Self-control test methodology. Self-control test: How uneaten candy leads to success. I've been told more than once that I have excellent acting skills.

Target: study the level of self-control, the ability to evaluate the results of these actions and one’s capabilities.

Instructions: “Look at the pictures. Tell me what is drawn on them? Explain why this happened."

Situations:

The first picture shows how a girl takes a watering can, wants to water the flowers, but cannot lift it;

The second picture shows a bench over which a boy is jumping, but it is clear that he gets caught and falls;

In the third picture, the girl is about to swing on a swing, but she just can’t get on it;

On the fourth, a boy is drawn on the slope of a snowy mountain with a broken ski.

Possible answers

1. If the child explains that the reason for the failure is the watering can, bench, swing, slide, i.e. failures occurred for reasons beyond the control of the characters, which means that he has not yet learned to evaluate himself and control his actions. Most likely, when faced with failure, he will quit what he started and do something else - 1 point.

2. If a child sees the cause of an event in the characters themselves and invites them to train, grow up, gain strength, and call for help, then he has a good ability for self-esteem and self-control - 2 points.

3. When a child sees the reason for failure in both the character and the object, this also indicates a good ability for a comprehensive analysis of the situation - 3 points.

The second and third answer options are typical for children who have gone through the 7-year crisis and are able to more correctly (adequately) evaluate themselves and control their activities. The first answer is typically “preschool” and, as a rule, is combined with inadequately inflated self-esteem, with the inability to control and evaluate oneself.

Appendix 4.

Test “Color the picture”

Target: to identify whether the child understands and accepts the task set by the teacher.

The test is performed frontally. For each child, it is necessary to prepare identical contour drawings, paint one in non-traditional colors (for example, a tree is red, the sky is black, the sun is green, clouds are brown, the earth is blue) and place it in front of the children as a sample.

Instructions:“Color your picture like mine.” After the task is completed, children are asked to control themselves, i.e. look at their work and say whether everything is done correctly, whether their picture is similar to the sample.

Based on the test results, each child can be assigned to one of four groups.

I. Accepts and understands the task (wants to complete the adult’s task and understands what needs to be done). The children cope with the task completely. When they are asked if they did everything right, the guys don’t just answer, but try to justify their words: “The sky here is black, and mine is also black, so that means it’s correct.”

P. Accepts but does not understand the task (wants to do it, but doesn’t understand what needs to be done). Formally, the task is being performed incorrectly. Children use colors that do not correspond to the standard, but when an adult begins to be interested in each subject separately, the children in this group notice their mistakes: “Oh, here I should have drawn with a red pencil, but I used a green one.”

III. Doesn't accept, but understands (understands what needs to be done, but does not want to do it or wants to do it in his own way). Children carefully examine the sample and, when completing the task, partially or completely color the objects in the picture, but not in accordance with the standard. When assessing their results, they often talk about the advisability of coloring a picture this way and not another, saying: “The tree is not red, but green,” “But it doesn’t happen that way,” etc.

IV. Doesn't accept or understand (does not want to complete the task and does not understand the essence of the task). Children complete the task incorrectly; they color the picture in the colors they like. When they are asked to compare the result with a sample, they do not notice the errors. Even if they are asked about each depicted object separately (“Is the tree in your drawing the same as in mine?”), they answer in the affirmative, sometimes without looking at the drawing.

Appendix 5.

Tapping test.

A sheet of paper is drawn into 6 identical squares, which are numbered as follows:

The essence of the task is that children must draw dots in each of the squares with a pencil (“pour grains to the birds”) in accordance with the sequence of their numbering; The transition from square to square is carried out at the command of the teacher. The duration of work in each square is 5 seconds. In general, the child works for 30 seconds. Before the test, it is necessary to give children the opportunity to practice performing this task in a playful way (“it’s raining”). The results of this task allow us to judge the maturity of the child’s nervous system: the greater the number of dots in the 1st square, the higher the level of maturity of the nervous system.

Tapping test indicators not only indicate the level of development of the nervous system, but also indicate the typological characteristics of the child. Children with a weak type of nervous system are characterized by a significant decrease in the number of dots in subsequent squares. A strong type of nervous system is characterized by a higher tempo of work, stability of tempo when moving from square to square, or even some increase in tempo compared to the first square.

Along with weak and strong types of the nervous system, intermediate variants are also observed in children.

Appendix 6.

Conversation about school (Ginsburg)

Instructions.“Now I will read you a story. The boys (girls) were talking about school. The first boy said: “I go to school because my mother forces me. And if it weren’t for my mother, I wouldn’t go to school.” (External motive.)

