Constructions – actions of students following the teacher’s command to accept (initially) one or another system.
The detailed formation of the group before the start of classes is usually single-ranked, less often double-ranked.
The command is given to build“In one (two, three, etc.) line - Stand!”
Simultaneously with issuing the command, the duty officer stands facing the front in the “at attention” position. The group lines up to his left.
Before reporting on readiness for classes, the duty officer aligns the group, calculates it, then gives the command“Attention! Alignment Right (left! to the middle!)Before the marching step reaches 2-3 steps from the teacher, the duty officer stops and reports: “Comrade teacher!…….” Then, taking the shortest route to the teacher’s line, he stands facing the line. After the teacher’s greeting and the class’s response, the duty officer duplicates the teacher’s command“At ease!” and stands on the right flank of the formation.
Formation in a column is carried out by command“In a column one at a time (two, three, etc.) - stand up!”

Rebuilding - transitions from one system to another.

Changes from one line to two.
After preliminary calculation, the command is given to the 1st and 2nd“In two ranks - line up!”. On this command, the second numbers take a step back with their left foot (count “one”); with your right foot, without placing it, step to the right (count “two”) and, standing at the back of the first person’s head, place your left foot (count “three”).

Changes from one line to three.
After preliminary calculation, the command is given“In three ranks - line up!”. At this command, the second numbers stand still, the first numbers take a step back with their right foot, without placing their foot, step with their left to the side and, placing right leg, stand in the back of the head of the second numbers. The third numbers take a step forward with their left foot, a step with their right foot to the side and, placing their left foot, stand in front of the second numbers. To change lanes back, a command is given“In one line - line up!”. Rebuilding is carried out in the reverse order of formation.

Rearranging from a line to a ledge.
After preliminary calculations according to the task ("9-6-3-in place", "6-4-2-in place"etc.) the command is given“According to the calculation, step - march!”. The trainees take the calculated number of steps and put their foot down. The teacher counts until the first row places their feet. So, when calculating“6-3-in place” - up to 7; "9-6-3-on the spot" - up to 10. To change lanes back, a command is given. All those leaving the ranks make a circle, go to their places and, having reached them, make a circle. The teacher is counting"one-two" until the last ones to enter the formation make a circle.

Changing from a line to a column by entering the squads with the shoulder.After preliminary calculations for 3-4, etc. the command is given“In sections of 3 (4, etc.) in a column, left (right) shoulders step forward - march!”. At this command, those designed for squads, maintaining alignment along the front, begin to move in with their shoulders until a column is formed. Second team"Group - stop!".
To change the lane back, the following commands are given:
1. "Kru-Gom!"
2. “In squads in one line, right (left) shoulders forward, step - march!”
3. "Group - Stop!"
The last command is given at the moment when the students reach their place in the line.

Rebuilding from one column to three ledges.
After a preliminary calculation, the command is given in threes“The first numbers – two (3, 4, etc.) steps to the right, the third numbers – two (3, 4, etc.) steps to the left, step by step!”. The second numbers remain in place. To change lanes back, a command is given“March to your places!”. Rebuilding is carried out in incremental steps.

Changing from a column one at a time to a column of two (three, etc.) by turning while moving.
When a group moves to the left in a bypass (movement along the boundaries of the hall), the command is given“In a column of two (3, 4, etc.) to the left - march!”(as a rule, the command is given when the guide is at the upper or lower border of the hall or site). After the first two (three, four, etc.) have turned, the next ones make a turn under the command of their leader in the same place as the first. Here you can give instructions about the interval and distance, so as not to open the column on purpose later. To change the lane back, the following commands are given:
1. "Right!"
2. “In the column, one at a time, to the right (left) in a roundabout step - march!”

Rebuilding from a column one at a time into columns of 2, 4, 8 by crushing and combining.
Lane changes are performed while moving. Teams:
1. “March through the center!”(usually served in one of the middles)
2. “In columns, one to the right and one to the left, going around - march!”. Served in the opposite middle. On this command, the first numbers go to the right, the second numbers go to the left, bypassing.
3. “In a column of two through the center - march!”. Served when columns meet in the middle of the hall from where the rebuilding began. Continuing crushing and mixing further, you can build columns of four, eight, etc.
The reverse reconstruction is called dilution and fusion. For example, from a column of two to a column of one:
1. “In the column, one to the right and one to the left, in a roundabout step - march!”. At this command, the right column goes around to the right, the left - to the left. When the columns meet in the opposite middle, the command is given:
2. “In the column, one at a time, through the center - march!”

Formation changes

Rearrangement is a change in the formation or placement of students.

From one line to two

The group is calculated on the first or second. The line-up is performed in three counts on the command: “In two ranks - line up!” On this command, the first numbers stand still, the second numbers take a step back with their left on the count of “one”, on the count of “two” they take a right step to the side (to the back of the head of the first), on the count of “three” they put their left(Fig. 1).

The reverse formation from two ranks into one is carried out by the command: “In one rank - line up!” This changeover is also performed in three counts. The first numbers stand still, the second on the count of “one” take a step with their left to the side, on the count of “two” they step with their right hand forward to their place in the line, on the count of “three” they take a left hand.

Rice. 1. Changing from one line to two

Changing from two ranks to one is performed in the reverse order.

Pronouncing commands when changing from one rank to two and from two ranks to one is similar to pronouncing commands when forming in one and two ranks. Executive team: “Get in line!” – pronounced in one word abruptly, imperatively, with emphasis on the letter “o”.

During the formation, the trainees maintain the same position of the head, torso and arms as during a drill stance.

The second number, coming behind the first, stands exactly in the back of his head, and when changing lanes back - on the same line as the first number.

