Theoretical and methodological tasks
You are offered tasks that meet the requirements for the level of knowledge of secondary school students in the subject “Physical Education”.
The tasks are combined into 4 groups:
1. Closed form tasks, that is, with suggested answer options. Quests are presented in the form of incomplete statements that may be either true or false when completed. When completing these tasks, you must choose the correct completion from the proposed options. Among them there are both correct and incorrect endings, as well as partially corresponding to the meaning of the statements. The correct one is the one that most fully matches the meaning of the statement.
A number of tasks are graded if all credit options are ticked. This condition is specified in the task: “check all positions.”
The selected options are marked by crossing out the corresponding square on the answer form: “a”, “b”, “c” or “d”.
Read the tasks and suggested answer options carefully. Try not to guess, but to logically justify your choice. Skip unfamiliar tasks. This will save time for other tasks. Subsequently, you can return to the missed task.
Correctly completed tasks in this group are scored 1 point. Tasks with several possible answers are scored 0.5 points if not all options are indicated, or 0 points if the wrong position is indicated.
2. Tasks in open form, that is, without suggested answer options. When completing this task, you must independently choose a definition that, completing the statement, forms a true statement. Enter the selected definition in the appropriate column of the answer form.
Correctly completed tasks in this group are awarded 2 points.
3. Assignments in a form that involves listing indicators and characteristics known to you. Records must be legible. The jury evaluates each position you submit. Completely completed tasks in this group are worth 3 points.
4. The task is in a form that involves a graphical representation of the movements that make up the complex of morning exercises. Drawings are done on the answer sheet. Records must be legible. The jury evaluates each position you submit. Completely completed tasks in this group are worth 3 points.
Monitor task completion time.
Full completion of the third group of tasks will require more time.
Task completion time is 20 minutes.
Be careful when making notes on your answer sheet. Corrections and erasures are scored as an incorrect answer.
Fill out the questionnaire in the answer form: write your last name, first name, patronymic, city, school and class you represent.
5. Instructions for the test for me...
A. I understand. V. Not completely clear.
b. Partially understandable. d. It’s not clear.
6. Would you like to ask questions to clarify the assignment?
A. Yes. b. No. V. Don't know. Mr. Yes, but I'm embarrassed.
Good luck!
Municipal stage of the All-Russian Olympiad for schoolchildren in the subject
"Physical culture" 2013-2014
Option 2
1. The result of performing strength exercises with heavy weights is...
A. rapid growth in absolute strength.
b. increasing the functional capabilities of the body.
V. strengthening the musculoskeletal system.
d. increase in the physiological diameter of the muscles.
2. The manifestation of general endurance determines the level of development...
A. personal and mental qualities. b. speed-strength abilities.
V. functional efficiency. aerobic capacity.
3. Regular exercise helps improve performance because...
A. As a result, the efficiency and economy of breathing and blood circulation increases.
b. During classes, exercises are performed to promote the development of physical qualities.
V. The fatigue achieved in this case activates processes leading to increased performance.
d. a person doing exercises is able to do more work.
4. The basis of the methodology for developing physical qualities is...
A. performing physical exercises.
b. age adequacy of the load.
V. learning motor actions.
d. gradual increase in the force of impact.
5. The relationship between exercise volume and intensity is characterized by...
A. an increase in the body's responses.
b. indicators of quantity and quality of physical activity.
V. inversely proportional relationship.
d. directly proportional dependence.
6. Running with stops and changes in direction at a signal mainly contributes to the improvement...
A. speed of reaction. b. movement techniques.
V. speed force. d. coordination of movements.
Check all items.
7. In ancient times, teenagers, imitating adults, mastered vital skills and improved their physical qualities. This is how...
A. physical education systems. b. competitions.
V. physical exercise. d. methods of physical education.
8. Education and training in physical education and sports activities is...
A. independent and independent processes.
b. alternately implemented processes.
V. processes that condition each other.
d. interchangeable processes.
9. Complete the statement by writing the appropriate word on your answer sheet.
The transition from hanging to point-blank range in gymnastics is designated as...
10. Complete the statement by writing the appropriate word on your answer sheet.
In chess, protecting one’s piece from an attack by an opponent’s long-range piece by advancing another piece of one’s own, which “takes the fire” upon itself, is designated as...
11. The structure of movement training is determined by...
A. the relationship between teaching and upbringing methods.
b. individual characteristics of the student.
V. biomechanical characteristics of the movement being learned.
d. patterns of formation of motor skills.
12. Continuity of physical education is due...
A. variety of forms of classes.
b. a combination of preparatory and developmental activities.
V. features of the construction of lesson forms of classes.
d. interaction of the effects of classes.
13. List the types of physical education and sports activities determined by their functional characteristics.
14. List the indicators characterizing physical development person.
15. In order to remember and subsequently independently perform sets of exercises, their content is written down in the form of pictograms.
Write down graphically the exercises from the morning exercise complex:
1) I.p. – stand with a gymnastic stick down. 1 - right back on the toe, stick up; 2 - i.p.
2) I.p. – stand with legs apart, arms bent forward. 1 - bend the right hand forward, touch the elbow of the left hand; 2 – i.p.
3) I.p. – stand with legs apart, gymnastic stick down. 1 - stick up; 2- squat, stick on head; 3- straighten up, stick up; 4 – i.p.
