Health groups for physical education at school. Admission to physical education classes. health groups Preparatory health group physical education school

Sections: Sports at school and children's health

School years are one of the most important stages in a person’s development as an active member of society. During this period, the development of physiological systems, including the motor system, is completed. That is why during these years a solid foundation must be created for strengthening the health and physical improvement of a person.

The formation of basic motor qualities and skills in the process of physical education can be more successful subject to the reasonable use of means and methods of physical culture, as well as intensification of physical activity that requires intense activity of all physiological systems. However, it is necessary to take into account the age, gender and individual characteristics of children and adolescents, as well as the reserve capabilities of their body at different stages of development.

This approach will protect the practice of physical education from the use of insufficient and, at the same time, excessive loads that are dangerous to the health of students.

The problem of a child’s adaptation to large training and competitive loads is of not only theoretical, but also practical interest, since the connection between the student’s state and the given load is one of the important aspects of lesson planning. In this case, the load magnitude factor itself is not decisive, the main thing is the degree of its compliance with the condition the body and its level of preparedness. Physical overstrain develops in cases where the training load exceeds the functional capabilities of the body. Loads above the optimal level become excessive and cause various pathological changes in the body from overstrain, both physical and emotional. It is impossible not to see that the vector of pedagogical influences is aimed at changing the physical potential of a child and adolescent, that is, at the biological side of his essence. Therefore, without a control system that provides assessment of changes in physical condition, it is impossible to correctly plan and carry out the pedagogical process of increasing fitness.

How important is it to normalize workloads in physical education lessons for children when physical education lessons will have health benefits?

All the main factors that determine the condition and development of the body are subject to physiological and hygienic regulation. And naturally, no one doubts the need to substantiate the physiological norms of physical activity in the process of physical education of children and adolescents. When justifying and grading physical activity that is adequate to the functional capabilities of the body, as a rule, it is approached from three positions:

1. gradation of physical activity according to individual physiological indicators, in particular heart rate, oxygen consumption, pulmonary ventilation, etc.;

2. dosages of physical activity intensity depending on the maximum speed of movement;

3. assessment of the intensity of the load, based on the maximum energy capabilities of the body.

• duration of exercise;
• intensity;
• duration of rest intervals between exercises;
• nature of rest;
• number of repetitions of the exercise.

For example, when regulating the performance of cyclic exercises, the processes of age-related development of the motor system deserve special attention. Changes in physiological processes in connection with exercise are due to the effects of repetitive movements on the body. In this case, first of all, changes occur in the functional state of the motor system. Autonomic processes are restructured under the influence of irritations signaling possible hypoxia, but mainly under the influence of motor reflexes. That's why , when planning classes and choosing loads, it is important to take into account not only metabolic processes, but also age-related characteristics of the regulation of movements and the development of motor skills.

One of the goals of reasonable rationing of loads in physical education lessons is that energy expenditure, the number of repetitions of exercises and the duration of a series of exercises are optimal. If energy expenditure and the number of repetitions are small, then the effect of the exercises will be reduced due to insufficient mobilization of physiological functions. If the energy expenditure, the number of repetitions and the duration of the exercises are excessively high, then the effect of the exercises will be reduced due to the weakening of physiological processes due to the depletion of energy-rich substances and enzymes, as well as the nervous mechanisms for regulating movements.

Promoting harmonious physical development and nurturing basic physical qualities should be carried out from primary school, however, performing exercises to develop physical qualities requires a fairly accurate dosage of physical activity and control over the body’s reaction.

Anatomical, physiological and psychological characteristics that distinguish schoolchildren of different ages have a significant impact on the organization of the educational process, teaching methods and, of course, workload regulation. Let us dwell on some age characteristics of students that should be taken into account in physical education lessons.

By now, more and more evidence is accumulating that the physical qualities of students should be developed as fully as possible already in the first years of school. The possibility of targeted development of endurance in children of primary school age is emphasized. To substantiate this, the age-related picture of autonomic reactions and a number of biomechanical parameters of work was studied when performing loads of varying intensity. It was found that from 7-8 to 9-10 years, endurance increases only for loads performed in the aerobic energy supply mode, i.e. to those whose maximum duration is more than 2.5 minutes. The maximum operating time at 70% load increases by an average of 2.5 minutes, and at 50% load - by 4 minutes. Analysis of the natural increase in endurance to loads of varying intensity by the age of 9-10 indicates that this quality increases more intensely for physical activity of greater power and less for moderate exercise. At 7-8 years of age, a slightly more intense activity of the systems providing oxygen transport and less efficient utilization of oxygen from the ventilated air during aerobic exercise were noted. The shorter maximum duration of work in schoolchildren 7-8 years old when performing 70% of the load is combined with less efficient oxygen productivity of the respiratory and cardiac cycles. Thus, the results of studying the age dynamics of the natural development of performance indicators of schoolchildren aged 7-8 and 9-10 years and the adaptation features of their respiratory and circulatory systems give reason to believe that the use of heavy and moderate intensity loads will increase the effectiveness of physical education lessons aimed at developing endurance junior schoolchildren (Alekseeva.Yu.A., Borisova M.A. et al. “Health and physical education of children and adolescents”)