When starting to teach children how to change formation from one line to two, the teacher clearly explains to them how this is done, then shows them the changeover. When demonstrating, the teacher uses the help of a student or another adult, if available.

After the display, rebuilding by divisions follows. The teacher gives the command: “In two lines - line up, do it - once!” (the second numbers perform a left step back, the teacher checks the correct execution); “Do - two!” (the second numbers take a step to the right side, the teacher continues to monitor the performance); “Do it - three!” (the second place their left foot, and the teacher corrects mistakes). In the same way, the reverse formation is carried out from two ranks into one. Having made sure that the majority of students are performing the changeover correctly, the teacher several more times, depending on the degree of mastery of the material, rearranges the children according to divisions, but shortens the pause between teams. This is followed by a rebuild as a whole, but one by one. At first, the teacher counts slowly, then as he masters it, at the pace at which the changeover is usually performed.

Then the changeover is performed without counting, but by clapping hands. The teacher claps at the pace at which the line change should be performed. And finally, changing lanes is done on command without counting and without clapping.

To ensure that all students are rearranged, the first and second numbers are swapped.

To improve this restructuring, the following methodological techniques are recommended:

Repeated rebuilding;
performing a line change when the right flank is on the left side;
holding a competition for the best execution of a lane change separately between the first and second numbers, which periodically change places.

From one line to four ledges on 9–6–3 in place

First, the group is settled on 9-6-3 on the spot by the command: “On 9-6-3 on the spot - settle!” According to this command, the right flank commands: “9”, the second in line – “6”, the third – “3”, the fourth – “in place”, the fifth – “9”, etc. Next, the command is given: “According to the calculation, step - march!” On this command, the ninth numbers take 9 steps forward, placing their foot on the tenth count; sixth numbers - 6 steps, put your foot on the seventh count; third numbers - 3 steps, put a foot on the fourth count; numbers “in place” remain in place(Fig. 2).

When the students take the required number of steps, the teacher counts to 10, emphasizing with his voice the intermediate steps: 3, 6 and 9.

The reverse formation is carried out by the command: “To your places, step by step - march!” At this command, everyone, except those standing still, turns around on the count of “one-two” and goes to their places.

Rice. 2 . Changing from one line to four
ledges at 9–6–3 in place

Having taken their places in the line, students turn in a circle. During the line change, the teacher counts: “One-two, one-two” - until the ninth numbers, having got into formation, make a turn in a circle.

Saying the commands: “At 9-6-3 in place - pay off!”, “According to calculation, step by step - march!”, “To your places, step by step - march!” – usual, i.e. they are pronounced as they are read.

Rebuilding with ledges of 6–3 on site is also used.

First, children learn to change to 6-3 on the spot, and then to 9-6-3 on the spot.

When changing formations on ledges, participants must maintain a formation alignment, and move with a gymnastic step.

When changing lanes, children often make the following mistake: after changing lanes, they try to match the back of the head. In this case, the teacher should once again explain the essence of changing lanes with ledges, drawing attention to the fact that there is no need to align with the back of the head.

From the column one at a time by ledges

Three in a column

The calculation is made in threes. Then the command is given: “The first numbers – two steps (three, four, etc.) to the right, the third numbers – two steps (three, four, etc.) to the left step – march!” On this command, the second numbers stand still, and the first and third take the corresponding number of steps in the indicated direction(rice. 3). The reverse formation is carried out by the command: “To your places, step by step - march!” At this command, the first and third numbers return to their places.

Four in a column

Calculations are made in groups of four. After this, the command is given: “First numbers – two steps, second numbers – one step to the right, third numbers – one step, fourth numbers – two steps to the left, step – march!” The first numbers perform two steps, the second – one step to the right, the third numbers – one step to the left, the fourth – two steps to the left.(Fig. 4).

Rice. 3. Rebuilding from a column one by one with ledges
The reverse formation is carried out by the command: “To your places, step by step - march!”

Rice. 4. Formation into a column of four

The group is made up of five. Then the command is given: “First numbers – four steps, second numbers – two steps to the left, fourth numbers – two steps, fifth numbers – four steps to the right, march!” ( rice. 5).

Forming into a column one at a time is carried out on the command: “Step to your places - march!”

From a column of two to a column of four with ledges

The changeover is carried out by the command: “In a column of four with ledges - line up!” Both columns take two steps from the middle to the sides for a count of four, then for a count of 5–6 the first numbers of each column take one step to the left, the second numbers of each column take one step to the right(Fig. 6).

Forming into a column of two is carried out at the command: “Step to your places - march!” The rebuild is performed in reverse order.

In all cases of changing formations with ledges in columns, movements are performed with additional steps. At the same time, the students maintain a drill stance and alignment to the back of the head.

Throughout the entire formation of ledges, the teacher counts: “One-two!” - until all those involved are in their places.

Rice. 5. Formation into a column of five

Rice. 6 . Rebuilding from a column of two to a column of four with ledges

In order to improve formation changes with ledges, the same exercises are recommended as when changing formations from one line to two.

From the column, one at a time, moving with turns

The changeover is carried out in a column of two, three, four, etc. more often in straight directions - longitudinally, across - and less often in oblique directions - diagonally.

Two in a column

The changeover is carried out by the command: “In a column, two to the left (to the right) - march!”

At the executive command, the first and second numbers, simultaneously turning left (right), go in another direction, the third and fourth move to the place where the turn was made by the first and second, and, also turning left (right), go in a different direction , etc.

Having changed lanes, the students move forward until a command is given to stop moving or to change lanes back.

