The educational, upbringing, training process is a certain set of programs that are an interconnected, continuously functioning system. Working harmoniously and complementing each other, they are able to beneficially influence the formation of the child's correct physiological and psychological characteristics. In education, in particular, physical education, there must be special rules and criteria that must be strictly adhered to in order to achieve a positive result. An example of such rules is the specific principles of physical education. Let's look at what they are.
What are the principles of physical education?
Under the definition of "principles" we can understand certain rules in various areas of our lives that must be adhered to. Particularly immutable rules are important in such areas of child and youth education as physical development. In order to avoid injuries and adverse effects on the body, strict discipline must be present in this educational field.
There are general methodological and specific principles of physical education. Each of these provisions strictly controls various training processes, taking into account all the characteristics of the body, and each of them is, of course, important for the teacher and students.
General methodological principles
General methodological principles are a set of basic rules on which the formation of further educational methods in the field of sports culture is based. Unlike specific ones, the general methodological principles of physical education are few in number and reflect only the essence of the training process.
They include three very important components:
- Consciousness. This principle consists in an adequate perception of the sequence and patterns of various kinds of physical exercises. He also characterizes the understanding of the impact of training on your own physical development, which is expressed in the correct and competent implementation of exercises, taking into account the recommendations of the trainer and discipline.
- Activity. The principle characterizes the degree of inclusion in training activity. Depending on the level of activity of a person, his training program is built, their intensity, the degree of load is determined. Activity largely reflects both general indicators of physical characteristics and health status, as well as the quality of the program of classes.
- Visibility. The principle characterizes the degree of inclusion of various senses in the process of perception and development of training activity. Any exercise should be based on this rule.
Specific principles of physical education and their general characteristics
These rules, in contrast to the basic methodological, are more specific. They are used in the process of compiling programs for certain age groups, for developing or professional occupations. Together with the general methodical, they are able to have a positive effect from physical exertion.
There are several basic specific principles of physical education that are briefly discussed in this article.
Process continuity
The main feature of continuity is the correct sequential construction of classes. This specific principle of physical education is based on the provision that lighter exercises are recommended to be done at the very beginning of the training, gradually moving to more complex ones. Also, before starting to study new material, it is necessary to repeat the previously studied.
The key rule here is to determine the complex of physical activity as an integral indivisible system.
Systematic
This specific principle of physical education is based on the alternation of periods of labor and rest during physical exercises.
It should be borne in mind that pause intervals are important. For example, if the rest period is too long, the so-called regression may occur, and the body will return to its previous level. And if the rest is too short, the body will not have time to recover, and during further training, its resources will be depleted.
Also, during physical education it is not always worth considering the standard intervals of labor and rest. Often there are situations when these periods are adjusted individually.
Gradual build-up
This specific principle of physical education is interpreted as the need to increase loads and update training programs in the direction of complication in the presence of progress.
This principle works to improve skills when changing a person’s physical abilities during training. In any case, updating training programs from lighter to more complex ones, and increasing loads should occur gradually and systematically, so that the body feels changes, but does not fall into a state of stress.
Adaptive Balanced Dynamics
This principle of specific physical education reflects several basic provisions characterizing the dynamics of physical activity.
- During the training process, the sum of the loads should be of such strength and intensity that its use could not cause adverse deviations in the body.
- As some adaptation, getting used to physical activity and the transition of the body to a stable state, their parameters should change in the direction of increasing strength and intensity.
- The presence of this total type of load implies, at a certain point in the entire training process, or their strengthening, or stabilization, or decrease.
Cycling
This principle of specific physical education is to present the complex of training as a kind of closed cycle, built from certain stages and activities.
This principle allows us to divide the sets of exercises into weekly, monthly, and annual, which makes it possible to monitor the progress of a person engaged in a certain cycle of physical activity, create progressive programs aimed at gradually increasing the positive effect of exercises.
Age adequacy
Age-related adequacy is a specific principle of physical education, which takes into account, among other things, certain stages of the ontogenesis of the body and adjusts the training program based on them.
For example, in the preschool development period, workloads are aimed at broad interactions that allow developing more general learner skills. In the school period, the development of sensitive areas of the body is taken into account, which give an impetus to the development of many physical qualities of the child. During the difficult stage of the puberty, training sessions are selected individually and very carefully.
Additional principles in cyclic sports
Many books on the specific principles of physical education say that individual sports form their own individual rules. For example, cyclic and non-cyclic loads have their own significant differences.
So, in cyclic sports, there are additional specific principles of physical education, their characteristics are presented below.
- Comprehensive development. This rule has an important place in the formation of a person entering a big sport. It lies in the fact that the athlete’s personality is formed through many years of diverse training. In the process of such lengthy preparation, not only a combination of impeccable physical skills is laid, but also a certain sports culture, strong emotional and volitional qualities, and intellectual characteristics. Also, physical training should be directly related not only to the sport in which a person develops, but also include a variety of general exercises.
- Wave-like loads. In cyclic sports it is very important to take into account such a feature as the undulating loads. The fact is that an athlete must be able to work at different distances, with varying degrees of intensity. In a long period of work, such as a one-year period, certain variations in physical activity should be observed, in a certain progression drawn up by the trainers.
- Specialization. A very important point for the formation of an athlete. It takes into account the peculiarity of the sport, the period of the start of classes, as well as the main programs. Specialization has its spread not only on a certain physical preparation of students, but also on the development of emotional qualities, tactical and technical features. So, for example, if you take skiing, then there are certain predispositions of this or that person to exceed the amateur mark and become a worthy athlete. This specialization also takes into account the fact that vocational training will begin only after the age of fifteen, and the fact that young athletes will perform short distances, moving to longer ones in subsequent competitions. This is all interpreted by certain rules and patterns of human development in ontogenesis.
Conclusion
The article briefly examined general methodological, specific principles of physical education. Without these two most important codes of carefully developed rules and criteria, it is impossible to build any, even the simplest, developmental program.
The rules take into account many factors, from the reason for a person to engage in sports to the physical characteristics of a particular age group. Also, specific principles of physical education were formed on the belief that with many years of professional development of a particular sport, a strictly appropriate sequence of classes, cyclicality and progression should be observed. Otherwise, a positive result cannot be achieved.
The specific principles of physical education comprise the rules and recommendations formed by the experience of various athletes and coaches. That is why they are a kind of postulate for the preparation of training programs of varying complexity.