4) I.p. - bending legs apart, hands on the belt. 1-4 – circular movements of the body to the right.
5) I.p. - sit on your heels, hands on your belt. 1- kneeling position, arms forward. 2 – emphasis while kneeling; 3- kneeling position, arms forward; 4 - i.p.
6) I.p. - lying on your back with your hands behind your head. 1- raise the left; 2 – raise the right one; 3- bend your legs, arms forward; 4 – i.p.
7) I.p. - stand with legs apart. 1 - arcs outward arms up; 2-3 – springy tilt, touch the floor; 4 – i.p.
8) I.p. - lying down, gymnastic stick up. 1 - bend; 2 - i.p.
You have completed the task. Congratulations!
ANSWER FORM
Full Name ______________________________________________________________
Territory, school, class ______________________________________________________________
15. Write down graphically the exercises from the morning exercise complex:
Number of correct answers ______________
Signatures of the jury members
TECHNOLOGY
assessing the quality of fulfillment of theoretical and methodological tasks for grades 9-11
Option 2
Closed-form tasks (No. 1-8, 11-12) are scored 1 point.
Tasks with more than one correct answer are graded at:
1 point if all “correct” answers are indicated;
0.5 points if not all “correct” answers are indicated;
0 points if, along with “correct” answers, “incorrect” answers are marked.
Tasks in open form (No. 9, 10). “Correct” statements are scored 2 points.
Transfer-related tasks.
No. 13: Types of physical education and sports activities: basic, conditioning, professionally applied, health-improving, recreational, therapeutic, etc.
Due to the presence of synonyms, a qualified assessment is required. Each transfer item is assessed at 0.4 points, 5 or more items are assessed at a maximum of 3 points.
No. 14: Indicators of physical development. Key words: change, dynamics, trends...
Development is the biological process of changing the properties of an organism throughout life. In this regard, development indicators should characterize changes, dynamics, trends in morphological and functional features human body.
Due to the possibility of presenting synonyms, the jury will qualify the answers.
Absence keywords is scored as an incorrect answer. The presented indicators are estimated at 0.4 points.
5 or more positions are assessed with a maximum of 3 points
Tasks involving graphic representation. Each “correct” image is scored 0.3 points. A fully completed task is assessed at - 3 points.
The final grade is represented by the sum of the assessment points for completed assignments. Closed form assignments - 10 points
Open-ended questions - 4 points
Listing tasks - 4 points
Graphic tasks - 3 points
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very necessary
9. Preparatory exercises are used if...
a) ...the student is not physically developed enough;
c) ...it is necessary to eliminate the causes of errors;
10. Which of the proposed definitions are formulated incorrectly?
a) strength is manifested in the ability to overcome resistance through
muscle tension;
b) explosive strength determines the ability to achieve maximum
level of muscle tension in a minimum time;
c) speed is the quality on which the
running speed;
d) the level of manifestation of general endurance is determined by aerobic
capabilities of the body.
11. When performing exercises, you should not inhale while...
a) ... bending the body back;
b) ...crossing arms;
c) ...body rotation;
d) ... raising your arms to the sides.
Check all items.
12. When building a physique, exercises that promote...
a) ...increase in muscle mass;
b) ...increasing the speed of movements;
c) ...reducing body weight;
d) ...formation of correct posture.
13. Distribute swimming styles according to increasing speed of movement in the water.
1. On the back. 2. Breaststroke. 3. Butterfly. 4. Rabbit.
a) 1, 2, 3, 4; c) 4, 1, 3, 2;
b) 4, 3, 1, 2; d) 4, 2, 1, 3.
14. The technique with which a basketball player takes possession of the ball is designated as...
15. In order to remember and subsequently independently perform sets of exercises, their content is written down in the form of pictograms. Draw pictures of the movements:
Squats.
Tilts to the side.
Bend forward.
Torso rotations.
Swing your right leg to the right.
Swing your right leg back.
9-11th grades
Instructions for completing tasks
You are offered tasks that meet the requirements for the level of knowledge of students of secondary schools in the subject “Physical Education”.
The tasks are combined into 4 groups:
1. Closed form assignments, that is, with suggested answer options. Quests are presented in the form of incomplete statements that may be either true or false when completed. When completing these tasks, you must choose the correct completion from the proposed options. Among them there are both correct and incorrect endings, as well as partially corresponding to the meaning of the statements. The correct one is the one that most fully matches the meaning of the statement.
A number of tasks are assessed if all valid options are marked. This condition is specified in the task: “check all positions.”
The selected options are marked by crossing out the corresponding square in the answer form: “a”, “b”, “c” or “d” (Appendix 7,8).
Read the tasks and suggested answer options carefully. Try not to guess, but to logically justify your choice. Skip unfamiliar tasks. This will save time for other tasks. Subsequently, you can return to the missed task.
1 point. Tasks with several possible answers are scored 0.5 points if not all options are indicated, or 0 points if the wrong position is indicated.
2. Open-ended tasks, that is, without suggested answer options. When completing this task, you must independently choose a definition that, completing the statement, forms a true statement. Enter the selected definition in the appropriate column of the answer form.
Correctly completed tasks in this group are graded 2 points.
3. Assignments in a form that involves listing indicators and characteristics known to you. Records must be legible. The jury evaluates each position you submit.
3 points.