The reverse changeover - from a column of two to a column of one - can be performed while moving, as well as after the column has stopped.

In the first case, the command is given: “Into the column one at a time, turning to the right (left), going around to the left (right) - march!” At the executive command, the first pair, having made the appropriate turn and changed lanes, goes around, and the rest take their place and do the same.

In the second case, when the group was stopped after changing formation, the command is given: “To the right!” ("Left!"). Everyone turns. Then, at the command: “In the column one at a time, going around to the left (right) in steps - march!” – the guide moves in the indicated direction, and the rest of the students walk in place, and then, sequentially forming a column one at a time, follow the guide.

Three in a column

The changeover is carried out by the command: “In a column of three to the left (to the right) - march!”

Four in a column

The changeover is carried out by the command: “In a column of four to the left (to the right) - march!”

Changing into a column of three, four (five, six, etc.) and the reverse formation are carried out in the same way as changing from a column of one to a column of two.

In a column of two, three, etc. with side steps

The changeover is carried out by the command: “In a column of two (three, etc.) with side steps to the left (right) - march!”

At the executive command, the first pair (three, etc.) moves with side steps to the left (right). The second pair (three, etc.) moves forward to the place where the guides began to change lanes, and also walks with side steps to the left (right), etc.

In a column of two, three, etc. cross steps

The changeover is carried out by the command: “In a column of two (three, etc.) with cross steps to the left (right) - march!”

At the executive command, the same formation is performed as the previously studied formation with additional steps, but the students move to the left (right) with crossed steps. Movement begins with the left foot if the command was given: “Left - march!” - and from the right foot, if the command was given: “Right - march!” - and then alternately the right foot is placed in front of the left and the right behind the left (the left is in front of the right and the left is behind the right).

Another option for changing lanes with cross steps is also used, when, after an executive command, the children first turn left (right), and then move with a cross step not to the side, but forward; after the turn, the movement begins with the left leg crossed in front of the right. In this case, the lane change is performed using the same command as the previous ones, only instead of the word “left” (“right”) the word “left” (“right”) is pronounced.

In a column of two, three, etc. dance steps

The formation is performed by the command: “Polka (mazurka, Hungarian, waltz, etc.) in a column of two (three) steps to the left (right) - march!”

At the executive command, having performed the appropriate turn, the group rearranges itself and moves forward with the indicated dance step.

When changing lines with side steps, cross steps and dance steps, you should keep your hands down. Special mention should be made about another position of the hands, for example: “In a column of four, with crossed steps, hands on the belt, to the left - march!” The position of the hands on the belt in this case is taken according to the executive command.

In a column of two, three, etc. run

Changing lanes is carried out by the command: “Run in twos (threes, etc.) into a column, march to the left (right)!”

At the executive command, the trainees switch from walking to running and perform the appropriate changeover.

If before changing formation the group was moving at a run, then the command we are already familiar with is given: “In a column of two (three, etc.) to the left (to the right) - march!”

The sequence of learning to change from a column one at a time while moving in turns is as follows:

• the teacher explains to students the technique of rebuilding;
• two, three (four, etc.) students, with the help of a teacher, show the group how to change lanes;
• pairs (threes, fours, etc.) alternately go to the starting position, from where they make a turn to move in the other direction, and take the position of a left step forward in case of changing lanes by turning left. On the executive command: “March!” – they make a turn and move in a different direction. Then the second, third, etc. take the place of the first pair (three, etc.). and do the same;
• those practicing in the column, one at a time, walk in place, with the guide in the starting position for turning, and at the executive command: “March!” – carry out the reconstruction as a whole.

1. Movement in the other direction with or without a turn is performed by pairs (triples, etc.) simultaneously.

2. The first number of each pair (three, etc.) reaches the place where the guide made the changeover, and then the trailing one of each pair (three, etc.) must promptly give the command: “March!”

3. After changing lanes and moving in the other direction has begun, those behind must maintain alignment in the ranks to the back of the head.

4. When changing lanes, the required distance and interval are maintained. If you need to open a group, then in order to save time, changing lanes and opening are performed simultaneously. In this case, the command is given: “In a column of two (three, etc.) to the left (to the right) - march! Distance and interval – two steps!”

5. Turns to move in the other direction are performed in the same way as turns left and right while moving.

6. The changeover is performed with a drill (gymnastic) step.

7. You need to start pronouncing the command in advance in such a way that its executive part is given at the moment when the guide is in the place from which the lane change should begin.

When learning to rebuild from a column in twos, threes, etc. in a column one at a time, some rules should be followed:

1. If changing lanes is carried out without stopping the movement, then after the executive command, as the pairs (triples, etc.) approach those in front at the specified distance, the students perform a turn, and each first number of the pair (triples, etc.) begins to move into the column one at a time only when the one at the back of the leading pair (triple, etc.) reaches him.

2. If changing lanes is carried out after a stop, then at the executive command: “March!” - all schoolchildren walk in place, then the guide and behind him all the students perform the appropriate changeover.

Rice. 7.

Other ways to rebuild

Rearranging from a column one at a time to a column of three (four) at predetermined places

First, the children line up in one line. The command is given: “In order - pay!” Before calculating, you need to remind that each student must remember his number. After the calculation, the teacher turns the class to the right, divides it into three (four) sections and invites the first, eleventh and twenty-first numbers, if there are 30 people in the ranks, to come forward and stand in predetermined places. After this, the command is given: “First squad, behind the guide into the column one at a time - stand!” All students from the first section leave the ranks in an organized manner and line up behind the guide. Then the second and third sections are lined up in the same way. After the schoolchildren learn to line up one at a time in sections, the teacher, after constructing the guides, gives the command: “In a column of three behind the guides - stand!” ( rice. 7).