The second boy said: “I go to school because I like to study, I like to do my homework. Even if there was no school, I would still study.” (Educational and cognitive motive.)

The third boy said: “I go to school because it’s fun and there are a lot of kids to play with.” (Game motive.)

The fourth boy said: “I go to school because I want to be big. When I’m at school, I feel like an adult, but before school I was little.” (Positional motive.)

The fifth boy said: “I go to school because I need to study. You can’t do anything without studying, but if you learn, you can become whatever you want.” (Social motive.)

The sixth boy said: “I go to school because I get straight A’s.” (Motive for getting a high grade.)

After reading each “statement,” a schematic drawing is laid out in front of the child. The child is asked the question: “Which of them do you think is right?” The child sequentially chooses three answers.

Evaluation of results: readiness to learn is evidenced by the choice of educational-cognitive and social motives. The child may have a different combination of motives; it is important that they reflect the emerging focus on learning activities. If a child chooses a combination of external and play motives, this indicates that he has not formed an understanding of the meaning of learning activities, so at school the child may experience difficulties associated with a reluctance to learn.

Individual lesson on the topic:

"Self-control of behavior."

Event theme: individual lesson on the topic"Self-control of behavior."

Target: Introduce the child to the concept of self-control, identify the characteristics of self-control in a given child, explain the importance of self-control of behavior.

Tasks:

1. Form the child’s correct attitude towards will and self-control.

2.Identify the child’s self-control.

3. Motivate the child to independently develop self-control.

Equipment: Leaves, pens.

Decor: Posters, drawings.

Progress of the lesson:

Preparatory stage.

Conducting the lesson:

Introduction.

Conversation: Characteristics of will.

Volitional personality traits.

Self-control test.

Conclusion.

3. Final stage.

Analysis

1. Introduction.

Directed ethical work, necessarily carried out by the teacher against the background of teaching mental self-regulation, should lay the foundations of morality in students.

Options for forming groups are possible, either only from children or teenagers, or together with their parents. In the latter case, the program is designed for younger children, but parents willingly participate in such activities. One of the advantages of the second option is the emergence of common interests in the family and overcoming its disunity.

Without special medical indications, children and adolescents should not perform exercises with reflexogenic zones of the emotional-volitional sphere (with the exception of the simplest exercises with anahata). The reason is that these exercises are incompatible with drinking alcohol during and after the course of exercise.

The emphasis in the work should not be on obtaining high results, but on broadening their horizons, on broadly informing students in order to help them choose a path in life when they grow up.

Enrich your activities with aesthetics and sports!

1. You can supplement them with choreography, music, photography, painting, tourism, hardening, ecology, literary studies, philosophy - depending on the teacher’s area of ​​competence.

2. It is possible that the use of exercises with reflexogenic zones of the emotional-volitional sphere and other similar techniques by specially trained doctors for the treatment of certain childhood neurological and mental diseases.

3. Children and adolescents most easily master exercises with figurative representations. It is usually more difficult for them to master concentration

4. An interesting positive effect is provided by the presence (but not participation on equal terms) of children in out-of-town classes of groups where their parents study. With an unobtrusive attitude towards them, children turn on an important learning mechanism - imitation.

The problem of WILL, voluntary volitional regulation of behavior and its influence on various human activities has long occupied the minds of scientists.

It is known that human behavior is determined by various physiological and psychological mechanisms. On the one hand, these are unconditional reflex and conditioned reflex mechanisms, and on the other, voluntary control, which is associated not only with physiological, but also with psychological mechanisms. The development and formation of the will and volitional qualities of the individual begins from early childhood. This process is facilitated by many things, many factors influence it - the child’s communication with peers, and the games in which he takes part. Great opportunities for volitional personal development are provided by educational activities.

At the initial stage of school education, educational activity occupies one of the central places in the life and personal development of children; it is the leading type of activity. The child’s psyche and the development of his volitional qualities are not only manifested in activity, but also formed in it. However, in the process of educational activity, not only the volitional sphere of the student is formed, but also the volitional development of the individual has a direct impact on the course of educational activity and on the performance of schoolchildren. The question of the influence of volitional development on the study and performance of schoolchildren is one of the pressing issues of modern educational psychology.

2.Characteristics of will.