4. The task is in a form that involves a graphic representation of movements, making up the complex of morning exercises. Drawings are done on the answer sheet.
Records must be legible. The jury evaluates each position you submit.
Completely completed assignments in this group are assessed at 3 points.
Monitor task completion time.
Full completion of the third group of tasks will require more time.
The task completion time is 20 minutes.
Be careful when making notes on your answer sheet. Corrections and erasures are scored as an incorrect answer.
Fill out the questionnaire in the answer form: write your last name, first name, patronymic, name of the subject of the Federation, city, school and class that you represent.
1. Instructions for the test for me...
a) is clear; c) is not fully understood;
b) partly understandable; d) is not clear.
2. Would you like to ask questions to clarify the assignment?
a) yes; b) no; c) I don’t know; d) yes, but I'm embarrassed.
Tasks
1. The basis of physical culture is human activity aimed at...
a) ...changes in the environment;
b) ... adaptation to environmental conditions;
c) ...education of physical qualities;
d) ...transformation of one's own capabilities.
2. Physical training is...
a) ...the process of strengthening health and increasing motor capabilities;
b) ... physical education with a pronounced applied effect;
c) ...a level of development characterized by high performance;
d) ...the process of learning movements and developing physical qualities.
3. Which of the presented definitions are formulated incorrectly?
a) ...Physical perfection is the optimal measure of comprehensive
physical fitness that meets the requirements of society;
b) ...A person can be considered physically perfect, physical
the state of which allows the implementation of functions necessary for society;
c) ...Physical perfection is the process of changing the properties of the body
throughout an individual's life;
d) ...Physical perfection - a state of optimal readiness,
conditioning the achievement of high sports results.
Check all items.
4. Poor posture causes...
a) ...power asymmetry;
b) ... inability to play sports;
c) ... a lot of sweating;
d) ...changes in the functioning of body systems.
5. The load of physical exercise is characterized by...
a) ...the magnitude of their impact on the body;
b) ... preparedness and other characteristics of those involved;
c) ...time and number of repetitions of motor actions;
d) ...tension of muscle groups.
6. Lead-up exercises are used if...
a) ...the student is underdeveloped;
b) ...there are no supporting elements in the motor fund;
c) ...it is necessary to eliminate errors that occur;
d) ...the method of holistic analytical exercise is used.
7. In the process of mastering movements, it is customary to highlight..
a) ...two stages;
b) ...three stages;
c) ... four stages;
d) ...from two to four, depending on the complexity of the movements.
8. Healthy image life is a way of life aimed at...
a) ...maintaining high performance of people;
b) ...preparation for professional activities;
c) ...development of people’s physical qualities;
d) ...preserving and improving people's health.
9. Bending the supporting leg before pushing off in skiing is designated as...
10. The ancient Olympic Games were held...
a) ...during the first year of the Olympic Games being celebrated;
b) ...during the last year of the Olympic Games being celebrated;
c) ...in a leap year;
d) ...by decision of the priests.
11. In what sports have outstanding Russian coaches trained world and Olympic champions? 1. Tatyana Anatolyevna Tarasova. 2. Irina Aleksandrovna Viner.3. Viktor Mikhailovich Kuznetsov.4. Nikolai Vasilievich Karpol.
a) volleyball;
b) rhythmic gymnastics;
c) Greco-Roman wrestling;
d) figure skating.
12. Imagine the sequence of changing styles provided for by the rules of swimming competitions when overcoming the stages of the medley relay.
1. Freestyle. 2. Breaststroke. 3. On the back. 4. Butterfly.
a) 3, 2, 1, 4; c) 3, 2, 4, 1;
b) 4, 3, 2, 1 d) 3, 4, 2, 1.
13. Consecutive pushes of the basketball into the court without delay are designated as....
14. List the indicators of the level of physical development known to you.
15. In order to remember and subsequently independently perform sets of exercises, their content is written down in the form of pictograms.
Write down graphically morning exercise complex No. 1:
I.p. – o.s. 1 – arms up, rise on toes, inhale; 2 – return to IP, exhale.
I.p. – o.s. 1-4 – walking, bending your legs forward.
I.p. – stand with legs apart, arms forward. 1 – arms to the sides; 2 – return to IP.
I.p. – stand with legs apart, arms to the sides.
1 – bend forward, touch the toe of your left foot with your right hand, left hand back.
2 – straighten up in i.p.
I.p. – emphasis while standing on your knees. 1 – right back; 2 – attach the right one.
I.p. – sed. 1 – raise the right one, clap your hands under the knee; 2 – attach the right one.
I.p. – hand position on the belt. 1 – jump legs apart; 2 – jump legs together.
I.p. – o.s. 1-4 – walking in place.
PRACTICAL TESTS
Consists of performing the exercises of the basic part of the Sample program for physical culture by sections: “gymnastics”, “athletics”.
GYMNASTICS
Tests are carried out in the form of performing a mandatory acrobatic exercise.
If a participant changes the order of elements in an acrobatic sequence, misses one of them, or makes a mistake that leads to failure to perform an element, his score is reduced by the value indicated in the program.
The judges evaluate the quality of the exercise in comparison with the ideal possible execution. The maximum possible final score is 10.0 points.
The exercise must have a clearly defined beginning and end, be performed together, dynamically, without unjustified pauses.
Participants are given only one attempt to complete the exercise.