Changing from one line to two in a checkerboard pattern

Calculate the group into first and second; give the command: “Second numbers, two steps back, march!” or “First numbers, march two steps forward!” In this case, after changing lanes, the children will stand in a checkerboard pattern.

If it is necessary for the second numbers to stand at the back of the head first, then another command is given: “Second numbers - step to the right, march in step!” If you need to change into two lines, where students are facing each other, the second or first numbers need to take two or more steps forward and turn in a circle.

Rebuilding from one rank and column
one in a column, three in place

From one line

At the executive command, the second numbers stand still, the first take a step to the left and forward and stand in front of the second, and the third take a step to the right and back and stand behind the second. After changing lanes, the command is given: “Right!”

The teacher shows how to change formation, after which the group repeats after him several times on command: “In three ranks - line up!”

One at a time from the column

At the executive command, the second numbers stand still; the first take a step to the left and back and stand next to the second to their left; the third take a step to the right and forward and also stand next to the second, but to the right of them. The teacher demonstrates the formation change, after which the group performs it several times on the command: “In a column of three – form up!”

Changing from a column of three to one line or a column of one is carried out in the reverse order.

Formation into a circle from a line

First way. Children standing in a line join hands. The teacher takes the right hand of the right-flanker with his left hand or the left hand of the left-flanker with his right hand and, moving in a circle, connects their hands.

Second way. Students standing in a line join hands. Students standing in the middle of the line should not move.
The teacher stands opposite the schoolchildren standing in the middle of the line at a distance of 10–12 steps and gives the order: “Holding hands, we form a circle.” At the same time, he raises his hands to the sides and down and invites those on the right and left flanks, and behind them everyone, to approach him, forming a circle.

After students have mastered these ways of changing lanes, the teacher teaches them how to change lanes without holding hands. In this case, the order of construction remains the same as when building a circle, holding hands.

Forming a circle from a column one at a time

The teacher stands in front of the column and gives the command: “Follow me - march!” The movement is carried out in such a way as to form vicious circle. When the circle is formed, the command is given: “Class, stop!” After this, the students are asked to repeat the changeover, but one of them takes the place of the teacher.

Having done this changeover once or twice, the children perform it at the command: “March in a circle!”

Changing from one circle to two

First way. Students standing in a circle count on first or second. Give the command “Second (first) numbers, two steps back, march!” The first and second, following the command, form circles.

Second way . Count the schoolchildren standing in a circle (for example, 36 people) in order. Determine two middle numbers (in in this example– eighteenth and nineteenth) and invite them to raise their hands. Give the order that all students, except the eighteenth and nineteenth, join hands, and the first with the eighteenth and the nineteenth with the thirty-sixth form two circles.

Combat movements

Movement refers to various methods and forms of movement for those involved in the ranks.

Combat step

A drill step is a step in which the straight leg must be raised to a height of 15–20 cm from the floor, keeping the sole horizontal, and the leg placed firmly on the entire foot.

When moving your arms forward, you need to bend them at the elbows so that your hands rise a palm's width above the waist and a palm's width from the body. The movement of the arms back is performed with straight arms until the shoulder joint fails, the fingers are slightly clenched into fists.

To switch to walking in a formation step, the command is given: “In a formation step - march!”

There are several types of marching steps. One of them is used during mass gymnastic performances and the ceremonial passage of athletes. In these cases, arm movements are performed with a greater amplitude (forward - to the shoulder, back - to failure and slightly outward); the movements of the legs are the same as during a marching step.

Another variation is the gymnastic step. Used in gymnastics classes and competitions. This step is the same as a drill step, but the leg should be raised forward with the toe pulled out about 10 cm and placed on the floor not with the entire foot, but with the toe.

During gymnastics classes and competitions, all movements must be performed with gymnastic steps.

The training begins with an explanation of the drill step technique and its demonstration. Then, standing still, students practice hand movements. On the count of “one”, one hand is brought forward, the other – back. In this position there is a pause, during which the teacher corrects mistakes. On the count of “two,” the position of the hands changes. After this, also standing still, you practice raising your leg forward and placing first one, then the other leg. Then, on the count of “one,” a step is taken with one leg in combination with arm movements. After an appropriate pause, during which errors are corrected, on the count of “two” a step is taken with the other foot, etc.

Having made sure that the students have mastered the dissected movements of the marching step, the teacher moves on to teaching using a holistic method. Special attention You should pay attention to the correct posture and military bearing of students. Movement in marching steps should be performed freely, not tensely. You should place your foot by slightly leaning forward, so that the torso and the forward leg form a straight line. When walking, you should not sway from side to side, or up and down.

To improve the drill step, the following methodological techniques can be recommended:

Individual training of the drill step;
alternate marching in front of the formation of students to determine the best;
practicing the drill step in pairs. One passes, the other gives commands and corrects mistakes, then the students change roles;
passing in fours in front of the teacher. The teacher corrects mistakes and determines the best four;
practicing a combat step in a general formation in columns of one, two, three, four, etc., in ranks of four or more.

Walking step

During this step, the leg should be raised freely, without pulling the toe, and placed on the ground as during normal walking; make free movements along the body with your hands.

In gymnastics classes, the walking step is rarely used - in the case when the command is given: “Walk out of step!” More often they are used to move in formation on the ground, during practical training in athletics, sports games and other sports disciplines.

To start moving at a walking pace from a place, even one step, the command is given: “Step - march!” The walking step is sometimes called the normal step. However, it should be remembered that during gymnastics classes, on command: “March in normal steps!” Those practicing should not walk at a walking pace, but at a gymnastic step.