In psychological science, will is defined as a property of the human psyche, which manifests itself in active self-determination and self-regulation of one’s activities and behavior in spite of external and internal obstacles, influences and influences. Thanks to the will, a person can, on his own initiative, based on a perceived need, perform actions in a pre-planned direction and with pre-programmed energy. A person can organize and direct his mental activity accordingly. With an effort of will, you can restrain the external manifestation of emotions or even show the opposite. Overcoming obstacles and difficulties is associated with the so-called. by volitional effort, i.e. a special state of neuropsychic tension that mobilizes a person’s physical, intellectual and moral strength.

The nature of the human will . Volitional actions are determined by external objective circumstances, in particular the conditions, lifestyle and activity of a person. These influences can be distant and indirect and, as a result, are not always realized, which sometimes creates the illusion of the absolute arbitrariness of human actions. Free will does not lie in an imaginary independence from the laws of nature and the laws of social development, but in the ability, based on knowledge of these laws, to use them for certain purposes. However, a person’s volitional activity, being objectively conditioned, is not understood as a fatal adherence to external circumstances, supposedly freeing a person from responsibility for his actions. It is possible to correctly understand and evaluate a person’s volitional action only if not only the goals, but also the motives of the action are known, since the same act, depending on this, can have different moral characteristics.

The human will is characterized by various qualities : purposefulness, determination, perseverance, endurance (self-control), discipline, courage, courage, etc. Will plays a crucial role in the structure of character, being, in a certain sense of the word, its “core”.

3.Volitional personality traits.

The manifestation of will in various specific situations and in various types of activity allows us to talk about the volitional qualities of the individual.

The innate component is the ability determined by natural inclinations, and the acquired component is the human experience: his skills and knowledge associated with self-stimulation, the formed motive for achievement, the formed volitional attitude not to give in to difficulties, which becomes a habit with repeated successful overcoming of such difficulties. The manifestation of each volitional quality depends on both one and the other component, i.e. This is both the realization of the ability to exert volition and the ability to demonstrate it.

Patience is understood in psychology as a one-time long-term counteraction to unfavorable factors (mainly physiological conditions) that cause fatigue, hypoxia or feelings of hunger, thirst, and pain. The duration of volitional activity depends on the energy of the activity: the stronger the need and the greater the body’s energy resources, the longer a person can maintain volitional tension.

Tenacity and stubbornness . Psychologists understand perseverance as the desire to achieve “here and now,” i.e. momentary, desired or necessary, including success in activity, despite existing difficulties and failures.

Persistence, according to the definition of the famous scientist V.K. Kalina is an emotional-volitional quality in which emotional and volitional components at different stages of activity can be presented differently.

Independence and initiative . Independence is defined as the ability to carry out any activity without outside help. It manifests itself in independent decision-making, implementation of what is planned, self-control, and taking responsibility for the actions of others. Independence as a strong-willed trait is already inherent in preschoolers, however, the motives for its manifestation in children of different ages are different.

Initiative is manifested in such actions of schoolchildren or their groups that served as the beginning of a new movement or change in forms of activity. In moral terms, initiative is characterized by social courage and the absence of fear of taking responsibility for the action being performed.

Discipline and organization . Disciplined behavior presupposes adherence to routine, organization, and consistency. Disciplined behavior leads to the formation of discipline as a personality trait, which is based on the desire and ability to manage one’s behavior in accordance with assigned tasks.

Diligence - this is the desire to do some work, task well and conscientiously. On the one hand, diligence clearly shows a motivational and moral element: the student’s desire to do the work, the desire to show himself, the desire not to disgrace himself, to treat the assigned work honestly, etc.

Energy is defined as the ability, through volitional effort, to quickly raise activity to the required level, up to the highest.

Heroism and courage .

Integrity is a personality property that seems to be a reflection of a person’s ideological nature. A person who firmly (strictly) and consciously adheres to any principles is considered to be principled, i.e. views, ideas, beliefs that determine the norm of his behavior. The basis for such firmness of views and convictions can be confidence in one’s rightness, in the justice of one order or another.

A noticeable development of the will is observed in adolescence, when there is a significant increase in the conscious attitude towards reality, teaching, an increase in the motives of society, order (a sense of duty, responsibility).

To correct indiscipline, the teacher can take the following measures: :

1. Involving unruly students in various types of socially useful activities, taking into account their interests and values, giving the assigned task significance for the entire team, and not just for a particular student.