From grades 5 to 8 (10 - 14 years old), children's growth and development occurs unevenly. Particularly rapid morphological and functional changes in all body systems occur with the onset of puberty. A common phenomenon common to all children during this period is an increase in the growth rate of body length, which can reach 10 cm per year. All bone and muscle dimensions of the body also change, although not to the same extent. The pubertal surge extends to the heart muscle and all other organs. Moreover, changes in the physiological functions of the body are more pronounced in boys than in girls. At the end of adolescence, boys, due to the ability to demonstrate greater muscle strength, gain 1 kg. girls' muscles become much stronger.

Due to the fact that after 12 years, muscle resistance to stretching increases significantly, at this age increased attention should be paid to the development of flexibility. High lability and excitability of the neuromuscular system contribute to the accelerated development of speed of movement and reach a maximum in the speed of muscle contraction. Therefore, adolescents need to develop speed, agility, and dynamic strength.

The processes of puberty that do not occur simultaneously in different students complicate the work of the teacher, since in the same class there are teenagers in the initial stages of puberty and teenagers who have already completed this process. In this regard, for the quality of the educational process, it is necessary to implement a differentiated approach to students, especially carefully select exercises and load.

At 15-17 years of age, the morphofunctional maturation of the body is almost complete, but the development of the musculoskeletal and ligamentous apparatus continues: the hardening of the bones of the legs, arms, and spine is not yet complete, so excessive loads should be avoided when exercising with weights. In high school students, the development of the nervous regulation of the heart has not yet been completed. Too much occasional load can lead to adverse consequences. Moreover, young men of this age tend to overestimate their capabilities. The maximum intensity of exercise should not be allowed.

Girls of this age are characterized by an increase in body weight. Moreover, strength increases to a lesser extent than body weight. This causes a drop in the relative strength of girls, as a result of which it is more difficult for them than for boys to cope with exercises that require overcoming their own weight. Moderate intensity exercises aimed at strengthening the muscles of the back, abdomen, and pelvis are mandatory for girls.

From the above, the variety of distinctive features and originality of each student does not mean that only individual work with students is effective. The teacher should be based on the typical characteristics of the students, i.e. highlight characteristics inherent in certain groups of students: for example, a class is usually divided into groups by gender, within these groups - by preparedness, and experienced teachers, even within these groups, identify students who require a different approach. This may apply to children in the preparatory medical group or those assigned for health reasons to a special medical group, who, due to certain circumstances, study together with everyone else.

With all the variety of approaches in studying the physical state (PS) of a person, the focus of attention of specialists from various disciplines has turned to general biological questions about the possibilities and limitations of the mechanisms of adaptive self-regulation of the functions and reserves of the body under conditions of physical and mental stress. Determining and assessing the body's physical function is a task of functional diagnostics, the essence of which is to study the mechanisms of adaptation of an organ, system or organism as a whole to a particular load. In the field of functional diagnostics, a wide range of methods is used to determine the state of the body, including cardiovascular, respiratory, nervous, neuromuscular and other systems. A group of methods for assessing the physical function of the body with the task of various types of loads is called functional methods. Among them, functional testing using tests and tests with physical activity is of particular importance, since in this case the level of the body’s PS and its changes are most clearly manifested. To date, many tests have been proposed that are used to determine the ability to perform various types of movements with different loads. When testing, one of the following load types is usually selected:

Continuous load of evenly increasing power;

Continuous stepwise increasing load without rest intervals;

Stepwise increasing load with a rest interval after each step (V.V. Rozhentsov, M.M. Polevshchikov)

In functional tests with physical activity, testing uses natural movements in the form of squats, jumping, running, lifting weights, as well as performing specific physical exercises; the dosage of the load is determined by the duration and pace of its implementation. The most widely used tests are: Kevdina - 40 squats in 30 seconds;

Kotova-Deshina - 2-3 minute running in place at a pace of 180 steps per minute with the hip raised to a height to a right angle with the body.

The methods of rationing physical activity still used in practice are based on the intuition of the physical education teacher and his individual teaching experience, which does not always lead to a positive result. The words that loads should be “available”, “optimal”, etc., are devoid of concrete meaning when preliminary planning indicating specific quantitative indicators for the entire class is not based on the individual functional indicators of students. Obviously, in this case the same physical activity will be low for some students and high for others. In the first case, there will be no positive effect, but in the second, a negative result may be obtained. Excessive physical activity leads to the student’s face turning pale or red, profuse sweat flowing from his forehead, shortness of breath, impaired coordination of movements, and loss of desire and interest in the activity.