To study and improve the marching step, the same techniques and exercises are used as for the marching step.

Learning to walk in a normal step (marching) on ​​the command: “Step - march!” – starts in 1st grade.

In 2nd grade, walking in step with the left is studied.

At the beginning of training, attention should be paid to developing in schoolchildren the ability to distinguish between the preliminary and executive parts of the team. The teacher explains that with the preliminary command: “Step!” – students should shift the weight of the body to the right leg, weakening the left; you can put your left foot on your toe, leaving it in place, and on the command: “March!” – start moving with your left foot. The teacher accompanies the explanation with a demonstration, and then invites two or three students to also show how to perform this command. After this, everyone involved performs the exercise. Children line up in one line or in a column, one at a time. The teacher invites them on command: “Step!” - say the word “left”, slightly raising your left leg, and on command: “March!” – start walking with your left foot. During training, walking with an emphasis on the left (right) leg is also used. The teacher explains that his counting for “one” and “three” will be louder than for “two” and “four”, so for “one” and “three” you need to stamp your left foot, and for the count of “two” and “four” " - right.

You can use another technique. The teacher gives the command: “March!” Students begin the movement with the left foot and all simultaneously pronounce the word “left” on the count of “one”, “right” on the count of “two”, “left” again on the count of “three”, etc.

When walking in step is mastered, it is recommended to perform it with music and a song.

Learning to walk in step is carried out first in place, then in motion; first in a column one at a time, then in a line.

Step in place

This step is performed on the command: “Step on the spot - march!” At the executive command, the left leg bends forward, while there should be a right angle between the thigh and torso, and the toe should be pulled back. The foot is placed on the floor from the toe, then the same movement is performed with the right foot, the movements of the arms are the same as when walking in formation. When walking in place, you need to keep your torso straight and not sway from side to side or back and forth. It is necessary to ensure the correct functioning of the arms and legs. The following mistakes are most often made: when exercising, lifting only the left (right) leg, they do not bend it enough at the knee, lift only their heels off the floor, and do not work their arms wide enough.

When learning a step on the spot and improving it, you can use the same techniques as when teaching a marching step.

Moving forward from a step in place

It is carried out on the command: “Straight!”, which is pronounced in one word, abruptly, with a somewhat rumbling “r” and stress on the first syllable. The command is given under the left foot, after which the practitioners perform a step with the right in place and begin moving forward with the left.

Usually, newbies take a long time to respond to the command: “Straight!” – and cannot switch from walking in place to moving in a timely manner. Therefore, in the first stages of training, the pace of walking in place should be slow: before giving the command: “Straight ahead!”, you can give the command: “Attention!”

Sometimes it is necessary for the group to move one or more steps forward, backward, left, right from a step in place. In this case, the command is given: “Two (three, four, etc.) steps forward (back, left, right) - march!” The executive command is given under the left foot, then when moving forward, backward or left, a step is taken with the right foot in place and with the left foot - the corresponding number of steps in the indicated direction. When moving to the right, the step with the right foot is not taken in place, but the movement with the right foot to the right begins immediately. Movement to the left and right is performed in incremental steps. After completing the appropriate number of steps forward, backward, or sideways, students walk in place.

Moving forward from a step on the spot is taught in the 8th grade, both frontally in one line (column) and individually.

First, students are asked to bend their left leg forward, after which the command is given: “Straight, do it!” The trainees take a step with their left foot in place, bending their straight leg forward, then the command is given: “Do - two!”, followed by a step with the right in place, and on the command: “Do - three!” – moving forward begins with the left leg. After this, students follow the command: “Straight!” – from a step in place, first at a slow, and then at a normal pace.

Stopping movement

In gymnastics classes, several methods are used to stop the movement of a group.

On command: “Class, stop!”

The executive command is given under the left foot, after which a step is performed with the right foot (count “one”) and the left foot is applied (count “two”). After stopping, the students take a drill stance. This method is used when you need to quickly stop a group. On command: “Cool!” – first, the students take a left step forward, then the command is given: “Stop!” - after which, on the count of “one”, they take a step with their right hand and on the count of “two” they put their left hand. Then the command: “Class, stop!” – served while walking at a slow pace with a “one-two” count. The class then stops while walking at a normal pace but with counting or clapping, and finally without counting and at a normal pace. To improve stopping, the command can be given when the class is moving at a fast pace. In addition, individual training is used, when one student gives a command and another carries it out, or when the teacher shows each student how to carry it out. You can use the group method: the command is performed by four students, five students, etc.

On command: “Guide, in place!”

At this command, which is given under any foot, the guide walks in place; the rest of the students, having approached the comrade in front at a given distance, also walk in place.

This method is used if it is necessary to transfer the group to walking in place, and the specified distance between students is violated.

Command: “Guide, in place!” – pronounced like this: the word “guide” is imperative, with emphasis on the first syllable and a short stop on the last; after a short pause - together, abruptly: “In place!”

This method of stopping is improved by repeated repetition.

On command: “On the spot!”

The command is given under any leg, after which all participants simultaneously stop moving and walk in place.
This method is used when the group needs to be transferred to walking in place and a specified distance is maintained between the participants. The command is pronounced commandingly, abruptly, in unison: “In place!” Improving this method repeated many times.

On the command: “Guide, put your foot down!”

The command is given under any leg, after which the guide places the leg; the rest of the trainees do the same after approaching the comrade in front at a given distance. After stopping, everyone takes a drill stance.

This method is used when the group needs to be stopped after walking, and the established distance between participants is violated.