2. Giving undisciplined students the initiative in some socially useful matters.

3. Strengthening self-confidence in undisciplined students.

4. Using methods of persuasion, encouragement, public approval, tact, and trust.

5. Using public opinion of the class against malicious violators of discipline.

Development of student independence. The development of independence goes through a number of stages. At the first stage, independence is manifested only in the execution of what was planned only by the teacher or the teacher together with the students. At the second stage, independence is manifested not only in performance, but also in self-control. At the third stage, they are joined by the possibility of independent planning of activities. At the fourth stage, creative initiative appears, i.e. independence in setting a goal, choosing ways to achieve it, and taking responsibility for carrying out a task.

4. Self-control test.

Questionnaire to identify the severity of self-control in the emotional sphere, activity, behavior (social self-control) G.S. Nikiforov, V.K. Vasiliev, S.V. Firsova.

Instructions:

Now I will read to you a series of questions that you will need to answer. There can be no right or wrong answers here. People are different, and everyone can express their opinion. At the top of the sheet, write your grade, age, gender, first name, and the beginning of your last name. When answering each question, you will have to choose one of the three answers offered to you, the one that most closely matches your views and actions. If something is not clear to you, ask.

1. You don’t need to spend a lot of time thinking about your answers. Give the answer that comes to your mind first.

2. Try not to resort too often to intermediate answers like: “I don’t know”, “something in between”, while choosing the option that suits you most.

3. Be sure to answer the questions in a row, without missing anything.

4. Answer honestly and sincerely. Do not try to make a good impression with your answers (the answers can only be deciphered using a special key that only we know, and the answers to each question will not be considered at all, we are only interested in general indicators), they (your answers) must correspond to reality , this will greatly help us in our work. Thank you in advance for your help.

Test material:

1. I am considered a hot-tempered, uncontrollable person:

a) yes (0)

b) not sure (1)

c) no (2).

2. I give up my seat in public transport to elderly people and passengers with small children:

a) in any case (2)

b) sometimes (1)

c) only if they insist on it (0).

3. I tend to monitor the manifestation of my feelings:

a) always (2)

b) sometimes (1)

c) rarely (0).

4. If something in the received task remains unclear to me, I:

a) I always clarify all ambiguities before completing the task (2)

b) I do this sometimes (1)

c) I clarify any ambiguities along the way (0)

5. I check my actions while working:

a) constantly (2)

b) from case to case (1)

c) rarely (0)

6. Before putting forward any argument, I prefer to wait until I am convinced that I am right:

a) always (2)

b) usually (1)

c) only if appropriate (0)

7. I believe that each specific situation requires a certain style of clothing:

a) agree (2)

b) partly (1)

c) disagree (0)

8. I usually express my opinion after those older in age and position:

a) yes (2)

b) not always (1)

c) no (0)

9. I like work that requires conscientiousness and precise skills:

a) yes (2)

b) something in between (1)

c) no (0)

10. If I blush, I always feel it:

a) yes (2)

b) sometimes (1)

c) no (0)

11. While working, I try to check the correctness of its execution:

a) always (2)

b) from case to case (1)

c) only when you are sure that you made mistakes (0)

12. If I have doubts about whether I correctly understood the meaning of the official text I read, then I:

a) I re-read the unclear place in the text (2)

b) I do this sometimes (1)

c) I don’t give any importance to this, I move on to the next stage of work (0)

13. At the end of work, I put my workplace in order and prepare it for the next working day:

a) usually (2)

b) sometimes (1)

c) rarely (0)

14. I am a rather demanding person and always insist that everything is done as correctly as possible:

a) yes (2)

b) something in between (1)

c) no (0)

15. In my actions, I always try to carefully adhere to the rules of behavior accepted in society:

a) yes (2)

b) not sure (1)

c) no (0)

16. I am not rude even with those people who are very unpleasant to me:

a) true (2)

b) not always (1)

c) false (0)

17. If when reading the instructions I encounter any ambiguities, then I:

b) I do this sometimes (1)

c) trying to figure them out (2)

18. I often get angry with people too quickly:

a) yes (0)

b) sometimes (1)

c) no (2)

19. In public places I try not to speak loudly:

a) I always follow this rule (2)

b) sometimes I follow this rule (1)

c) I rarely follow this rule (0)

20. Errors in completed work should be corrected:

a) only in cases where someone points them out (0)

b) something in between (1)

c) I don’t wait for others to point them out (2)

21. When I am very worried about something, I stop monitoring my actions:

a) almost always (0)

b) sometimes (1)

c) rarely (2)

22. When I plan my activities, I allow time for checking the work done:

a) always (2)

b) sometimes (1)

c) rarely (0)

23. When completing a task, I am satisfied only when due attention is paid to all the details:

a) correct (2)

b) not sure (1)

c) incorrect (0)

