very good tips for this are given in this video:

There are many factors to consider when teaching children to swim.

The duration of classes, during which a child can master the basic skills of swimming and fulfill certain standards, depends on three main factors: on the professional training and pedagogical skills of the coach-teacher (instructor), on the level of development of young athletes and on external conditions.

The coach (instructor), first of all, must prepare such a set of exercises and in such a sequence that they ensure the systematic improvement of swimming skills, contribute to the development of motor skills in the child and stimulate the growth of his sports achievements.

You should always carefully consider how to talk to children, how to arouse their interest in activities, how to build a lesson in physical and mental points of view.

All explanations should be short, simple and understandable for the child, and tasks should be clearly formulated. At the same time, it is necessary to always use sports terminology and refrain from slang words, because. they will make it difficult to work with children later.

There are some other factors that are significant from a pedagogical point of view. If, for example, to learn a new movement or a new version of an already familiar movement, then at the beginning this movement should be correctly shown to the child by the trainer (instructor). If there is one child or several children in the group who have already mastered this exercise, then they need to be involved in the demonstration.

All exercises that require courage or dexterity are first performed by the most prepared children. However, the coach (instructor) is not recommended to nominate the same children and only set them as an example. This may develop an unnecessary sense of superiority in them, while others may lose faith in their own strength, which will harm the entire team.

Once a child overcomes any difficulty, it will immediately affect his behavior. The coach (instructor) must necessarily notice the success of the child so that the child can realize his achievements. Reassurance is also needed for lagging children. Praise will help them focus their efforts on completing the coach's task. Often, timely praise helps lagging children, makes them more purposeful and contributes to the development of their strong-willed qualities.

Swimming training is recommended to start with preparatory exercises on land. This allows children to quickly and correctly master the movements in the water. The fragility and unformedness of the child's body require careful consideration of the abilities, inclinations, and most importantly, the capabilities of each child.

Only with strict consideration of gender, age, level of physical development, health status, susceptibility to colds, habits to water and changes in temperature conditions, individual reactions to physical activity, you can find the most effective methods of learning to swim.

The methodology for teaching swimming to preschoolers is based on the general didactic requirements of pedagogy and has an educational and developmental character.

Basic principles when teaching children to swim:

Systematic. It should be remembered: regular classes give an incomparably greater effect than episodic ones.

Availability. Explanations of the instructor, demonstration of exercises, performance, physical activity should be available to children. In conducting classes, one should be guided by the principle “from simple to complex, from easy to difficult, from known to unknown, from main to secondary”.

Activity. The main form of activity of preschoolers is the game. Based on this, in each lesson it is necessary to use as many games and game exercises as possible. This will diversify the lesson, increase the activity of children and make the process of learning to swim interesting.

visibility. For learning to be successful, the explanation should be accompanied by a show: children perceive a visual image of an action, movement or exercise better than their verbal description.

Consistency and gradualism. When teaching children to swim, simple and easy exercises should precede more complex ones, and mastering a large number of movements should be forced. It is advisable to start learning new movements only after the children correctly and confidently perform the previous ones. At each lesson, you need to learn a small number of exercises and start by repeating the movements of the previous lesson.

When teaching children to swim, they use general developmental, special physical exercises for mastering on the water, preparatory exercises for mastering lightweight and sports swimming methods, simple jumps into the water, games and entertainment on the water.

Experts believe that teaching children to swim should begin with breaststroke.

General developmental and special exercises are performed on land, in the introductory part of the swimming lesson. Their main purpose is to prepare the body of those involved in the upcoming load in the main part of the lesson, to promote the overall physical development of children, the formation of correct posture, the development of mainly those muscle groups that perform the main work in swimming. Simulation exercises, which in form and character resemble the movements of a swimmer, are also referred to as special exercises.

All these exercises are performed in the form of complexes, which I include in each lesson. Each such complex usually consists of 8-10 exercises, half of which are special. Complexes can have an orientation depending on which swimming method is being studied.

Content of training. Children of preschool age can be taught to swim in the ways "crawl on the chest without taking out hands", "crawl on the chest with taking out hands", "crawl on the back". Children master swimming relatively quickly: they have a more developed subcutaneous fat layer than adults, thanks to which they easily float on the water. In kindergarten, it is not always possible to organize swimming lessons. That is why there is mainly preparatory work going on, especially with the parents. After all, it is they who can create all the conditions in order to teach their child to swim.

The general rule in teaching all sports methods of swimming is the methodical sequence: "leg movements - arm movements - complete coordination of movements - breathing" This fundamental sequence does not exclude, however, the simultaneous study of breathing and movements of arms and legs.

The study of each movement begins with its demonstration. The demonstration helps the little swimmer to better understand the structure and rhythm of the movements being learned. The child receives the first visual representation of the movement and seeks to reproduce it. However, he will get a complete picture of the movement only after he himself performs it, feeling the influence of water. Due to the constant repetition of exercises, the alternation of muscle tension and relaxation is fixed and, as a result, the swimmer's movements become more economical.