The word “guide” is pronounced imperatively, with emphasis on the first syllable and a short stop on the “p”; after a short pause - in a continuous, imperative manner with emphasis on the first syllable: “Put your foot down!”

This technique is improved by repeated repetition.

On command: “Put your foot down!”

The command is given under any foot, after which all participants simultaneously put their foot down and take a drill stance.

The command is pronounced in the same way as described above. This method is used when the group needs to be stopped after walking and the established distance is maintained between the participants.

This method is improved by repeated repetition. You can use another technique. The teacher gives the command: “Step by step!” Students begin the movement with their left foot; everyone simultaneously pronounces the word “left” on the count of “one”, “right” on the count of “two”, “left” again on the count of “three”, etc.

Transitioning from walking to running and from running to walking

To switch from walking to running, the command is given: “Run - march!” If the movement is performed to music, then the executive command is given under the left foot, after which a step is taken with the right, and running begins with the left. Without musical accompaniment, the executive command is given under the right foot, and running begins immediately with the left foot.

In the team: “Run - march!” – the word “run” is pronounced drawn out, with emphasis on the second syllable, “march” is pronounced abruptly.

To switch from running to walking, the command is given: “Step - march!” At this command, students perform the same actions as when switching from walking to running.

Preliminary command: “Step” - pronounced drawn out, with emphasis on the first syllable, executive command: “March!” - abruptly.

Changing the speed and pace of movement

On command: “Step wider!”

The command consists of two words, but is pronounced together, abruptly and imperatively. At this command, the exercisers, maintaining a given walking pace, lengthen their stride.

On command: “Short step!”

The command is pronounced the same as the previous one. At this command, children, maintaining a given walking pace, shorten their stride.

On command: “Step more often!”

The command is pronounced in the same way as the previous two. Schoolchildren, without changing their step length, walk more often. The walking pace is set by the teacher. Counting with a modified tempo begins under the left foot.

On command: “Re-zhe!”

“Re-” is a preliminary command, pronounced drawlingly; "Well!" - executive, pronounced abruptly under the left foot. Those who exercise, without changing their step length, walk less often. The walking pace is set by the teacher, starting the count under the left foot.

Changes in speed and tempo of movement are studied from the 7th grade.

Change of direction

Bypass

The movement of students along the boundaries of the hall or site is called a bypass movement ( rice . 8).

Rice. 8 . Detour movement

If it starts from a standstill, then the command is given: “Left (right) in a roundabout step - march!” Preliminary command: “To the left, bypassing in a step...” - pronounced like this: “To the left, bypassing” - relatively quickly and continuously, after which there is a short pause, then the word “step” is pronounced protractedly with emphasis on the first syllable, and then a longer pause , after which the executive command is abruptly pronounced: “March!” If the detour movement is to begin while moving, then the word “step” is omitted from the command described above. Sometimes the command is used: “Bypass!” The executive command is given at the moment when the guide reaches the place from which you need to start moving around - most often this is a corner.

When learning to move around, you need to ensure that students move exactly along the boundaries of the hall or area, making clear turns at corners according to the rules for making right and left turns in motion.

Learning to move around begins simultaneously with learning to walk in a column one at a time.

Shoulder entry

This method is used to change the direction of the front(Fig. 9).

Rice. 9. Locomotion by shouldering

If the change in direction begins from a standstill, then the command is given: “Right (left) shoulder forward, step - march!” At this command, students, without breaking the rank formation, move around the left flank, which, indicating a step in place, turns along with the entire rank, maintaining alignment. When the students have reached the given direction, the commands are given: “Straight!” – the class moves in a new direction; “On the spot!” – class denotes a step in place; "Class - stop!" – movement stops. If the change of direction begins in motion, then the word “step” is omitted from the command described above.

Command: “Right (left) shoulder forward” - pronounced quickly and smoothly, followed by a short pause; “step” - drawn out with emphasis on the first syllable; then - a longer pause and a cursory command: “March!”

By landmarks

Movement along landmarks is a change in direction as a result of movement to a point, angle, or object indicated by the teacher.

The following commands are given:

“Step to the center – march!”;
“Step to the lower left corner - march!”;
“Step to the crossbar – march!” – etc.

If the movement to the landmarks begins when the class moves, then the word “step” is omitted from the commands.

Pronouncing commands is similar to those described above.

Movement to landmarks is carried out the shortest route. For example, if the column stands one at a time at the bottom of the hall, and the guide is located in the lower right corner, he gives the command: “Step to the upper left corner - march!” - and does not go around to the indicated corner, but along the shortest path, in this case - diagonally (Fig. 10).

Training and improvement of changing direction according to landmarks is carried out through repeated repetition, frequent changes in landmarks and alternate changes of guides.

This method of changing direction is best taught simultaneously with walking in a column one at a time.

Rice. 10. Movement according to landmarks

Movement in straight, oblique directions and arcs

Counter traffic

Counter movement - movement of the guide and behind it the entire column in opposite direction along the line.

Counter movement can be performed in straight and oblique directions, as well as in arcs and circles(Fig. 11 ). To move in a counter-movement, the command is given: “Counter-movement to the left (right) step - march!” If the counter move is performed in motion, then the word “step” is omitted from the command.

Rice. 11 . Moving in the opposite direction

Command: “Contrary to the left!” - pronounced smoothly and quickly, followed by a short pause; “step” - a little drawn out with an emphasis on the first syllable, then - a longer pause and an abrupt command: “March!”, which is given under any foot. The leader and everyone following him in the column in an arc makes a circle and follows in the opposite direction along the formation at intervals of one step. Each student must begin moving in the opposite direction from the place where the guide started.