In a physical education lesson, the correspondence of the applied load to the functional state of the body can be judged by the pulse before the start of the next lesson. This is done as follows: before the start of the lesson, you need to rest while sitting for 3 minutes, and then count the number of heartbeats in 1 minute. If before each lesson their number is approximately the same, this indicates normal recovery and the body’s readiness to start the next lesson. A pulse value of 48-60 beats per minute is assessed as excellent, 60-74 beats as good, 74-89 as satisfactory, more than 90 beats/min as unsatisfactory (Dutov V.S., Severin A.E. et al. )

During physical exercise, the degree of increase in heart rate depends on many factors, the main ones being the intensity and volume of physical activity. The pulse rate when performing physical exercises should be as follows:

to ensure a physiologically justified load aimed at developing certain motor qualities. The basis for determining the intensity of the training load by heart rate is the relationship between them; the greater the load, the greater the heart rate. To determine the intensity of the load, not absolute, but relative heart rate indicators are used. Relative work heart rate (% heart rate max.) is the percentage ratio of the heart rate during exercise and the maximum heart rate for a given person. Approximate heart rate max. can be calculated using the formula: heart rate max = 220 - age (years).

It should be borne in mind that there are quite significant differences in heart rate max for different children of the same age. In a number of cases, schoolchildren with a low level of physical fitness have heart rate max = 180 - age (years) (L.E. Lyubomirsky).

When determining the intensity of training loads based on heart rate, two indicators are used: threshold and peak heart rate. Threshold heart rate is the lowest intensity below which no training effect occurs. Peak heart rate is the highest intensity that should not be exceeded as a result of exercise. (Annex 1). Approximate heart rate indicators for relatively healthy people involved in physical activity can be: threshold - 70 - 75% of maximum heart rate, peak - 90 - 95% of maximum heart rate.

To standardize cyclic exercises used in physical education lessons, it is important to highlight moderately intense muscle activity that can be maintained for a long time without a significant increase in oxygen debt. A load of 50% of the maximum can be maintained for a long time.

To assess the impact of physical activity on the body of schoolchildren, you can use the classification of loads, which includes 5 zones:

1. low intensity zone (20 - 30 %). Here the work can be done for a very long time. At the same time, all physiological functions of the body do not experience tension, heart rate does not exceed 100 - 120 beats/min. This includes exercise modes with low intensity and low speed.

2. moderate intensity zone (50% of maximum load). The regime of physical exercises in this zone contributes to the development of general endurance. The heart rate during exercise reaches 130 - 160 beats/min. Work in this zone helps to establish interaction between the functions of the cardiovascular system, breathing and the musculoskeletal system.

3. high intensity zone (70%). Causes tension in physiological functions in the body of schoolchildren during muscular work. Performing the load in this zone does not exceed 4 - 5 minutes for younger schoolchildren, and 10 minutes for older students.

4. zone of submaximal or high intensity (80%).

Corresponds to the exercise regime (short distance running, speed-strength exercises, static loads, etc.), in which the work of the heart muscles and other organs and tissues is provided mainly by anaerobic energy sources. The maximum duration of cyclic loads for younger schoolchildren is 50 seconds, for older students - 1 minute or more.

5. zone of maximum intensity (100%).

Corresponds to performing physical exercises at maximum speed, maximum tempo and increasing the maximum time for performing loads up to 10 seconds. In such a short time, functional changes in the cardiovascular system, respiration and other functions do not reach high values.

Work zones by heart rate:

• up to 120 - preparatory, warm-up, main exchange
• up to 120 - 140 - restorative-supportive
• up to 140 - 160 - developing endurance, aerobic
• up to 160 - 180 - developing speed endurance
• more than 180 - speed development.

The values ​​of heart rate and blood pressure in children and adolescents are very variable due to increased reactivity. Thus, in first-graders, the heart rate at rest is on average 88 beats/min. At 10 years old - 79 beats/min, at 16 years old - 72 beats/min. In this case, the individual spread of normal values ​​can reach + 10 beats/min, and sometimes more. Blood pressure in children 7 - 10 years old 90/50 - 100/55 mmHg; 10 - 12 years - 95/60 - 110/60; in 13 - 14 year olds - 105/60 - 115/60; for 15 - 16 year olds - 105/60 - 120/70. During physical activity, depending on its intensity, heart rate increases; in children and adolescents it can exceed 200 beats/min. In school-age children, immediately after 20 squats, there is an increase in heart rate by 30 - 50%, an increase in max. Blood pressure by 10 - 20 mmHg, decrease in minimum blood pressure by 4 - 10 mmHg. Usually after 1 - 2 minutes. Heart rate and blood pressure are restored. This reaction of the cardiovascular system is assessed as favorable. A sharply reduced or, conversely, increased heart rate may indicate pathological changes in the heart or a violation of its neurohumoral regulation. An increased heart rate the day after physical exercise, especially if it is accompanied by poor health, sleep disturbances, etc., indicates fatigue (V.V. Rozhentsov).