24. When speaking in front of an audience, I try to watch my voice and gestures:

a) always (2)

b) sometimes (1)

c) rarely (0)

25. I don’t start work until I’m convinced that everything necessary for this is already in its usual place:

a) usually (2)

b) sometimes (1)

c) rarely (0)

26. When leaving home, I am not in the habit of checking whether I have turned off the light, gas, iron, iron and water:

a) agree (0)

b) not sure (1)

c) disagree (2)

27. In communication I:

a) I freely express my feelings (0)

b) something in between (1)

c) I don’t express my feelings (2)

28. If I unwittingly violated the rules of behavior while in society, then I soon forget about it:

a) yes (0)

b) something in between (1)

c) no (2)

29. Sometimes people tell me that my voice and mannerisms show excessive excitement:

a) yes (0)

b) not sure (1)

c) no (2)

30. I keep my room tidy, all things are always in their place:

a) yes (2)

b) something in between (1)

c) no (0)

31. I am a punctual person and am usually not late for anything:

a) true (2)

b) not always (1)

c) false (0)

32. On the spur of the moment, I rarely say things that I later regret:

a) correct (2)

b) not sure (1)

c) incorrect (0)

33. I am told that when I talk too enthusiastically about something, my speech becomes somewhat confusing:

a) true (0)

b) partly (1)

c) false (2)

34. I eat with such pleasure that I am not always neat like others:

a) correct (0)

b) not sure (1)

c) wrong (2)

35. When I'm upset, I make sure to hide my feelings:

a) correct (2)

b) something in between (1)

c) incorrect (0)

36. When talking I prefer:

a) express thoughts as they come to my mind (0)

b) something in between (1)

c) first formulate a better thought (2).

Interpretation:

About the severity of the tendency toself-control in the emotional sphere The answers to points indicate: 1,3,10,18,24,27,29,32,33,35.

About the severity of the tendency toself-control in activities : 4,5,9,11,12,13,14,17,20,22,23,25. At the same time, 4,12,25 are aimed at identifying the degree of severitypreliminary control , and 5, 11, 23 –current , i.e. self-control already included in the process D.

About the severity of the tendency tosocial self-control behavior : 2, 6, 7, 8, 15, 16, 19, 26, 28, 30, 31, 34, 36.

The degree of severity of the tendency to self-control (by type and general) is determined by the amount of points scored (in accordance with the scores for each answer - from 0 to 2).

Social self-control – this is a combination of emotional, communicative, behavioral and activity (self-control in activity) self-control.

Self-control in the emotional sphere - It is a person's ability to keep emotions under control and restrain negative actions when faced with resistance or hostility from others or when working under stressful conditions.Emotional self-control is considered as a component of a higher level construct in the hierarchy of personality constructs - adaptability (adaptability)

Self-control in activities - a penchant for organizational activities and achieving success in those professions that require objectivity, determination, and balance. Determines the severity of the volitional characteristics of the individual. This factor is one of the most important for predicting the success of activities. It is positively related to the frequency of being chosen as a leader and the degree of activity in solving group problems. High discipline, focus, strong will, ability to control one’s emotions and behavior, conscientiousness, tendency to observe etiquette. In order to meet such standards, an individual is required to make certain efforts, have clear principles, beliefs and take into account public opinion.

Self-control in behavior - if a person was able to change his behavior here and now, but this applies only to a specific situation, this is a situational change in his own behavior. If he has changed his behavior in general, fundamentally, and this change is long-lasting and concerns a large number of significant situations, then we are talking about self-control of behavior.

The behavior of an individual with a pronounced ability for self-control is characterized by the following features.

– The ability to maintain a calm state, smooth, restrained social relationships and a calm environment when solving any, even complex problems.

– The ability to effectively manage your emotions.

– Ability to effectively manage the emotions of others.

5. Conclusion.

Will in psychology is defined as a person’s ability to act towards achieving a consciously set goal, while overcoming external and internal obstacles. If necessary, a strong-willed person knows how to abandon an intended or ongoing action if it no longer meets the changed circumstances. Such a person also has the ability, if necessary, to refrain from one or another action.

Overcoming obstacles and difficulties is associated with the so-called. by force of will

The volitional sphere of personality is revealed in volitional qualities. All volitional qualities of a person are divided into two large classes: volitional qualities themselves (simple qualities) and moral-volitional qualities (complex). In turn, volitional qualities themselves are divided into two groups. The first group includes volitional qualities associated with the individual’s determination (patience, perseverance, perseverance), and the second group includes volitional qualities that characterize self-control (restraint, courage, determination, etc.).