Teaching methodology. You need to start with accustoming children to water and with preparatory exercises for swimming (on land and entering).

A child who knows how to walk or run, as a rule, boldly enters (or even runs) into the water, comes out of it, jumps, splashes, holding the hand of an adult. Exercises gradually become more difficult. In the middle group, children can already move freely in the water, make movements with their hands, perform various tasks: throw and catch the ball; crawl on all fours in a shallow place; "walk" on the hands back and forth, sitting in a shallow place; move the legs up and down; crouching, dive to the chin or to the eyes, lower the whole face into the water; blow on the water. Imitation is also used: children imitate crayfish, crabs. Games are held in the water: "Herons", "Lumberjack", "Carousels", "Football", "Running for the ball"; "Show your heels", "Skating in circles." These exercises and games strengthen the muscles, teach the child to navigate freely in the water and prepare for swimming.

In the future, children are taught to open their eyes under water, to exhale into the water. The child first takes a breath, and then, together with the adult, plunges into the water; under water opens eyes and gradually exhales air through closed lips.

You also need to learn how to hold your breath. For this, tasks are given: take a breath and sink into the water; sit down there, wrap your arms around your knees and bend your head to them. The body is pushed out by the water with its back up ("Float").

After that, the children perform movements with their legs and arms, sliding on the chest - preparatory exercises for swimming in the crawl way. First, they teach leg movements: alternately raising and lowering. These exercises are performed in a shallow place in a sitting and lying position (on the stomach, leaning on the arms, and back), on land and in water. Moving along the bottom on their hands, as well as holding straight hands on rubber inflatable toys - (circle, "goose", "frog") or on the board, the children alternately raise and lower their legs. The movement is made with the whole leg - from the hip to the toe. In this case, you can not strongly bend your knees and strain your feet. In the older group, these exercises are supplemented by games: "Fountain", "Box", "The sea is worried", "Swing", "Train into the tunnel", "Catch water", "Waves on the sea".

It is advisable to first carry out preparatory exercises for the hands while lying on a bench. Having mastered them, it is necessary to combine the movements of the arms and legs. As soon as the children learn to coordinate these movements on the bench, you can move on to reinforcing the acquired skills and abilities, but now in the water, using inflatable rubber toys. To teach to maintain a horizontal position of the body and maintain balance, exercises are carried out in sliding. First you need to sit down, then push off with both legs and bring your hands forward. The body will take a horizontal position and move forward.

Children of the school preparatory group can be taught to slide both on the chest and on the back; move your legs up and down; move on their hands along the bottom of the reservoir; inhale, and then exhale into the water (3-4 times in a row); swim with an inflatable toy, with a circle in your hands and even without any support. Such games in the water are also useful: “Brave guys”, “In tow”, “Frog”, “Medusa”, “Float”, “Seals”, “Pass the ball”, etc.

Swimming in the crawl without taking out hands is performed as follows. First of all, you need to take a horizontal position with your chest down; the head should be above the water, the chin to the lips is immersed, in it, the legs and arms are freely extended upwards (in relation to the vertical axis of the body). Then a stroke is made with one hand: it goes down and back, reaching the hip, and after that it bends at the elbow and returns to its original position (up). She won't be able to reach this extreme point, as the other hand begins to stroke. So the hands act alternately.

The stroke is performed with a straightened arm, with the fingers connected. Legs during strokes move alternately up and down, slightly bending at the knees. Hand movements should be smooth, the speed increases slightly towards the end of the stroke. And, of course, the coordination of the movements of the legs and arms is mandatory: for every 2 strokes with the arms, there are 6 leg movements.

You need to breathe through your mouth: for 2 strokes with your hands - inhale, for the next 2 - exhale. First, the exhalation is done over the water, then gradually the children are taught to exhale into the water.

When children master these elementary skills, then there will be no need for inflatable rubber toys and the teacher begins to teach the ability to stay on the water and swim with support. First, he holds the pupil with his hand under his stomach. Gradually, the support is weakened, and after a while the child swims on his own. The teacher is nearby to provide help and support at any time. Children are taught to swim in the "crawl on the chest with the outstretched arms" method. It is performed as follows: take a horizontal position, lower your head into the water. Legs alternately make movements from the bottom up (legs are straightened) and from top to bottom (legs are slightly bent at the knee). The hand from the up position goes down, bends a little at the elbow, makes a stroke and ends it at the hip. By the middle of the stroke, the movement of the hand accelerates. During the stroke, the fingers are connected and slightly bent so that the brush grabs the water better. After the stroke, the hand is gently taken out of the water and quickly carried up through the air (the muscles of the hands are relaxed at this time). In front of the head, she plunges into the water (fingers, forearm and shoulder). The other hand makes the same movements. Hands alternately rowing, then sweeping through the air. The legs work more often than the arms: for 2 strokes with the arms, the legs make 5-6 alternate movements.