An effective method for assessing the degree of recovery after exercise for planning further load is orthostatic test.

The student rests lying on his back for 5 minutes, then the heart rate is calculated in the supine position for 1 minute. After this, the student gets up, rests while standing for 1 minute, and the pulse is measured again in a standing position for 1 minute. By the difference in heart rate while standing and lying down, one can judge the reaction of the cardiovascular system to the load when changing body position. (Appendix 2)

Another version of the test is the Ruffier test with squats: the subject lies on his back, after 5 minutes. heart rate is determined for 15 s. (recalculated in 1 minute) (P1), then, within 45 s. the student performs 30 squats and lies down again, the heart rate is immediately determined for 15 s. (P2); then for the last 15 s. from the 1st minute of recovery (P3). The sample is evaluated using the Ruffier-Dixon index (Appendix 2).

This approach makes it possible to determine individual indicators of physical activity, calculated based on the results of testing of students. In this case, the class is divided into groups with similar physical activity indicators, and physical activity indicators are calculated for each group. In this case, within the framework of solving common problems for the entire class, a differentiated approach is implemented, determined by the general criterion - the state of physical health of each student.

The ideal option would be to conduct physical exercise testing at the end of each academic quarter, in order to adjust individual physical activity and group composition based on the results obtained.

Bibliography.

1. “Regulation of workload in physical education of schoolchildren”, ed. L.E. Lyubomirsky.

3. Circular training during mass physical education classes. Romanenko V.A.; Maksimovich V.A. 1986 Ed. "Physical education and sports".

4. Fatigue during physical education and sports. Ed. "Soviet sport". Rozhentsov V.V.; Polevshchikov M.M. 2006

5. Sports medicine. Textbook for physical education institutes. ed. "Physical education and sports" 1987

6. Physical culture. Test control for grades 5-9. V.I. Lyakh. Publishing house "Enlightenment" Moscow 2007

7. Health saving technologies in primary school. 1-4 grades. Kovalko V.I. Moscow publishing house "Wako" 2004

8. Objective criteria for choosing the optimal method of physical activity in children during school. Material of the All-Russian Scientific and Practical Conference. Alekseeva Yu.A., Borisova M.A. and etc.; Moscow, November 11-12, 2003.

Parents of first-graders are often faced with complex and unfamiliar questions. One of them: “What physical education health group does your child have?” The answer to this question is actually very simple. Groups are divided into three types: basic, special and preparatory. The main health group is children who are either completely healthy or have no contraindications to physical activity. Children who have any health problems study in preparatory and special groups.

What does preparatory physical education group mean?

The preparatory health group for physical education is a group in which children are found after illness, with low physical fitness, and with minor deviations in health. In addition, strong physical activity of any type is contraindicated for such children, and passing the standards is allowed after an additional medical examination.

To obtain this group, a simple certificate from the clinic, prescribed by a pediatrician or other specialist, is sufficient. It will indicate prohibited exercises or, conversely, the doctor’s basic recommendations. The certificate should contain:

• Diagnosis or reason why the child should attend a preparatory group;

• Duration: quarter, half-year or entire academic year;

• Specific recommendations: what cannot be done, what standards are prohibited from passing and what exercises, on the contrary, must be done to maintain health.

Difference from special group

Children who are part of the preparatory physical education group take the standards in a simplified form. A set of exercises that a child can perform in such a group is selected by the teacher based on the recommendations from the doctor prescribed in the certificate. In addition, after the period specified in the certificate, the child automatically moves to the main group.

You cannot get into a special group with just a doctor’s certificate. For this purpose, a special commission (KEC) is assembled, which makes a decision based on all the analyzes and data about the child. It is worth noting that the special group is also divided into two:

• Special "A": children with significant disabilities. Classes for this group are held separately;

• Special "B": complete exemption from physical education. Free attendance of theoretical lectures is possible.

Exercises and standards in the preparatory group for physical education

The usual exercise plan is built according to the following scheme:

• Warm-up: walking in a circle, in place, raising your knees high, on your toes, etc. Light running is possible;

• Restoration of breathing (after each part);

• General strengthening exercises with sticks;

• Obstacle course;

• Exercises with balls;

• Games.

As already mentioned, the standards can be taken by a child only with the permission of a doctor. What to do if loads are prohibited, but a rating must be given? In such cases, the teacher evaluates activity in the lesson, readiness to study and other parameters within the lessons. In addition, the teacher can give the student the opportunity to work with the theory or history of physical education. For example, prepare an essay, defend a project, give a report or make a presentation. Topics can be completely different: from the history of sportswear to healthy lifestyle.

In conclusion, we can add that there is nothing wrong with the fact that your child ends up in a preparatory health group for physical education. He is not left without sports at all, he is simply selected suitable options for exercises and warm-ups. This will be able to prepare the child for the main group and, perhaps, will help on the path to the Olympic championship.

