home » For garden » Swimming teaching methodology: basic principles and tips. Abstract: Teaching swimming to preschool children Features of teaching swimming to preschool children

Swimming teaching methodology: basic principles and tips. Abstract: Teaching swimming to preschool children Features of teaching swimming to preschool children

The beneficial effects of swimming on the children's body is generally recognized. In the medical and physiological aspect, this is the strengthening of various functional systems of the child's body (cardiovascular, respiratory, musculoskeletal, etc.), in the psychological aspect, the formation of arbitrary regulation of movements and actions, in the pedagogical aspect, this is not only teaching a preschooler complexly organized actions but also a way of developing self-regulation skills.

At the same time, the water area of the basin is, first of all, a different habitat, which makes special demands on the human motor abilities. Therefore, trainers-teachers are unanimous in the fact that an adaptation period is necessary to get rid of children's fears and the child's general habituation to water.

Swimming as an activity is characterized by a significant degree of complexity, which inevitably enhances the element of learning to the detriment of the game, which, from the point of view of psychology, is the leading activity for preschool children.

Taking into account the psychological patterns of a child's development when organizing swimming lessons in preschool institutions requires that these lessons be structurally and functionally based on the principles of "open learning" in the pedagogy of school age. Open learning is not limited to strictly regulated frameworks and allows modifications, both at the will of the teacher and at the will of the student. With this approach, the didactic space turns out to be a “meeting point” for the multidirectional motivated activities of a child (who wants to swim and frolic) and an adult (whose goal is to teach a child to swim). The child becomes the subject of his own swimming movements, and not the object of the pedagogical requirements of the instructor.

Thus, the formation of swimming skills in preschool children should be led not so much by a special method of teaching swimming as by the need for the child to master a wider social experience - the water area of the pool.

There are a number of methods for teaching children to swim. different ages. A good experience of group teaching of preschool children in “paddling pools” (G. Levina “Swim with the kids”, 1974). He sets the following goals for teaching children to swim: to teach children to confidently and fearlessly stay on the water; make maximum use of all the factors that contribute to strengthening the health of children and their physical development; lay a solid foundation for further swimming lessons, which is not unimportant in the development of children. But it should be noted that his technique has a drawback - swimming training begins directly in the water. Before immersion in water, you need to prepare the child for behavior in water with the help of special exercises for breathing, for moving in water (getting used to water).

T.I. Osokina (Osokina T.I., Timofeeva E.A., Bogina T.L. Learning to swim in kindergarten. M.: "Enlightenment", 1991).

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

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

The leading place should be occupied by the game method. It provides the necessary interest of children in learning to swim, allows you to increase the number of repetitions of the same exercises, use a variety of starting positions. The use of games helps to ensure the emotionality of the lessons. The playful nature of learning also reflects the need for an attentive, demanding, but at the same time, easy-affectionate approach to children, and determines the active participation of the educator in the learning process.

Games, as a rule, should contain elements of swimming previously learned by children and various preparatory exercises for swimming. In training, simple and accessible didactic aids, diverse in form and purpose, should be used.

The development of various movements occurs by repeating them many times. The number of repetitions should increase gradually. Given that the repetition of movements is a monotonous activity and tires children, in one lesson it is necessary to offer them to perform a variety of exercises.

Preschoolers on the basis of imitation better master holistic motor acts. Therefore, it is necessary to create in them a holistic view of the studied method of swimming. To do this, both in the first and subsequent lessons, it is necessary to repeatedly show this method performed by a child or adult who knows how to swim.

In connection with the peculiarities of the development of thinking in children at this age (concreteness, objectivity, a strongly pronounced ability to imitate, etc.), demonstration is of great importance in teaching swimming. All exercises and movements taught by children should be shown by the teacher. The display must be carried out in the same conditions in which the exercise will be held (on land, in water).

Especially important when learning to swim is the demonstration of exercises carried out in the water. In this case, children not only visually perceive the structure of the movement, but also make sure that the execution of this movement in the water is quite possible. This, in turn, gives rise to confidence and courage when performing exercises, and contributes to the rapid formation of new skills.

Children do not always immediately grasp the correct execution of a new movement. Therefore, it must be demonstrated many times both in one and over several classes.

It is best to show the exercises immediately before performing them, making all movements correctly, clearly, easily and beautifully, without tension.

It is always necessary to give the children the opportunity to show their achievements in the performance of certain tasks to the teacher or other children. This activates their participation in the learning process and can serve as a disciplinary factor.

The display must be accompanied by explanations accessible to children. A story, a conversation, an explanation, a timely remark stimulate a purposeful, conscious mastery of movements.