The volitional qualities of an individual are formed in the process of a person’s entire life activity, including educational activities. In turn, the volitional qualities of schoolchildren influence their educational activities and academic performance.

Literature.

1. Stolyarenko L.D. Pedagogical psychology. - Rostov-on-Don: Phoenix, 2006. - 542 p.

2. Modern dictionary of pedagogy / Comp. Rapatsevich E.S. - Mn.: “Modern Word”, 2001. - 928 p.

3. Reader on psychology. / Ed. A.V. Petrovsky. - M.: Education, 1987. - 447 p.

Ecology of health: With the help of these tests you can independently determine your physical fitness and create an exercise program...

How to create an individual training program

Using these tests, you can independently determine your physical fitness and create an exercise program.

When determining physical fitness, a calculator is used, and when drawing up an individual training program, an adder and dispenser are used.

Fitness calculator is intended for a comprehensive assessment of the functional capabilities of the cardiovascular system and physical fitness using the CONTREX-2 scoring system (control-express).

The CONTREX-2 system was developed by domestic scientists S.A. Dushanin, E.A. Pirogova and L.Ya. Ivashchenko (1984), they created several diagnostic systems for primary (CONTREX-3), current (CONTREX-2) and self-monitoring (CONTREX-1).

Indicators for determining the level of physical condition according to the CONTREX-2 system are given below.

CONTREX-2 includes 11 indicators and tests, which are assessed as follows:

1. Age. Each year of life gives 1 point. For example, at age 50, 50 points are awarded, etc.

2. Body weight. Normal weight is estimated at 30 points. For each kilogram in excess of the norm, calculated using the following formulas, 5 points are deducted:

men: 50 + (height – 150)x0.75 + (age – 21)/4

women: 50 + (height – 150)x0.32 + (age – 21)/5

For example, a 50-year-old man with a height of 180 cm has a body weight of 85 kg, and normal body weight will be:

50 + (180 – 150) x 0.75 + (50 – 21)/4 = 80 kg.

For exceeding the age norm by 5 kg, 5x5 = 25 points are deducted from the total points.

3. Blood pressure. Normal blood pressure is estimated at 30 points. For every 5 mm Hg. Art. systolic or diastolic pressure above the calculated values, determined by the formula below, 5 points are subtracted from the total amount:

men: ADsyst. = 109 + 0.5 x age + 0.1 x body weight;
ADdiast. = 74 + 0.1 x age + 0.15 x body weight;

women: ADsyst. = 102 + 0.7 x age + 0.15 x body weight;
ADdiast. = 78 + 0.17 x age + 0.1 x body weight.

For example, a 50-year-old man weighing 85 kg has a blood pressure of 150/90 mmHg. Art.

The age norm for systolic pressure is:

109 + 0.5 x 50 + 0.1 x 85 = 142.5 mmHg. Art.

Normal diastolic pressure:

74 + 0.1 x 50 + 0.15 x 85 = 92 mm Hg. Art.

For exceeding the norm of systolic pressure by 7 mm Hg. Art. 5 points are deducted from the total.

4. Pulse at rest. For each hit less than 90, one point is awarded. For example, a heart rate of 70 per minute gives 20 points. If the pulse is 90 or higher, no points are awarded.

5. Flexibility. Standing on a step with your knees straight, bend forward, touching the mark below or above the zero point (it is at the level of your feet) and maintaining the pose for at least 2 seconds. Each centimeter below the zero point is equal to or exceeds the age norm given for men and women in the table. 1, is estimated at 1 point; if the standard is not met, no points are awarded. The test is carried out three times in a row, and the best result is counted.

For example, a 50-year-old man, when bending over, touched a mark of 8 cm below the zero mark with his fingers. According to table. 1, the standard for a 50-year-old man is 6 cm. Therefore, 1 point is awarded for meeting the standard and 2 points for exceeding it. The total is 3 points.

Table 1. Motor test standards for assessing basic physical qualities

6. Speed. It is assessed by a “relay” test based on the speed at which the strongest hand squeezes a falling ruler. For each centimeter equal to the age norm or less, 2 points are awarded.

The test is performed in a standing position. The strongest hand with straightened fingers (palm edge down) is extended forward. The assistant takes a 50-centimeter ruler and sets it vertically (the number “zero” faces the floor). In this case, your hand is approximately 10 cm below the end of the ruler.