Ekaterina Morozova

Reading time: 9 minutes

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One of the main school subjects responsible for a child’s health is, as you know, physical education. Without it, the full physical development of our children is impossible - especially in a school environment, where children spend most of their time motionless at their desks.

As a rule, the whole class is “expelled” to physical education, offering exercises that, according to the development program, are “prescribed” for all healthy children. And few people today remember that there are 3 medical groups for physical education, and not all children end up in the main – healthy one.

How many physical education health groups do schoolchildren have - principles of division into health groups

First of all, it should be understood that health groups and health groups for physical education are not the same thing.

1. Under health groups understand the 5 groups into which children are enrolled, according to an assessment of their health.
2. Concerning medical health groups for physical education– there are 3 of them.

They are important when a child participates in school physical education lessons:

• Main. Healthy children who do not have serious health problems and meet developmental standards.
• Preparatory. Children with minor health problems.
• Special (A, B). Children with serious disorders in the functioning of the main body systems and with chronic diseases.

Many parents (and even teachers) do not know, but each physical education health group has its own contraindications, indications, set of classes and even the time allotted for these classes.

Not everyone understands that special medical groups differ from regular exercise therapy. And the difference is simple: exercise therapy is conducted by doctors, while physical education classes for medical groups are conducted by teachers, but taking into account optimal training methods.

What else do you need to know about physical health groups?

1. The choice of a group for physical education is carried out before entering school - and must be indicated in the medical record.
2. The child’s condition is assessed exclusively by the pediatrician (or therapist, adolescent specialist). It is he who determines the child after examination into one of 3 groups. When enrolling in a special group, the doctor is obliged not only to indicate the diagnosis, but to establish the degree of disturbance in the functioning of the body. In certain cases, a medical commission's opinion may be required.
3. The health group must be confirmed annually.
4. The health group can be changed if the annual examination reveals that the child’s condition has improved or worsened.

Children from the first 2 medical physical education groups usually work out together, but for children from the preparatory group, both the volume of the load and its intensity are reduced.

As for the composition of the special group, it is formed by order of the school director and based on the conclusion of a visiting team of specialists. Classes for this group are held at school twice a week or three times, but for half an hour.

Physical education health groups for schoolchildren in Russia - statistics

Basic 1st health group of school students in Russia

The main physical health group includes healthy children with health groups 1 and 2:

• Having no health problems.
• Those with mild disabilities that do not entail a developmental lag from their peers. For example, excess weight, VSD, dyskinesia or mild allergies.

Children from this group are allowed to…

1. Passing the GTO standards.
2. Full training sessions.
3. Passing standards.
4. Training in sports sections.
5. Participation in competitions, tournaments, olympiads.
6. Participation in hiking trips.
7. Classes in Youth Sports School and Children's Sports School.

Of course, it is also important to remember, when allowing children to play sports, about relative contraindications.

In particular:

• If you have a round back, boxing, rowing and cycling will be contraindicated.
• For astigmatism and myopia - diving, boxing, motorsports and weightlifting, alpine skiing.
• In case of perforation of the eardrum - any kind of water sports.

Preparatory health group for schoolchildren in physical education

The preparatory physical education group includes children with health group 2 (statistically, more than 10% of all students in Russian schools):

• Poorly prepared physically.
• With morphofunctional health disorders.
• Those at risk for certain diseases.
• Those with chronic diseases in remission, which lasts about 3-5 years.

Children from this group are allowed to:

1. Classes follow the usual program, but with the exception of certain types of training and exercises.
2. Passing the GTO, tests and regular control tests, participation in sports events - only with the special permission of a specialist.

Children from this physical education group are not allowed to participate in sports competitions.

They are also prohibited:

• Large volumes of high-intensity physical activity.
• Long run.
• A large number of repetitions of exercises.

The teacher is obliged to choose a special set of exercises for children, in accordance with the medical record, which lists all contraindications.

The medical certificate must also indicate the deadline for transferring the child to the main group.

1. Alternating complex exercises with special breathing exercises.
2. Replacing running with walking.
3. Carrying out calm games without sudden movements.
4. Increasing rest breaks.

A commission conclusion is not required to assign a child to this group - just a certificate from the local pediatrician is sufficient, which must be attended by:

• Stamp and signature.
• Recommendations based on the recommendations of a specialized specialist, as well as specific limitations.
• Diagnosis.
• As well as the period for which the child is assigned to the preparatory group.

Special children's health group for physical education at school - are physical education lessons conducted for children of special groups “A” and “B”?

This physical education group is divided into two more - A and B.

Children with the 3rd health group are enrolled in special physical education group A:

• Those with chronic diseases, developmental defects, etc.
• With developmental disorders that require mandatory limitation of physical activity.
• Those who have serious disorders in the functioning of the body that do not interfere with their studies, but are contraindications for physical education.