A large place in the thinking of a preschool child is occupied by the image. In teaching swimming, figurative comparisons in the names and explanations of exercises should be widely used. Names of exercises such as "Eyes in the water", "Nose drowned", "Crayfish", "Shark", etc., help to create real ideas about the exercise to be performed, facilitate mastering it. Naturally, the image must be understandable to children, otherwise it is impossible to imitate it. But it must be borne in mind that focusing only on imitative exercises or excessive enthusiasm for the amusing image negatively affects the overall organization of those involved and the clarity of the exercises. Therefore, do not abuse them.

The explanation, the story of the teacher in swimming lessons should be presented in a clear expressive form. The tone of the conversation should always be even, calm, but impressive enough. An authoritatively presented demand is unconditionally fulfilled by preschoolers.

When working with children 4-6 years old, do not use a large number of commands and calculations in learning exercises. The main thing in group classes is the authority of the educator: his look, facial expression, tone, gesture call the children to order. They need to feel in control of their behavior.

This helps children to focus, teaches them to complete the task at the first word of the teacher. In the process of classes, children need to be reminded that they are being observed, make comments, often repeat: “I look”, “show”, “do”, “follow”, etc.

The attitude of the educator to the children in the group should be sensitive, affectionate, equally equal to everyone. If possible, the requirements put forward should also be the same, but, of course, one should not forget about the individual data of children.

The requirements of the educator should not be imposed on children, they must be presented tactfully, correctly. It is important to create in children a sense of independence in their actions.

Swimming lessons are very emotionally perceived by children. They are happy to splash, splash, swim. But sometimes their behavior in the water becomes too noisy, overly excited, children lose the ability to respond to the demands of the teacher. In such cases, penalties may apply.

One of the measures of punishment is a reprimand with an exact indication of the reasons for the dissatisfaction of the educator. Children who grossly violate the discipline of classes can be taken out of the water and not allowed to attend classes. When punishing a preschool child, it is necessary to maintain respect for his personality. The one who has been mischievous must be taken out of the water, ordered to get dressed and, as a warning to others, be seated during classes on a bench in front of the whole group. At the next lesson, you need to pretend that nothing happened, and still talk to the child in a friendly way.

Such an attitude, as a rule, somewhat confuses the punished, he tries to fulfill all the requirements as best and attentively as possible. Children are very fond of swimming, swimming, therefore, in most cases, one reminder of the possibility of losing this pleasure gives the necessary results.

Mastering the skill of swimming is quite difficult for preschoolers. In this regard, in teaching them to swim, it is necessary to use a significant number of various preparatory exercises and games.

Children first get acquainted with each exercise on the shore, and then learn it in the water. Acquaintance with new educational material on the shore is important, since the time children spend in the water is limited (10-15 minutes), and the aquatic environment excites them extremely, as a result of which attention is scattered, they do not perceive unfamiliar material well. In addition, being in the water without moving during explanations and demonstration of new material, children quickly cool down due to increased heat transfer.

But the abuse of a large number of exercises on land entails a decrease in attention. Therefore, it is advisable to offer children 2-3 exercises on land, and then work with them in the water.

The dosage of the load when performing exercises for girls and boys is the same, but varies depending on the age of the children: for children 3-4 years old, the load is slightly lower than for children 5 and even more so 6 years old.

The instructions below on the dosage of the load in each case can be changed by the educator. So, for example, at low water and air temperatures, the number of repetitions of exercises can be reduced, and the intensity of their implementation is increased (fewer exercises done at a higher pace).

Classes in the water should always begin with vigorous movements. They should be finished with calm immersions in the water with the head and exhalation into the water. Depending on the age of the children, this exercise should be repeated at the end of classes from 4-5 to 10-12 times or more. Free swimming increases the emotional coloring of classes, gives children the opportunity to independently try their hand at performing certain techniques, trying to swim. For the development of activity, initiative in children, it is necessary to introduce free swimming into classes.

You need to correct the mistakes of the guys in the process of training in a certain sequence. Naturally, at first, the child makes significant mistakes in crawl swimming. Most often in preschoolers they depend on the degree of general physical and coordination readiness. We must strive to ensure that children have mastered the general pattern of movements of the method of swimming. Due to the mobility, imbalance of nervous processes, precise, clear movements are difficult for preschool children. It is not necessary to demand from them immediately accuracy in swimming technique. It can only be developed over a long period of time. But some gross violations in crawl swimming on the chest and on the back of preschoolers must be corrected in a timely and consistent manner.

A high position of the head causes an incorrect position of the torso and makes it difficult to breathe. Therefore, first of all, it is necessary to correct the position of the body, head, then achieve proper breathing. With a low position of the pelvis, the legs sink deep into the water, the balance in the water is disturbed, the legs work sluggishly, and sometimes even stretch without movement. Or, on the contrary, children make sharp, non-rhythmic, poorly coordinated movements of the legs, the legs are strongly bent. A lot of attention should be paid to correcting leg movements: until the guys learn how to work with their legs correctly, one should not rush to correct other mistakes. After the errors in the movements of the legs are eliminated, you can begin to correct the movements of the hands, and then in the coordination of all movements.