Acrobatics
girls 5-6th grades
|
I.p. - main stand |
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girls 7-8th grades
|
I.p. - main stand |
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Balance on the left (right), arms to the sides (hold) |
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Emphasis crouched and two somersaults forward into a sitting position, arms up |
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Bend forward and roll back stand on the shoulder blades (hold) |
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Lie down, “bridge” (hold), turn point-blank while standing on your right knee, the other back, swing your left (right) point-blank while crouching |
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Back somersault, o.s. |
girls 9-11th grades
|
I.p. -main stand |
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Balance on the left (right), arms to the sides (hold) |
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Two forward somersaults into a squat position, leaning forward, arms forward |
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Straightening up, sitting at an angle, arms to the sides |
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Lie down, “bridge” (hold), turn around in a crouching position |
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Stand up, step one and swing the other, turn to the side, o.s. |
boys 5 - 6 -x classes
|
I.p. - main stand |
||
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Balance on the left (right), arms to the sides (hold) |
||
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Emphasis crouched, somersault forward into emphasis crouched |
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Roll forward into a sitting position, arms up |
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Bend forward and roll back stand on the shoulder blades (hold), roll forward emphasis crouching |
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Backward somersault, crouching, o.s. |
boys of 7-8th grades
|
I.p. - main stand |
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Balance on the left (right), arms to the sides (hold) |
||
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Crouching emphasis, forward somersault |
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Headstand and handstand with legs bent (hold) |
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Lower yourself to a point-blank crouch, somersault back to a point-blank position while bent over, legs apart |
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Straightening up o.s., half squat and long somersault forward, jump up bending, o.s. |
boys of 9-11th grades
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I.p. - main stand |
||
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Balance on the left (right), arms to the sides (hold), o.s. |
||
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2-3 steps, somersault forward jump |
||
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Powerful headstand and handstand (hold) |
||
|
Lower to point-blank crouching, somersault back to point-blank standing bent over |
2.0carrying out school stage olympiads By physical culture V 2014 /2015 educational year. School stage is the first qualifier stage All-Russian olympiads schoolchildren By subject " Physical culture" At this point stage V Olympics maybe... Order 10.10.2013 No. 209 Conducting the school stage of the All-Russian Olympiad for schoolchildren in general education subjects in the 2013-2014 academic yearDocumentABOUT carrying out school stage Olympics schoolchildren By general education subjects in 2013 -2014 educational year(Appendix No. 3). 1.4. Approve the composition of the subject- methodological commissions By development of common tasks school stage All-Russian olympiads ... On holding the first (school) stage of the All-Russian Olympiad for schoolchildren in the 2013/2014 academic yearDocument09.2013 city No. 435-p Schedule carrying out school stage All-Russian olympiads schoolchildren in Dzerzhinsk in 2013 -2014 educational year No. Training subject date carrying out (2013 year) Last... classes 300 minutes Physical culture from 28 By 31 October 09 November... On holding the municipal stage of the All-Russian Olympiad for schoolchildren in the city of Polyarnye Zori with its subordinate territory in the 2013/2014 academic yearDocument... "____"_eleven 2013 SCHEDULE carrying out municipal stage All-Russian olympiads schoolchildren V 2013 /2014 educational year Subject Date carrying out Place carrying out Time (start olympiads) Time... Order 02.09.2014 No. 306/1 On the organization of the school stage of the All-Russian Olympiad for schoolchildren in general education subjects in the Vanino municipal district in the 2014/2015 academic yearDocument...: 1. Approve the schedule carrying out school stage All-Russian olympiads schoolchildren in the Vanino municipal district in 2014 /2015 educational year(Appendix No. 1). 2. Approve the composition of the jury school stage All-Russian olympiads schoolchildren in Vaninsky... |
Remembering the movements
Motor memory plays vital role in human life. Learning movements develops the child’s coordination and provides relief nervous system and load muscular system. Outdoor games must be included in every lesson.
"Repeat after me"
For exercise, you can use available sports equipment (ball, jump rope).
The exercise consists of the presenter showing single movements or a series of movements, and the children watching, memorizing and repeating them correctly. This activity differs from classical morning exercises in that the movements are not accompanied by comments, that is, the child visually perceives the sequence of movements and remembers them through repetition.
"Prohibited Movement"
For exercise, you can use available sports equipment.
The presenter informs the players that he will show various movements that everyone must exactly repeat after him. But one movement is prohibited from repeating! At this moment, the players agree on which movement cannot be repeated after the leader. For example, today a prohibited movement is to place your hands on your belt. The presenter tries to confuse the players, shows movements at a fast pace, and distracts attention with funny movements. The players’ task is not to make a mistake and not to repeat the prohibited movement after the leader. You can also play in pairs.
Exercises to develop verbal-logical memory
Remember logically
During the learning process, the main load falls on verbal and logical memory. It needs to be developed and improved. The process of forming this memory begins in primary school, and it is very important to support it with additional activities. The programs of most school subjects are based on the student’s ability to work with text: read it, understand the content, remember and retell it. Therefore, for successful studies, it is very important to help your child learn to memorize and reproduce texts. We offer exercises that gradually build logical memorization skills, starting with working with a word in the first tasks, moving on to working with several sentences and ending with working with a text. In this section you will find tasks that train the basic ways of memorizing text: memorizing using a diagram, using keywords, using a system of questions, using a plan, using the restoration of deformed text. We suggest using simple and accessible examples to learn how to use these memorization methods, and the child will use them when doing homework related to working with text.