Children from special group A are allowed to:

1. Classes according to a specially developed program.
2. Classes in certain types of school curriculum with a mandatory reduction in standards.

The following exercises are mandatory:

• Acrobatic.
• Power.
• Express.
• Moderately intense outdoor games.

Forbidden:

1. Participation in competitions.
2. Participation in mass physical education events.
3. Visiting sports sections.
4. Passing standards.

Children from special group A do not study with other children - separate lessons should be held for them, which should be taught by specially trained instructors in special programs.

Children with the 4th health group are enrolled in special physical education group B:

• Those with chronic diseases without significant signs of impairment in general well-being.

That is, children from this group are admitted to general theoretical classes, but are generally exempt from physical education at school.

Children from special group B are allowed to:

1. Exercise therapy classes.
2. Classes according to a comprehensive special program developed by a specialist - at home, independently.

A child can be assigned to this group only by decision of a medical commission, and the certificate is issued exclusively for a certain period, after which it must be re-issued with a commission and examination of the child.

Hello, friends! What are children's health groups for physical education? If you ask this question to parents of schoolchildren, as well as future first-graders, there will not be many clear, clear answers.

On the one hand, this is good! This means that everything is fine with the children’s health, and the question is simply not relevant. But on the other hand, no one is immune from various health problems. And then parents risk being completely unprepared for problems with physical education.

But problems appear, as evidenced by the huge number of messages and questions on this topic on various Internet forums. Therefore, I propose to deal with this right now.

Let's immediately understand that a health group and a medical health group for physical education are two different things.

Lesson plan:

Child health groups

In accordance with Appendix No. 2 of the Order of the Ministry of Health of the Russian Federation No. 1346 n, the health of children is assessed according to the following criteria:

• chronic diseases (whether they exist or not);
• state of the body systems (respiratory, excretory, endocrine, etc.);
• the body's resistance to external influences (cold, heat, irritants, etc.);
• physical development.

First, the doctor assesses the child's health condition. And then assigns him to one of five groups.

First

The child is healthy.

Physical development is within the age norm. There are no physical disabilities.

Second

These are kids:

• who do not have chronic diseases, but have any functional disorders (an internal organ does not function correctly, and the causes of these disorders lie outside this organ);

• those recovering from moderate and severe illnesses;

• with delayed physical development (short stature, increased or decreased body weight, etc.);

• often suffering from acute respiratory infections;

• who have physical disabilities resulting from injuries or operations, but all organs and systems of the body function normally.

Third

These are kids:

• with chronic diseases. But these diseases are in remission (disappearance of disease symptoms) with rare exacerbations, in which the functions of organs and systems of the body are preserved or compensated;

• with physical disabilities resulting from injury or surgery. The functions of the organs and systems of the body are compensated. They are not limited in their ability to study and work.

Fourth

These are kids:

• suffering from chronic diseases. Active phase. Exacerbations are frequent. The functions of organs and systems of the body are preserved or compensated or not fully compensated;

• with chronic diseases that are in remission, but with such dysfunction of organs and body systems that require maintenance treatment;

• with physical disabilities resulting from injuries and operations in which the functions of the organs and systems of the body are not fully compensated. Opportunities for training and work are limited.

Fifth

These are kids:

• with chronic diseases. The form is heavy. Remissions are rare, exacerbations are frequent. Presence of complications. The functions of the organs and systems of the body are not compensated. Requires ongoing treatment.

• with physical disabilities resulting from injuries and operations, with impaired functions of organs and body systems. Significantly limited opportunities for training and work.

Physical education groups

When a student goes to first grade, his medical record goes to school with him. It must indicate the physical education group. There are three of them: basic, preparatory, special.

Main

Children with the first and partly with the second group of health, physically and psychologically strong and developed, without diseases. Or having minor deviations in which physical activity is not prohibited, for example, slight excess weight, or minor allergic reactions.

They study according to the main program, pass the exam, and can participate in various competitions and all kinds of sporting events.

Preparatory

Children with the second health group. They have a delay in physical development and therefore cannot study as intensively as their healthy colleagues, although they go to lessons with the class.

The teacher’s task is to select special sets of exercises that will not harm health. He selects them in accordance with the instructions, in which the attending physician must indicate what exactly the schoolchild should not do (somersault, swim, bend over, jump, etc.)

The certificate must also indicate the deadline for the transfer. After the certificate expires, the student automatically gets into the main group.

In order to subject such schoolchildren to tests in physical education, it is necessary to obtain a doctor’s permission. His permission will also be required in order to involve a student in participation in mass sports events.

Special

In order to transfer a student to a special group, the opinion of one attending physician is not enough. In this case, a commission (KEC) is assembled. The certificate is issued for a certain period.

The special group is divided into two more.

Special "A"

Children with the third health group. Those who have significant restrictions on physical activity. They cannot study with the class. For such children, schools should conduct separate physical education lessons and develop special programs. And classes should be taught by teachers or instructors who have undergone special training.