In gymnastics classes they use various options counter-movements.

Counter movement outwards or inwards

Performed in columns of two at the command: “Counter-movement outward (inward) step - march!” According to this command, each column performs a counter-move: if outward, then the first numbers move counter-move to the right, and the second - to the left, and if inward - vice versa(Fig. 12) .

Command: “Back to the outside” – pronounced quickly and smoothly, followed by a short pause; “step” - drawn out with emphasis on the first syllable; then – a longer pause; command "March!" - abruptly.

Rice. 12. Moving backwards outward
or inside

Counter movement in several columns

Executed by the command: “Counter-movement to the left (right) in columns - march!” Each column performs countermovement in the indicated direction and (Fig. 13).

If the command is given to a column standing still, then the word “step” is added.

Command: “In the opposite direction” – pronounced in one word slowly, followed by a short pause; “to the left in columns” - together; pause again; “step” - drawn out with emphasis on the first syllable; "March!" - abruptly.

Rice. 13 . Movement in counter-movement in columns along

The counter move is learned in the usual way. The teacher explains to the children the technique of performing a countermovement, accompanying the explanation with a demonstration for part of the column or the entire column. After this, the entire group performs the counter move on command. First, the counter-movement is learned in a column one at a time, then in a column of two - outward and inward - and, finally, in several columns.

Counter movement training begins in the 3rd grade.

The most common errors are:

1. The guide, and behind him the entire column, move in counter motion at a greater interval than required.

Rice. 14. Moving like a snake

2. Students make a turn earlier, not reaching the place from which the guide went in the opposite direction.

At different points in the hall;
in straight, oblique directions, arcs, in a circle;
when all participants take turns standing on the right flank.

"Snake"

“Snake” is movement in counter movements, alternately left and right. It is built in straight lines - longitudinally, transversely; along oblique directions and arcs(Fig. 1 4).

First, the command is given: “Counter-movement to the left (right) – march!” At this command, the already known countermovement is performed, and when the length of the part of the column from the turning point to the guide becomes necessary (this is the size of the “snake”), the following command is given: “March with a snake!” The guide again goes in the opposite direction, but in a different direction to the place from which the first turn was made, then again goes in the opposite direction, etc. The “snake” movement continues until the teacher gives a command to move in the required direction: around, towards a certain landmark, etc. - or to stop moving.

Command: “Snake!” – pronounced together, abruptly, then the command: “March!” - abruptly.

When practicing this technique, you need to pay attention to the fact that everyone practicing exactly follows the given size - the distance between the place of the first and second turns - and the interval - one step.

The method of teaching the “snake” is the same as when teaching the counter move.

This technique is studied in 4th grade.

Diagonal

Diagonal, i.e. The movement of the column from one corner to another through the center is carried out by the command: “Diagonally - march!”
The executive command is given the moment the guide reaches the corner. At this time he makes a turn and goes through the center to the opposite corner; the rest of the students do the same(Fig. 15).
Command: “Diagonally!” - pronounced in unison, followed by a pause and a cursory command: “March!”

Rice. 15. Moving Diagonally

After a clear and figurative explanation, first individual children, then several or the entire system show how to perform the exercise. Then the diagonal movement begins from a place where the guide is in one of the corners, and after that - in motion.

To practice this technique, movement diagonally is performed from different angles. It is also recommended to change the guides.

This technique begins to be studied in the 3rd grade. In this case, they use flags, cubes, pyramids, i.e. landmarks that help students quickly find the points they need to reach. The teacher first uses wiring, i.e. takes the guide by the hand and leads the entire formation diagonally.

Crossing

Crossing is the passage of opposing columns through one point.

It can be performed anywhere in the hall when the columns are moving towards each other from different directions, but most often in the center when the column moves diagonally from two adjacent corners(Fig. 16).

This technique is performed on the command: “Crossing through one - march!” The command: “Crossing through one” is pronounced together, then there is a short pause and the abrupt command is given: “March!”

Depending on the type of crossing being performed, other commands are also used. The executive command is given at the moment when the guides of both columns meet at one point, but have not yet intersected. According to this command, the guide of the first column goes first, followed by the first numbers, then, having passed it through the crossing point, the guide of the second column goes, etc.

When performing a crossing, it is necessary to ensure that students maintain alignment with the back of their heads and do not go around the oncoming person.

Rice. 16 . Crossing movement

First, two or more students stand in two columns in the starting position before crossing, then they approach the point of crossing and perform it from a place, after that - in motion. In the first stages of learning to cross, the distance should be greater than usual.

At different points in the hall;
running;
All students take turns acting as a guide.

Crushing

Crushing is the division of a column of the same order into more columns of the same order: for example, one column, one at a time, by two (three, four or more) columns, one at a time (Fig. 17). Crushing is performed in straight (1, 2, 3, 4), oblique (5, 6) directions and arcs (7) in the middle (1, 2, 3), at corners (8) and in the center (4, 5, 6 ).

Crushing a column one by one into two columns one by one from the lower middle

Such fragmentation is carried out by the command: “Into the column, one at a time, left and right, bypassing (counter-moving) - march!”

Rice. 17 . Movement by crushing

At the executive command, the guide goes around to the left, the second number, having moved forward to the place where the guide began to move around, goes around to the right, the third number - to the left, the fourth - to the right, etc.(Fig. 18).

Rice. 18. Movement by crushing a column one at a time into two columns, one at a time from the lower middle

Crushing must be carried out from one point - the place from which the guide began to move around, so everyone involved must reach it.

When moving around or in the opposite direction, the guides of both columns and all other students must maintain alignment. After crushing, the columns move until another command from the teacher follows.