After the “attention” command, the assistant must release the ruler within 5 seconds. The examinee's task is to grab the ruler as quickly as possible with his thumb and forefinger. The distance in centimeters is measured from the bottom edge of the palm to the zero mark of the ruler.

The test is carried out three times in a row, the best result is counted.

For example, for a 50-year-old man, the test result was 17 cm, which is 4 cm better than the age standard. There are 2 points for meeting the norm and 4x2 = 8 points for exceeding it. The total amount is 10 points.

7. Dynamic force (Abalakov’s test). Estimated by the maximum height of a standing jump. For each centimeter equal to or exceeding the standard value given in table. 1, 2 points are awarded.

Running the test: the subject stands sideways to the wall next to a vertically mounted measuring scale (student's ruler 1 m long). Without lifting his heels from the floor, he touches the scale as high as possible with his more active hand raised up. Then he moves away from the wall at a distance of 15 to 30 cm, without taking a step, jumps up, pushing off with both legs. With his more active hand, he touches the measuring scale as high as possible. The difference between the values ​​of the first and second touch characterizes the height of the jump. Three attempts are given, the best one counts.

For example, a 50-year-old man has a result of 40 cm. This exceeds the age norm by 5 cm (see Table 1). For fulfilling the standard, 2 points are awarded, for exceeding - 5x2 = 10 points. The total is 10+2 = 12 points.

8. Speed ​​endurance. The maximum frequency of raising straight legs to an angle of 90° from a supine position is calculated in 20 seconds. For each lift equal to or exceeding the standard value, 3 points are awarded.

For example, for a 50-year-old man, the test result was 15 lifts, which exceeds the age norm by 4. For fulfilling the standard, 3 points are awarded, for exceeding 4x3 = 12 points. Total 15 points.

9. Speed-strength endurance. The maximum frequency of bending the arms in a lying position (women in a kneeling position) is measured in 30 seconds with 4 points awarded for each bending equal to or exceeding the standard.

For example, when testing a 50-year-old man, the frequency of bending his arms in support in 30 s was 18 times. This exceeds the age standard by 4 and gives 4x4 = 16 points, plus 4 points for meeting the standard value. The total is 20 points.

10. General endurance.

1) Persons who have not previously exercised or who have been practicing for no more than 6 weeks, can use the following indirect method.

Performing endurance exercises five times (running, swimming, cycling, rowing, skiing or skating) for 15 minutes at a heart rate of at least 170 per minute minus age in years (the maximum allowable heart rate is 185 minus age) - gives 30 points, 4 times a week – 25 points, 3 times a week – 20 points, 2 times – 10 points, 1 time – 5 points, not a single time and if the rules described above regarding heart rate and training aids are not followed – 0 points.

No points are awarded for performing morning exercises.

general endurance is assessed based on the result of a 10-minute run over the greatest possible distance. For fulfilling the standard given in table. 2, 30 points are awarded and for every 50 m of distance exceeding this value, 15 points. For every 50 m of distance less than the age standard, 5 is subtracted from 30 points. The minimum number of points scored for this test is 0. The test is recommended for individuals who independently engage in physical exercise.

3) For group classes the level of development of general endurance is assessed using races of 2000 m for men and 1700 m for women. The control is the standard time given in table. 1. For compliance with the regulatory requirement, 30 points are awarded and for every 10 seconds less than this value - 15 points. For every 10 seconds more than the age standard, 5 points are subtracted from 30 points. The minimum number of points for the test is 0.

For example, for a 50-year-old man, the result of a 10-minute run will be 1170 m, which is 103 m less than the age standard. Therefore, the sum of points for this test will be 30–10 = 20 points.

11. Pulse recovery.

1) For those who do not exercise after 5 minutes of rest in a sitting position, take your pulse for 1 minute, then do 20 deep squats for 40 seconds and sit down again. After 2 minutes, measure the pulse again for 10 seconds and multiply the result by 6. Compliance with the initial value (before the load) gives 30 points, exceeding the pulse by 10 beats - 20 points, by 15 - 10 points, by 20 - 5 points, more than 20 beats – 10 points should be subtracted from the total.

2) Those who exercise for more than 6 weeks Heart rate recovery is assessed 10 minutes after the end of a 10-minute run or a 2000 m run for men and 1700 m for women by comparing the post-run heart rate with the initial value. Their coincidence gives 30 points, exceeding up to 10 hits - 20 points, 15 - 10 points, 20 - 5 points, more than 20 hits - 10 points should be subtracted from the total amount.