"Word Grouping"
For the lesson you will need cards with chains of 12 words.
First, give your child the task on card No. 1: “In front of you is a card with 12 words written on it. Concentrate, read them and remember them.” When your child reads the words and returns the card to you, ask him to repeat the chain of words. Discuss how many words he remembered. After this, do some physical education or an active game (for example, “Repeat after me”). After 5-7 minutes, give the child card No. 2, on which the words are written in 3 lines, but there are also 12 of them, and you need to remember all the words.
Compare the results, ask your child which words were easier to remember from which card. Of course, grouping words by meaning or by common feature makes it easier to memorize. And this skill must be trained. Invite your child to regroup the words on card No. 1 the same way as in card No. 2.
No. 1. Wardrobe, leaves, table, puddle, sofa, drop, tree, chair, buds, thunderstorm, forest, rain.
No. 2. Raspberries, strawberries, currants, blueberries; pen, notebook, pencil, ruler; summer, heat, sun, July.
We offer more options for word chains on which you can practice the ability to group words.
Blizzard, pie, February, shirt, candy, snowdrift, skirt, cake, dress, marmalade, trousers, frost.
River, shop, football, ocean, goalkeeper, stream, shopping, goal, sea, money, stadium, seller.
Pan, month, plate, fun, year, laughter, cup, day, joy, frying pan, smile, hour.
"Tie a Pair"
For the lesson, you need to come up with pairs of words that are not directly related to each other in meaning.
To memorize non-related concepts, it is useful to learn how to combine them. As a result of completing the task, the child must compose a sentence in which pairs of words are connected by a common thought. For example, given a couple of words candy - tree. It is necessary to connect these concepts with each other. “It would be nice if candies grew on trees like apples.” Such a sentence evokes a vivid visual image, and a couple of words become easy to remember. Also, doing this exercise develops associative thinking, this will help you subsequently complete tasks from the “Associations” exercise.
We suggest connecting the following pairs of words: river - notebook, bag - cloud, car - forest, butterfly - telephone, sea - plate.
"Associations"
Associations are one of the ways to remember material. After all, it often happens that, having seen one object, we remember about another. Then we say that the second object is associated in our minds with the first. It is easier to explain this to a child using a clear example. Take 4 pictures (for example, heart, clock, snowflake, lightning) and place them in front of the child.
Words: winter, love, time, thunderstorm.
After completing the task, ask the child about the principle by which he chose the pictures, and explain to him that he made this choice thanks to associations. Then you can move on to doing the exercises on your own.
Option 1
The task is to build a series of associations to the subject. The exercise can be performed individually or in a group, both orally and in writing. First, offer to come up with a series of associations for the words you used to explain this concept, to show that winter is associated not only with a snowflake. And then suggest other words.
kettle - water, cup, kitchen, mother, breakfast, warmth
pharmacy -
hair -
newspaper -
Option 2
It is more difficult for a child to perceive and remember abstract concepts. Therefore, in this version of the exercise, we propose to match abstract concepts with associations with specific objects and examples. Make associative series for the following words:
sports - stadium, TV, football, ball, jump rope, physical education lesson friendship - success - humor - joy - lies - weather -
“Drawing a diagram”
For the lesson, prepare sentences, short texts, a sheet of paper, and a pencil.
Drawing diagrams is one of the methods of logical memorization that must be taught to a child. Explain that a schematic drawing is a simple sketch that can only be understood by the author. First you need to show your child how to make a schematic drawing for one sentence. Let us give examples that can be used to teach a child to schematically reflect the content of a sentence (all diagrams are approximate, there may be others).
There is a large tree growing by the road.
The boy is skiing.
First, do the exercise with your child. When he understands the essence of the task, ask him to make a diagram for the proposal himself. Then have them create an outline for the two sentences.
The sky was overcast with black clouds. Soon the strong
When the skill of drawing diagrams has been mastered in one or two sentences, you can move on to short texts. The purpose of the exercise is to listen to the text and sketch its main content. Then, using the diagram, retell the text. It is better if the child retells the text after some time, after 30-40 minutes. Then it will be clear that the scheme helps both to store information in memory and to reproduce it.
Option 1
Butterfly beauty
It was a summer day, the sun was getting hotter and hotter. The beautiful butterfly spread its bright wings and exposed them to the sun's rays. She fluttered cheerfully from flower to flower and joyfully sang: “Oh, how wonderful! Oh, how wonderful!”
Suddenly the wind rose, something rumbled in the distance, and the sky began to become cloudy. The butterfly babbled: “Oh, it’s about to start raining!” He will wet my beautiful wings!” The flowers answered her in chorus: “Don’t be afraid, we will hide you under our petals.”
Option 2
Transformations of snowflakes In winter, during snowfall, snowflakes fly together, dancing and spinning, especially if the wind is blowing. Falling to the ground, they turn into snowdrifts and lie there all winter, wrapping everything around in a white blanket. And only in the spring, when the sun begins to warm up strongly, the snowflakes melt, turning into streams of water.
"Keywords"
For the lesson, prepare excerpts from literary works, a sheet of paper, and a pen.