First you need to notice the main mistake. Correcting it often leads to the elimination of minor minor errors. You can not correct several mistakes at the same time - this scatters the attention of the guys. Errors should be corrected by giving instructions for the correct execution of the movement and clarifying the execution of the movement in the course of action. At the same time, the teacher should actively use the repeated display, fix attention on the correct performance of movements by individual children, organize their performance in pairs, for mutual self-control.

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Introduction

3. Prerequisites for learning

4. Teaching methodology

Conclusion

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Prerequisites for learning

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

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

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

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

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

4. Teaching methodology

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

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

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

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

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

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

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

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

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

5. Technology of using game techniques

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

Organization of didactic space

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

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

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

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

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

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

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

Technology:

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

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

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

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

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

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

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

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

Efficiency conditions:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

swimming training child preschooler

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Conclusion

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

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

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

List of used literature

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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What to consider?

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

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

Is not full list points that should be taken into account when choosing an approach and organizational issues.

Age

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

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

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

Methods and means of teaching

Methods are divided into three types:

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

Teaching aids include:

The swim board is the most important tool for learning

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

Types of exercises

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

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

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

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

Simulation of movements on land

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

Where to start learning

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

It includes the following initial steps:

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

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

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

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

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

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

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

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

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

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

Stages

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

The first stage is a general introduction

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

The second stage is learning the elements and connecting them

Development takes place gradually phased complication.

The third stage - fixing the material, correcting errors

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

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

Tasks of this stage:

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

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

The fourth stage is a deepening in the studied, improvement

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

Basic goals:

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

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

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

Crawl on the chest

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

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

On the land

In water

Connection of breathing technique with motor technique:

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

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

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

Breaststroke

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

Algorithm of leg movements in breaststroke

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

On the land

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

In water

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

Arm workout

It is important to put proper rowing technique:

Stroke in breaststroke

Body tilted, arm strokes:

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

Repeat everything on the simulator with a shock absorber.

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

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

Coordination of spent elements on land

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

Perfection

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

Crawl on the back

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

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

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

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

Features of teaching preschool children

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

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

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

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

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

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

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

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

According to Bulgakova N.Zh., Osokina T.I., Levin G. Several stages of training can be distinguished.

The first begins with the introduction of the child with water, its properties. It continues until the moment when the child gets comfortable and can fearlessly and confidently with the help of an adult and independently move along the bottom, perform the simplest actions, play.

The second stage is connected with the acquisition by children of skills that will help them feel safe enough in the water. In the classroom, children should stay on the surface of the water (float, lie down, slide) for at least a short time, get an idea of its pushing and supporting power, and also independently perform the exercise inhale-exhale into the water several times in a row. After that, preschoolers are taught certain ways of swimming.

As a result of the third stage, children should be able to swim 10-15 m in shallow water, maintaining basically the coordination of the movements of the arms, legs and breathing, which is characteristic of the swimming method being learned.

At the fourth stage of primary education, the assimilation and improvement of the technique of the method of swimming, simple turns, elementary jumps into the water continues. Children acquire the ability to swim in deep water.

Each of the stages of primary swimming training can conditionally be "tied" to a certain age of children:

The first is early and younger preschool age;

The second - junior and middle preschool age;

The third is senior preschool age;

Fourth - senior preschool and primary school age.

Such age periodization of the primary teaching of preschoolers to swim is of a relative nature: individual data and the abilities of children make adjustments to it. But in general, it allows the teacher to clearly imagine the main areas of work with children of different age groups.

A properly organized process of learning to swim has a versatile developmental impact on children and has a high educational effect. The volume of not only motor skills, skills, but also knowledge increases, the physical qualities and mental abilities of children develop, moral and aesthetic feelings are brought up, a conscious and responsible attitude to one's actions, to relationships with peers is developed.

The method of teaching swimming is based on general pedagogical principles, taking into account the individual approach to the child: consciousness and activity, systematic, visibility, accessibility.

The conscious and active attitude of children to exercises and games is of great importance for achieving positive results in learning to swim. Therefore, when explaining the task, the teacher should strive to ensure that the children understand how to perform the movement, what to pay attention to. Understanding the meaning of tasks stimulates their interested and active implementation, contributes to the gradual assimilation and awareness of the meaning of exercises. This encourages children to perform movements as well as possible, clearly. They show more independence, creativity, if they act meaningfully, realizing that it is necessary to make certain efforts to achieve the goal. The level and level of assimilation of the proposed material by the child depends on how emotionally interesting the classes are.