Such children are not allowed to attend sports clubs, participate in competitions and public sports events.

Special "B"

This includes children partially with the third and fourth health groups. They are allowed to attend theory classes at school. But the health risks of physical activity are so great that they don’t do physical education at school. That is, in essence, this is an exemption from school physical education lessons.

But no one is going to leave them completely without physical activity. They are recommended to engage in physical therapy exercises at medical institutions and physical education clinics, under the supervision of a physical therapy doctor. As well as additional classes at home using a specially designed set of exercises.

Well, children with the fifth health group are most often in medical institutions and for them the opportunity to engage in exercise therapy is extremely individual.

How are they graded?

Also an interesting question. Everything is clear, if a student is in the main group, then he is, and on the basis of this he is given one grade or another.

And if in preparatory or special education, what then? After all, he cannot pass the standards like his completely healthy classmates. In this case, the teacher focuses on class attendance, quality of exercises, as well as theoretical knowledge. Textbooks on physical education, it turns out, exist.

The teacher may also ask you to prepare a project on some sports topic or healthy lifestyle, an essay, report or presentation. But the student cannot remain without a grade in physical education.

Well, that seems to be all, friends. Have questions? Ask them in the comments. We'll definitely figure it out together.

I wonder how you felt about physical education lessons when you were at school?

To be honest, I didn’t really like appearing on them. I had enough workload without them, since I was intensely involved in volleyball. And I was very glad when my teacher, Alexander Vasilyevich, allowed me not to come and automatically gave me five marks. But because I would have passed everything with straight A’s anyway.

And even now, it seems to me, children don’t have the best attitude towards physical education. They consider it some kind of secondary subject. But in vain! Sports are cool! It's nice to have a flexible, slender and strong body that you can easily control. Do you agree?

And these guys in the video definitely had no problems with physical education at school)

I wish your little schoolchildren good health and excellent sporting achievements!

All the best!

Always yours, Evgenia Klimkovich!

6.2. Concept of health groups and medical groups

In the Russian Federation, there is a system for early identification of children in need of therapy and further organization of their life activities. In particular, annual medical examinations of students make it possible to divide them into medical groups in accordance with four criteria:

The presence or absence of chronic diseases;

The nature of the functioning of the main functional systems of the body;

Degree of resistance to adverse effects;

The level of physical development and the degree of its harmony.

Health groups. In accordance with the specified criteria, the following health groups are distinguished:

Group 1 – healthy, normally developing, without functional abnormalities. This includes schoolchildren without chronic diseases, who were not ill or rarely ill during the observation period and who have normal, age-appropriate physical and neuro-psychological development. This group includes 20–25% of schoolchildren, and this content of the first group has not changed over the past 50 years. But now the characteristics of the health of these children are not entirely objective, since the first group most often includes those who simply have not been diagnosed, although they undoubtedly have reduced adaptive capabilities, i.e. they are in the "third state".

Group 2 – healthy, with functional or minor morphological abnormalities. These are schoolchildren who do not suffer from chronic diseases, but have some functional and morphological abnormalities, as well as schoolchildren who are often (four or more times a year) or for a long time (more than 25 days for one disease). This group has rather vague criteria, so assigning a particular schoolchild to it is often the competence (or incompetence) of the doctor.

Group 3 – patients in a compensated state: having chronic diseases or congenital pathology in a state of compensation with rare and mild exacerbations of a chronic disease without a pronounced disturbance in the general condition and well-being.

Group 4 – patients in a subcompensated state: having chronic diseases or congenital pathology in a state of subcompensation with disturbances in general condition and well-being after an exacerbation, with a protracted nature of convalescence after acute diseases.

Group 5 – patients in a decompensated state: with severe chronic diseases in a state of decompensation and with significantly reduced functional capabilities; as a rule, they do not attend general educational institutions, but are trained either in specialized schools or at home and are observed according to individual schemes.

A comprehensive assessment of health status and distribution into health groups is provided by a pediatrician.

Children and adolescents assigned to different groups require a differentiated approach in organizing physical education or physical therapy classes. Thus, for children of the first health group, educational, work and sports activities are organized without any restrictions in accordance with state physical education programs for the corresponding age category. Children of the second health group as a risk group need increased attention from doctors. It is necessary to carry out special hardening activities with them, exercise therapy, and diet therapy; They need to organize a rational lifestyle in accordance with their state of health. Children with the third, fourth and fifth health groups should be under constant medical supervision, their motor mode is limited by certain contraindications (but should be an obligatory part of their lifestyle), and the duration of rest and sleep is extended for them.

After being distributed into health groups, children recognized as fit to study in a general education school are divided into medical groups, membership in each of which determines the physical education regimen that best suits their health status. The correct distribution of children into medical groups for physical education is an important part of the work of a pediatrician and physical education teacher.