The purpose of the exercise is to learn how to highlight key words in the text that will help you remember the content and subsequently reproduce it. Explain to your child that the keys to memorizing text are words or phrases that convey facts (names of characters, place names, dates), events, their essence and meaning.
There are two options for working on the task: the child listens to the text, writing down key words or phrases in pauses, or reads the text independently, underlining the key words in it and writing them down on a piece of paper. The text is read twice. Then the child should try to retell the text, holding the written words in front of him. Correctly made extracts will help you remember facts and proper names, the sequence and essence of the events described in the text. As an example, we offer an excerpt from the fairy tale “Geese-Swans” about how a girl rushed to rescue her brother, who was carried away by geese-swans.
Geese-swans (excerpt)
She came running - there was a hut on chicken legs, standing and turning. Baba Yaga sits in the hut - a leg of clay; My brother is sitting on a bench, playing with golden apples. His sister saw him, crept up, grabbed him and ran, and the swan geese flew after her; the villains will catch up, where to go? She ran to a milk river with jelly banks: “Mother River, hide me!” - “Eat my jelly!” Nothing to do, I ate. The river planted her under the bank, the geese and swans flew by. She came out and said: “Thank you!” - and again runs with his brother; and the geese-swans have returned and are flying towards. What to do? Trouble! There is an apple tree. “Apple tree, mother apple tree, hide me!” - “Eat my forest apple!” I ate it quickly. The apple tree shaded it with branches, covered it with leaves - the geese and swans flew by. She came out and ran again with her brother, and the swan geese saw her and followed her; They swoop down completely, they’re already beating with their wings, and in no time they’ll rip him out of his hands! Fortunately, there is a stove on the road: “Madam stove, hide me!” - “Eat my rye pie!” The girl quickly puts the pie in her mouth and gets into the oven. The geese-swans flew and flew, shouted and flew away with nothing.
Possible keywords: hut on chicken legs; grabbed and ran; geese-swans in pursuit; milk river; Apple tree; madam stove; They flew away with nothing. The most common mistake when retelling a text is inconsistency in the presentation of events. In the above passage, one can also easily make such a mistake due to the large number of actions described. Key words will help avoid this if the child learns to highlight them.
"Questions"
For the lesson, prepare excerpts from literary works and questions for them.
The child will have to answer questions about a text or an article in a textbook throughout all years of school. It is important to learn how to perform this task correctly and understand that answering questions helps to comprehend the content of the text and thus remember it better, especially when the answer to the question is confirmed by words from the text. Such exercises are performed both orally and in writing. The child can not only answer the proposed questions, but also create questions for the text independently.
"Making a plan"
For the lesson, prepare excerpts from literary works.
Another method of verbal-logical memorization is drawing up a text plan. We offer a reminder that will help your child learn to make a plan and retell the text using the plan.
1. Read the text, write down the words that you don’t understand, and find out their meaning.
2. If the text has a title, then think about it, answer the question: “Why is the text called that?”
3. Divide the text into several semantic parts.
4. Underline the key words in each part (see exercise “Key words”).
5. Ask questions for each part of the text (see exercise “Questions”).
6. Title each part of the text using keywords or questions.
7. Read separately and retell each part of the text reflected in the plan, mentally drawing pictures of the content (see exercises from the section “Memorize visually”),
8. Retell the entire text using the plan you have drawn up.
Using this reminder, you can easily remember the training material. To practice the ability to draw up a plan and retell a text based on it, you can use excerpts from literary works.
"Confusion-1"
For this lesson you will need any text printed on a piece of paper.
It is assumed that the child has already memorized this text. You cut the printed text into separate passages or sentences, mix them up and give them to the child, who is tasked with reconstructing the sequence of passages or sentences so that the original text is obtained. The purpose of the exercise is to control memorization and consolidate the text in memory. If you need to remember the material well, transfer it from short-term memory to long-term memory, then this task with the same text can be performed several times with a period of time. For example, after 2-3 days.
Repetition rules
Repetition is the most important way to remember material. Since we are talking about logical methods of memorization, we will not talk about mechanical, but about meaningful, active repetition and its rules.
If you need to remember a small amount of material (for example, a rule), then read it, establish logical connections, then repeat it several times in a row, mentally creating a visual picture. Then repeat after 10-15 minutes, after an hour. To better remember the information, repeat the material in a few more days, in a month.
If you need to remember a large amount of material, then read it completely. Then break it into parts, read and tell it in parts, using all the memorization methods suggested above, repeating several times. At the end, tell the material in full. Repeat after a while. It must be taken into account that in the first two days after memorization, forgetting occurs most quickly, so during this time the material must be repeated.
To retain information in memory for a long time, it must be repeated periodically.
The exercises we offer will help your child master the basic methods of memorization. If these skills are practiced, homework completion and perception educational material will not cause any difficulties for the child during the lesson.
. When talking with your child, check whether the child remembers the material from the completed tasks after some time.
. Transferring information from short-term memory to long-term memory requires comprehension and repetition.
. Memorization of material will be stronger if repetitions are separated by significant time.
Be interested in what memorization methods the child uses while performing homework. If necessary, tell him the most suitable method.
We are all different, so our exam preparation strategies will be different. Start from your individual characteristics. If you are an auditory learner, read textbooks and notes out loud, if you are a kinesthetic learner, write from your notes and make an answer plan.
Another effective method- map of thoughts. This is a great way to structure information, refresh your knowledge and quickly understand the essence of the subject, even after a long time. We talked in more detail about how to make mental maps and how to work with them.