Classes should be carried out systematically. This is very important, because swimming training is connected with other forms of work in physical education, as well as with the entire pedagogical process. With systematic classes, a sequence and frequency are carried out, both in the organization of classes and in the development of educational material. With regular classes, it is necessary to alternate physical activity and rest, a change is useful different types activities, alternating exercises and games.

Motor skills and abilities are formed by repeated repetition of exercises. It is necessary that repetition be combined with the assimilation of the new. Classes in a program that involves changing exercises from simple to more complex, from known to unknown, must be regular, otherwise the goal of training will not be achieved.

With systematic studies, good results are achieved in the physical development of children. A consistent increase in load in this case is an important condition for preventing injuries.

Success in learning to swim can only be achieved if the developmental characteristics of children of a particular age and the real strengths and capabilities of each child are taken into account. Only knowing the state of health, the level of physical development, the degree of susceptibility to colds, individual reactions to physical activity and changes in temperature conditions, you can choose the most correct ways to teach a preschooler to swim. It should be remembered that the availability of tasks for children of younger, middle and older age implies the inclusion of exercises of such complexity, the successful completion of which requires children to have a high concentration of their physical and spiritual strength, the application of strong-willed efforts.

Graduality and consistency in the transition from getting used to the water during a simple movement along the bottom to learning certain swimming movements (sliding, swimming with an object in hand or in a lightweight way, etc.) is one of the conditions for teaching children. This is the key to mastering more complex swimming techniques, their techniques and teaching children to independently perform exercises at ever greater depths (waist-length, chest-length, child-sized).

An individual approach to learning is necessary when working with children of preschool age: the child's body is not yet fully formed and strengthened. Both excessive and insufficient physical activity are unfavorable for its development. An individual approach involves the use of appropriate teaching methods (preparatory exercises, selection of options, etc.).

Compliance with the gradual increase in requirements is achieved by setting more and more difficult tasks and mastering more and more complex movements with an increase in the duration and intensity of physical activity. Its gradual increase increases functionality, develops physical qualities - endurance, dexterity, strength, etc. It becomes possible to increase the swim distance, speed, number of repetitions of exercises and reduce the intervals between them.

The principle of visibility in teaching swimming is one of the leading ones. The preschooler's thinking is concrete, motor experience is insignificant, the perception of movements in the aquatic environment is complicated. The unfamiliarity of the situation excites children, their attention is scattered, the splash of water drowns out the voice of the teacher. Under these conditions, various sensory images - visual, auditory, muscular - in combination create a more complete picture of the movements being learned and contribute to their better assimilation. At the same time, the relationship between the display and the figurative word - a story, an explanation - is of great importance.

Good success is achieved with a skillful combination of the whole variety of verbal, visual, practical methods and techniques. It is important that the tasks of a certain stage of training, the characteristics of the age of those involved, the readiness of children, their emotional state, and the conditions for conducting classes are taken into account.

Exercises play a decisive role in the formation of swimming skills. They are the main means of teaching children.

The technique of sports swimming methods and their lightweight varieties is recommended to be mastered as follows: first, children form an idea of a specific swimming method as a whole. After that, separate movements are learned, which are connected. The use of this method provides for a certain setting of tasks, selection of exercises and training methods.

1. Learning the movements of the legs: a) on land (imitation) with support in place; b) in sliding with and without support by hands with breath holding; c) in sliding with and without support by hands in coordination with breathing.
2. Learning hand movements: a) on land, standing in water; b) in coordination with the movement of the legs, holding the breath, using support in place and in motion; c) the same in coordination with breathing; d) swimming, making movements with the arms without performing movements with the legs.
3. Learning the way of swimming in general, i.e. practicing coordinated movements of the arms, legs and breathing. Perfection of swimming with full coordination of movements.

During learning and mastering movements, their motor character changes. Movements are associated with varying degrees of coordination - from simple to complex and reflect different levels of learning.

Performing simple light swimming movements leads to mastering more complex ones. You should not work out individual swimming movements for a long time. This may have a negative impact on the assimilation of swimming technique with full coordination. To form sufficiently deep skills in performing individual elements, it is useful to learn them in the classroom in various combinations, with different options.

Optimal success can be achieved by purposefully exercising children in those swimming methods that they have mastered quite firmly, developing motor qualities, especially endurance. For example, if one of the children moves well in the water with the help of footwork with a board in his hands, swimming 5-10 m, then this skill can be improved by increasing the distance (15-25 m or more). Before the next swim, the children are offered to rest. In the future, the rest time is gradually reduced, increasing the distance and the frequency of their repetitions. This leads to improved swimming skills and physical development.

In the classroom, it is advisable to combine individual preparatory exercises with swimming in full coordination, widely use games and encourage children to try to swim independently in their chosen way.

It is important to maintain a positive emotional attitude of children to classes at all stages of learning - to strive to ensure that exercises and games in the water give the children pleasure and joy, encourage them to be independent, the desire to learn how to swim well.