For example, a 50-year-old man’s heart rate before running was 70 per minute, 10 minutes after a 10-minute run it was 72, which practically coincides with the initial heart rate and this provides 30 points.

results

After summing up the points obtained for all 11 indicators, the physical condition is assessed as:

– low– less than 50 points;
- below the average– 51–90 points;
- average– 91–160 points;
- above average– 160–250 points;
– high– more than 250 points. published

Ecology of consciousness. Psychology: In the 1960s, psychology professor Walter Mischel conducted an experiment with Stanford kindergarten children to find out how much they could control their desires. Children aged 4-6 years were brought into an empty room with a table and chair. A treat (marshmallow) was placed on the table. The presenter explained to the child that if he restrained himself and did not eat the treat before the adult returned, he would receive another one.

A 15-minute test of self-control or how uneaten candy leads to success. Marshmallow test (or Marshmallow test).

Psychological experiment

In the 1960s, psychology professor Walter Mischel conducted an experiment with Stanford kindergarten children to find out how much they could control their desires.

Children aged 4-6 years were brought into an empty room with a table and chair. A treat (marshmallow) was placed on the table. The presenter explained to the child that if he restrained himself and did not eat the treat before the adult returned, he would receive another one. The presenter left, and the child was left alone with the treat.

When the presenter explained to the children the rules for receiving the second piece of candy, almost all the children decided to wait. The researcher then left the room for 20 minutes.

While a few four-year-olds were able to resist temptation for a full 15 minutes, most gave up after less than one minute. When adults offered to cover the treat (according to the “out of sight, out of mind” principle) to make it easier to hold on to, the children, as a rule, refused.

Over the course of about a year, the children experienced dramatic changes in self-control. At the age of five or six years, most preferred not to have rewards in front of them and persistently suppressed thoughts about them in accordance with the self-control strategy.

Film "Marshmallow Test"

How long can a child wait without eating a marshmallow if the researcher promises to bring another one in exchange for waiting?

Continuation of the experiment

Psychologists continued to be interested in the further development and fate of the children who passed the marshmallow test.

Subsequent studies showed that children who could resist eating sweets at age 4 were ahead of their peers in many areas when they reached 18: passing the SAT (the standardized test for admission to higher education in the United States) and high IQ scores tests.

When comparing the SAT scores of children with the shortest delay times (bottom third) with those of children with the longest delay times (top third), the difference was 210 points.

In 2006, after completing research, W. Michel came to the conclusion that respondents who failed the test in childhood had levels of stress, addiction, emotional and interpersonal problems on average much higher than those who passed it successfully.

Young people aged 27–32 years who demonstrated the greatest endurance during marshmallow tests as preschoolers had an optimal body mass index, were more effective in achieving their goals and coped with stress more successfully. In middle age, those who were able to wait persistently in childhood (“long delay”) and those who could not do so (“short delay”) had completely different brain scans in the areas (prefrontal cortex) that are responsible for tendency to addictions and obesity.

Self-control plays a critical role in long-term prediction of a person's success and quality of life.

Mechanisms that ensure self-control help manage your emotions, fight bad habits, and cope with stress more easily.

It seems that those of us who had a hard time resisting candy as children may have a harder time resisting a cigarette as an adult.

The girl who was reaching for the candy has already grown up, now she feels a craving for her beloved and cannot do anything about it. Divorce and separation plunges her into the abyss of negative experiences, from which she cannot get out on her own, because she does not know how and is not used to restraining herself.

Self-control is needed by schoolchildren and students sitting over textbooks. A ballerina who masters complex dance steps and adheres to a strict diet. Those who want to quit smoking and lose extra pounds cannot do without self-control.

Successful study, career, happy family - all this requires many times to overcome your “I want” and realize your “need”.

If you want to do the Marshmallow test with your children

Experimental conditions:

The child's age is 4-7 years.

Setting: a room without entertainment or distractions, on the table - your child’s favorite treat.

Explain to your child that he can eat the treat, but if he is patient and does not eat it before you arrive, he will get a second one. It is important that the child understands this condition and believes that he will receive the promised second treat.

How to evaluate the result?

If your child managed to hold on and wait for the “delayed gratification,” then congratulate him on good self-control for his age and yourself for being able to instill this valuable quality.

What if you couldn’t? If the marshmallow is bitten?!

This might interest you:

Stay calm and optimistic. You are faced with the creative task of slowly and consistently developing self-control in your child. Teach him not to give in to his “I want”, but to cheerfully and energetically do what he “needs” to do.

One of the best ways to teach another, especially a child, is to lead by example. published