They breathe like this: the face must be turned to the side so that the mouth is above the water, and inhale through the mouth; then lower your face into the water and exhale through your mouth and nose. Exhalation should be even and complete.

The teacher monitors the well-being of children, preventing hypothermia of the body and fatigue. Signs of hypothermia: goosebumps, trembling, blue lips, hiccups, decreased motor activity.

Leg movements are learned first with the help of a swimming board, and then without it after repulsion from the pool wall. At first, you should strive to ensure that the children keep their arms freely lowered along the body and do not rake with their palms, because. this creates bad habits.

In another, more difficult exercise, one arm is extended along the body, and the other is extended forward in the direction of movement. The positions of the hands change periodically. Then the exercise is complicated: the swimmer stretches both hands up and at the same time connects the thumbs. You can recommend the cross position of the brushes; when the back of the right hand is turned to the left, and the back of the left hand is to the right (with both little fingers pointing down).

When learning leg movements without a swimming board, you need to pay attention to the fact that the arms are extended forward, and the hands are superimposed on one another. This facilitates the extended position of the body and creates support for the head.

When practicing hand movements, simpler exercises are periodically included for repetition. This is advisable in cases where the child cannot understand the nature of the application of effort in the stroke or when he again encounters difficulties in breathing with full coordination of movements.

When swimming with full coordination of movements, attention should be paid to the fact that children swim initially in short stretches, where it is not necessary to turn their heads to the side for inspiration. Children can swim without breathing up to 8 meters.

When connecting breathing to the general coordination of movements, it is advisable to return to the familiar simpler exercises in which breathing was associated with turning the head. For example, to an exercise where breathing is consistent with the movements of the hands, when the swimmer is standing at the bottom of the pool. Only the head turns and only so much that the mouth for inhalation appears above the surface of the water. Children should be reminded that turning the body is a serious mistake. Very often, it seems convenient for small swimmers to perform a breathing cycle (inhale-exhale). This can be resolved. To prevent children from developing the habit of turning their head to inhale to one side only, it is necessary to regularly change the side for inhalation. In the future, small swimmers should learn breathing through three strokes.

Anatomical and physiological features of the development of children 5-6 years old

The age from 1 to 7 years is called the period of neutral childhood, since boys and girls almost do not differ from each other in size and body shape. From 4 years old the period begins first childhood, which ends at 7 years. At this time, the formation of relationships between organs, systems and apparatuses of organs ends in children.

Leather. It is thickening. But the unpleasant possibility of overcooling or overheating is not reduced.

Bone system. Its ossification has not yet been completed. The spine corresponds in shape to an adult, but only in shape. The bends of the spinal column become clearly visible by the age of 5-6 years. With the increased weight load on the child's fragile skeleton, control over his posture is more than ever associated.

At the age of 6-7 years, the growth of the chest slows down, and by the age of 17-20 it takes on its final shape. The ribs take the same position as in adults, the chest is cylindrical. Breathing is deeper and rarer, by the age of 7 it reaches 23-25 ​​in 1 minute. Physical exercise not only strengthens the pectoral muscles, but also increases the range of motion in the rib joints, which leads to an increase in the size of the chest during breathing and the vital capacity of the lungs. In children aged 3-8 years, the range of motion in all joints increases, which affects their development.

Muscles. After birth, the muscles grow, their size and mass gradually increase. Tendons lengthen. The most intensive growth of muscle fibers and muscles in general occurs in childhood and adolescence. Due to physical activity and physical activity, muscle fibers thicken, and muscle mass increases.

Endocrine system. At the age of 6-7 years, there is some acceleration of growth, the so-called. the first physiological traction, at the same time, differences in the behavior of boys and girls appear. Glands such as the thyroid, adrenal gland, pituitary gland take an active part in these processes. The "preparation" of the gonads for the period of puberty.

The immune system. Immunity cells are produced by the child's body in sufficient quantities, in connection with this - a milder course of many diseases (Sapin M.R., Bryksina Z.G., 2000).

Conclusion on Chapter I

As a result of the analysis of scientific and methodological literature, we found out that swimming consists of four sections, which are called sports, games, applied and figured (artistic) swimming. Swimming has health-improving, developing and applied value.

The main means of teaching swimming include general developmental, preparatory and special physical exercises.

One of the important means used in teaching children to swim are outdoor games.

The game method in physical education is generally characterized by the following features:

- "Story" organization.

A variety of ways to achieve the goal and, as a rule, the complex nature of the activity.

Modeling tense interpersonal and intergroup relations, increased emotionality.

Probabilistic programming of actions and limited possibilities for accurate dosing of the load.

Swimming games are divided into three groups.

The first group is games-competitions.

The second group consists of story games.

The third group includes team games, where the players are united in teams of equal strength.

The crawl technique on the chest is characterized by phases in each component: body position; leg movement; hand movements; breath; general coordination of movements.

After analyzing the age characteristics of children 5-6 years old, we found out that swimming lessons are the most important means of development for them. Since at this age the formation of the main systems occurs: the development of the lungs, the growth of the spine, muscles and tendons.