Distribution of schoolchildren by medical group carried out by a pediatrician on the basis of the “Regulations on medical control over the physical education of the population of the USSR. Order No. 826 dated November 9, 1966.”

Based on data on the state of health, physical development and physical fitness of children, all students enrolled in state programs are divided into four groups: basic, preparatory, special and therapeutic physical education group.

To the main medical group include schoolchildren without deviations in health, as well as those with minor deviations with sufficient physical development.

For the preparatory group include children without deviations in health with insufficient physical development, as well as with minor deviations in health. The group with health problems includes students with chronic diseases. The largest population of this group consists of schoolchildren with focal infections of the oral cavity, nasopharynx, paranasal sinuses, etc. Chronic tonsillitis (20–40% of students), dental caries (almost 90%), etc. are especially common. It is known that chronic foci of inflammation in the nasopharynx and oral cavity change the overall reactivity of the body, reduce its protective functions and natural resistance to infections. Such children often get sick during the period of acute respiratory viral infections (ARVI) and influenza; they often have exacerbations of chronic tonsillitis, otitis, and sinusitis. The source of infection in the nasopharynx can provoke bronchitis, pneumonia, and their transition to a chronic form.

To a special medical group include schoolchildren with health conditions of a permanent or temporary nature, requiring limited physical activity or certain contraindications in the means of physical education used. The special medical group also includes schoolchildren suffering from other diseases due to which at this time it is necessary to significantly limit physical activity (after tuberculosis, with a significant lag in physical development and physical training, with acute gastrointestinal diseases with symptoms of exhaustion, five to six months after hepatocholecystitis, as well as viral hepatitis).

The contingent of a special medical group also includes schoolchildren for whom physical activity does not pose a danger, but they cannot engage in a general program due to defects of the musculoskeletal system: ankylosis, contractures, severe muscle atrophy, after traumatic injuries, chronic infectious polyarthritis, accompanied by limited mobility of joints with residual effects of poliomyelitis, as well as severe deformation of the spine of I – II degrees.

For schoolchildren in preparatory and special medical groups, a limitation is provided on the amount of physical activity, the degree of which depends on the health status of the student, his illness and other criteria for the state of the body. Thus, special medical groups are composed of students for whom physical activity received in physical education lessons is contraindicated or requires significant limitation. Therefore, physical education of schoolchildren of a special medical group is carried out according to a specially developed program that corresponds to the characteristics of the contingent involved in this medical group.

To the physical therapy group include children (most often belonging to the fourth and fifth health groups) who have certain severe health problems and are exempt from physical education at school. Such groups should work directly at medical institutions under the supervision of an appropriate specialist.

Thus, no child attending a general education institution should be completely exempt from physical education. If such a situation occurs, the doctor who made such a decision must bear responsibility for it.

In accordance with the above-mentioned Order of the Minister of Health of the USSR No. 826 dated November 9, 1966, to date, the distribution of schoolchildren into medical groups is carried out according to Table 13 below.

Table 13

Approximate indications for determining the medical group for certain health conditions in children and adolescents

It should be noted that the table below confirms once again: with rare exceptions, usually associated with acute conditions, there cannot be children who are completely exempt from physical education! This fully applies to those cases where when a child starts school after suffering an acute disease or condition (cold-infectious, injury, etc.). At the same time, the following are recommended for his release from physical education in the medical group in which he is constantly engaged (Table 14).

Table 14

Approximate timing for resuming physical activity after illness

The given periods relate only to physical education classes at school, but during these periods the student must engage in physical exercises according to physical therapy schemes directly under the supervision of an appropriate specialist and the attending physician.

Thus, in accordance with the results of medical examinations or (in acute conditions and after them) the conclusion of the attending physician, students are distributed into medical groups for physical education directly at school.

Physical education in medical groups. Physical education classes in medical groups directly in educational institutions are conducted according to appropriate programs.

Main group. Here classes are conducted according to the state physical education program in full, certain standards are required, classes in sports sections and participation in competitions are allowed. The result of successful completion of the program is an assessment determined by the relevant criteria.

Preparatory group. Classes are conducted according to the general physical education program, subject to a more gradual completion with a delay in passing control tests (standards) and standards for up to one year. Directly during classes, schoolchildren in this group need more careful monitoring by the physical education teacher and the medical worker of the educational institution. In addition to compulsory physical education lessons, classes in the general physical training section are recommended for such students. The final grade, unlike for schoolchildren in the main group, is primarily determined by the physical education teacher in accordance with the individual criteria established for this stage of education.

Special medical group. Classes are conducted according to a special program or certain types of state programs, the preparation period is extended, and the standards are replaced by the implementation of individual tasks. The main form and means of work of a special medical group are physical therapy classes.

Transfer from one group to another is made during the annual medical examination of schoolchildren. Transition from a special medical group to a preparatory group is possible subject to positive dynamics of treatment results and success in physical education.