What questions should you teach first? If during the semester you have a good understanding of the subject, proceed to questions about which you have at least some idea.
If everyone new block cannot be understood without the previous one, then there is only one option: learn everything strictly in order.
It also makes sense to start with difficult questions and allocate enough time to study them. It's better to deal with them before you get tired and lose concentration. Leave easy questions for later.
And be consistent. Stick to your chosen strategy, even if you start to panic as the exam approaches.
Strive for understanding, not memorization
Delve into the ticket, and don’t try to memorize it. Memorization is a deliberately losing strategy, which also takes more time. Find logical connections in questions, come up with associations.
Of course, in every subject there is information that you need to know by heart: dates, formulas, definitions. But even them are easier to remember if you understand the logic.
Don’t tell the material in your own words, think about it so that the answer is more detailed.
“3–4–5” technique
A good method when you need to prepare for an exam in a short period of time. It will only take three days, but there is a lot of work to be done. Every day you need to work through all the material, but at different levels, constantly going deeper.
On the first day, you read your entire notes or training manual so that your knowledge on the subject, roughly speaking, gets involved. Conventionally, we believe that you can already pass the exam with a C grade.
On the second day, you deal with the same questions, but using the textbook to learn more details and subtleties. If you prepare diligently, you can already count on a four.
On the last day, you perfect your answers: repeat, fill in the blanks, memorize. After the third day, you are ready to pass the exam with flying colors.
Two days to study, one to review
The system is very simple: all the material needs to be divided into two equal parts and learned in two days. The third day is devoted entirely to repetition.
Set a time limit
You can delve into each topic for an infinitely long time, so don’t try to remember all the details. From a large chapter in a textbook, highlight the main ideas: structured material in a small volume is easier to perceive.
We divided all the tickets between classmates and each prepared a short summary of his part. If mutual assistance is not developed in your group, you can ask senior students for materials and cheat sheets.
Don't get stuck
If you feel like you're sitting on one question for too long, skip it. The best motivator when preparing is a timer. Decide how much time you can devote to one ticket, for example 30 minutes, and when the time is up, move on to the next one. Take a few hours before the exam to catch up on any questions you may have missed.
Make a plan to respond to a ticket.
Any, even the most extensive question can be described in a few words. Moreover, each thesis should evoke associations.
This plan can be quickly reviewed before the exam to get you in the right frame of mind. The three-sentence method is well known: write down the problem, the main idea and the conclusion for each question.
Study varies by subject
Not only you, but also the subject you are studying has individual characteristics. For example, exact sciences - physics - require practice. For the humanities, it is important to be able to process large amounts of information, remember dates, names, and definitions.
But, I repeat, you need to approach the study of any subject actively: delve into the question and strive for understanding.
The exam format is also important. If you are preparing for an oral exam, speak your future answers out loud. My favorite tactic is to narrate the material to someone at home or, when they are not enthusiastic, to myself in front of the mirror. It’s even better if someone not only listens to you, but also asks questions when something is not clear.
If you are preparing for testing, you should take a dozen standard tests, write down your mistakes, repeat problematic topics and solve everything again.
If the exam is written, you need to think about the structure of the answer in advance.
Get ready for two or three
Write down the most difficult topics in your opinion - the collective wisdom will help you deal with them faster. It is better to cooperate with classmates who are committed to studying, otherwise preparing for the exam can turn into an ordinary pleasant meeting with friendly conversations.
No, this does not mean that joking and relaxing are forbidden. Just remember the main purpose of the meeting.
Viktor Kiryanov/Unsplash.com - Take breaks. This will help you relax and sort out new information.
- Turn off your phone, don't go into social media, stay away from the TV. If you can't handle the temptation, read about something with distractions.
- Get enough sleep.
- Don't forget about food: it will give your body additional strength. However, you shouldn't overeat. Usually, after an overly heavy lunch, you start to feel sleepy, and you don’t feel like studying at all.
- Avoid negativity from other people. The atmosphere during classes should be as favorable as possible.
- Don't rely too much on cheat sheets and the ability to cheat. And if you don’t know how to copy well (you must agree, you need to be able to do this too), you shouldn’t even start.
- Set up a place for studying: bright, comfortable, with everyone necessary materials at hand. The bed is not the most suitable option: there is a high probability of falling asleep on a boring topic.
- Make bulleted lists: they are easier to remember.
- Playing sports will help you distract yourself and stretch the muscles that have become stiff during prolonged sitting. You can also take your time and think about difficult questions while running, biking, or similar physical activity.
- If you feel that you are not in the mood to study, start with the topic that seems most interesting to you. This will help you get into the groove.
- Go in the evening. During preparation, nerves are usually on edge, so you need to relax a little.
- Make a clear preparation plan.
9-11 grade
Tasks
In ancient times, teenagers, imitating adults, mastered vital skills and improved their physical qualities. This is how...
A....physical education systems.
b.…competitions.
V.…physical exercise.
G....methods of training and education.
The manifestation of general endurance determines the level of development...
A....personal and mental qualities.
b....speed-strength abilities.
V....functional efficiency.
G.… aerobic capacity.
Regular physical exercise helps improve performance because...
A.…as a result, the efficiency and economy of breathing and circulation increases.
b....during classes, exercises are performed that promote the development of physical qualities.
V....the fatigue achieved in this case activates processes leading to increased performance.
G....a person who exercises is able to do more work.
The basis of the methodology for developing physical qualities is...
A....doing physical exercise.
b.... age adequacy of the load.
V....learning motor actions.
G.… gradual increase in impact force.
5. The relationship between exercise volume and intensity is characterized by...
A....increasing the body's responses.
b....indicators of the quantity and quality of physical activity.
V.… inversely proportional relationship.
G....directly proportional dependence.
Running with stops and changes in direction at a signal mainly contributes to the improvement...
A. ...response speed.
b....movement techniques.
V....speed force.
G.… coordination of movements.
Check all items.
The result of performing strength exercises with heavy weights is...
A....rapid growth in absolute strength.
b....increasing the body's functional capabilities.
V.…strengthening the musculoskeletal system.
G....increase in the physiological diameter of muscles.
Education and training in physical education and sports activities is...
A....independent and independent processes.
b.…processes implemented one after the other.
V.…processes that determine each other.
G.…interchangeable processes.
9. Complete the statement by writing the appropriate word on your answer sheet.
The transition from hanging to point-blank range in gymnastics is designated as “
Complete the statement by writing the appropriate word on your answer sheet.
in chess - protecting one’s piece from an attack by an opponent’s long-range piece by advancing another piece of one’s own, which “takes the fire” on itself, is designated as... «
11. The structure of movement training is determined by...
A....the relationship between teaching and upbringing methods.
b....the individual characteristics of the student.
V....biomechanical characteristics of the movement being learned.
G.… patterns of motor skills formation .
12. Continuity of physical education is due...
A....a variety of forms of classes.
b....a combination of preparatory and developmental activities.
V....features of constructing lesson forms of classes.
G.… interaction between exercise effects.
List the types of physical culture and sports activities determined by their functional characteristics. …..
List the indicators characterizing the physical development of a person. Indicators of human development characterize...morphological and functional characteristics of the human body...we list:
In order to remember and subsequently independently perform sets of exercises, their content is written down in the form of pictograms.
Write down graphically morning exercise complex No. 3:
I.p. – o.s., gymnastic stick in front of you. 1-2 – stick up, bend over, right back on the toe; 3-4 – stick forward in front of you, place the right one.
I.p. – stand with your arms bent forward. 1 – bend the right hand forward until the elbow of the left hand touches; 2 – attach the right one.
I.p. – walking in place, gymnastic stick down. 1-2 – stick forward; 3-4 – stick up; 5-6 – stick forward; 7-8 – stick down.
I.p. – stand with your arms up, hands in fists. 1-4 – circles with arms forward; 5-8 – circles with arms back.
I.p. – stand with legs apart, gymnastic stick down. 1 – stick up, rise on your toes, inhale; 2 – stick down, lower your entire foot, exhale.
I.p. – bend forward, bending your legs apart, hands on your belt. 1-4 – circles with the body to the right.
I.p. – stand with legs apart, gymnastic stick up. 1 – forward tilt; 2 – straighten up; 3 – tilt to the right; 4 – straighten up.
I.p. – sit on your heels, arms forward. 1-2 squat on heels, arms forward. 1-2 – lying position; 3-4 – return to IP.
I.p. – lying on your stomach, gymnastic stick up. 1-2 – bend; 3-4 – return
I.p. - lying on your back, hands behind your head. 1 – bending, bend the left one forward and touch the left knee with the right elbow; 2 – return to IP.
I.p. – sitting up, gymnastic stick forward. 1 – bending your legs, move them forward over the stick; 2 – sitting, a stick on the floor under your feet; 3 – bending your legs, move them back
through a stick; 4 – sit, stick forward.
I.p. – stand, gymnastic stick below. 1 – squat, stick in front of you; 2 - stand up. I.p. – stand, gymnastic stick backwards on arms bent at the elbows. 1-4 – jumps
with a right turn on every count.
I.p. – o.s. 1-8 – walking with a slower pace of steps.
I.p. – stand with legs apart. 1 – arc outward arms up, inhale; 2-3 – bend forward, lowering your arms down, exhale.
I.p. – stand with legs apart. 1-2 hands forward and up, stand on your toes, inhale. 3-4 – bend forward, drop your arms down, exhale; 4 – straighten up in i.p.
Closed form assignments are valued at 1 point.
Tasks that require more than one correct answer are scored: 1 point if all “correct” answers are indicated; 0.5 points if not all “correct” answers are indicated;
0 points if, along with “correct” answers, “incorrect” answers are marked.
Tasks in open forms e. “Correct” statements are valued at 2 points.
Transfer-related tasks.
№13: Types of physical education and sports activities
Due to the presence of synonyms, a qualified assessment is required. Each transfer item is assessed at 0.4 points; 5 or more items are assessed as maximum - 3 points.
№14: Indicators of physical development
Keywords: …
Development is the biological process of changing the properties of an organism throughout life. In this regard, development indicators should characterize changes, dynamics, and trends in the morphological and functional characteristics of the human body. Due to the possibility of presenting synonyms, the jury qualified
no answers.
The absence of keywords is scored as an incorrect answer. The presented indicators are estimated at 0.4 points.
5 or more positions are assessed as maximum – 3 points
Tasks involving graphic representation. Each “correct” image is scored 0.3 points.