Crushing a column of two into two columns of two

Performed by command: “In a column of two, left and right, bypassing (counter-moving) - march!” On the executive command, the first pair goes to the left, the second to the right, etc.

The actions of those involved and the requirements for them are the same as when crushing one column(Fig. 19).

Similarly, crushing is performed from any other point of the hall: the upper middle, the left and right middle, the lower and upper corners, the center.

Rice. 19. Movement by crushing a column of two into two columns of two

Teaching crushing begins with explanation and demonstration. The teacher puts the group in the starting position necessary for fragmentation and shows which of the students goes where and how according to the executive command. Then crushing is carried out by the command: “From the place”, i.e. the column stands in the corresponding initial position. In this case, the command is executed: “Step - march!” After this, crushing is carried out in motion.

To practice this technique, you can use the following options:

Running;
frequent repetition of crushing at various points and corners of the hall in straight, oblique and circular directions;
All students take turns acting as a guide.

Command: “In the column, one at a time” – pronounced together, then followed by a pause; “left and right bypassing” - together; pause again; "March!" - abruptly (or: “Step - march!” - the word “step” is drawn out with emphasis on the first syllable).

Merger

Merger is a movement opposite to fragmentation, i.e. connection of two, three or more columns of the same order into one column of the same order: for example, two columns one at a time into one column one at a time ( rice. 20).

Performed by command: “Into the column, one at a time, through the center - march!” The command is given at the moment when two columns, one at a time, meet at the point where the merger should occur. At the executive command, the first number, having made a turn, goes through the center; the second number, having reached the merging point, goes to the back of the head of the first, etc.

Rice. 20. Movement by fusion

Similarly, two columns of two are merged into one column of two at the command: “Into a column of two through the center - march!”

The requirements for students, teaching methods, improvement techniques, pronouncing a command are the same as for crushing.

Breeding

Dilution is the division of a column of a larger order into a larger number of columns of a smaller order: for example, one column of two by two columns of one or one column of four by two columns of two(Fig. 21).

In the first case, the command is given: “Into the column one at a time, left and right, bypassing (counter-movement) - march!” The first number goes around (in the opposite direction) to the left, the second - to the right, etc.

In the second case, the command is given: “In a column of two, left and right, bypassing (counter-movement) - march!” The first pair goes left, the second goes right, etc.

Rice. 21. Movement by breeding

Mixing

Reduction is the opposite movement to spreading, i.e. connection of two or more columns of a smaller order into one or more columns of a larger order: for example, two columns of one in one column of two or two columns of two in one column of four(Fig. 22).

Rice. 22 . Movement by mixing

In the first case, the command is given: “In a column of two through the center - march!” At the executive command, the first and second numbers, having completed a turn at the same time, walk two by two through the center. The third and fourth numbers and the rest of the students do the same.

In the second case, the command is given: “In a column of four through the center - march!” At the executive command, the first and second, third and fourth numbers, simultaneously making a turn and connecting with each other, walk in fours through the center; the rest do the same.

When learning and improving breeding and mixing, the requirements for students, teaching methods, improvement techniques, pronouncing commands are the same as for crushing and merging.

Loop

A loop is a counter-movement, at the end of which the direction of movement changes. Loops are open and closed. The loop is built in the longitudinal - along the length of the hall, transverse - along the width of the hall and oblique - along the diagonal - directions ( rice. 23).

Rice. 23 . Movement "loop"

The size of the loop can be large - the entire length or width of the hall, along the entire diagonal; medium - half the length or width of the hall, half the diagonal and small - a quarter of the length or width of the hall, a quarter of the diagonal.

When constructing an open loop, the direction of movement at the end of the counter-pass changes in the opposite direction: for example, if the counter-pass is made to the right, then the direction of movement changes to the left.

When constructing a closed loop, the direction of movement at the end of the counter-pass changes in the same direction as the counter-pass: for example, if the counter-pass was made to the right, then the direction of movement changes to the right.

Examples of constructing an open and closed loop

1. Middle open loop in the longitudinal direction from the upper middle. The command is given: “Middle open loop - march!” The executive command is given at the moment when the guide is in the upper middle. The guide and behind him the column go left to the center, having reached it, counter-move to the right to the upper middle and go around to the left.

2. Large closed loop in the transverse direction from the right middle(Fig. 24) . The command is given: “Big closed loop - march!” The guide goes to the left to the left middle, having reached it, to the left in a counter-movement to the right middle and crossing through one - to the left bypassing.

Similarly, open and closed loops are constructed diagonally from any corner.

Command for constructing a loop: “Small closed loop” - pronounced together, slowly, then followed by a pause; "March!" - abruptly.

When making a loop, students must go through all the points through which the guide passed. All turns, except for the turn to move in the opposite direction, must be made at right angles.

Loop training begins with an explanation, then several students show how to perform the exercise (wiring). Then the execution begins with walking in place, with the guide in the starting position for the first turn, then in motion.

Rice. 24. Moving a large closed loop laterally from the right middle

To consolidate this technique more firmly, it is recommended to perform it in the following variants:

Running;
build a loop in all directions and of different sizes;
All students take turns performing the functions of a guide.

3. Circle. Movement around the circle is carried out from any middle on the command: “In a circle - march!”(Fig. 25) .

Having given an executive command, the teacher indicates the distance that determines the size of the circle. The guide walks in a circle, and the rest of the students quickly accept and maintain the indicated distance, trying to keep the circle in the correct shape.

The teacher explains the technique, shows the movement in a circle, then several students show how to perform the exercise (wiring). Then the circle is built from some middle from a place, and after that - in motion.

To improve this exercise, you can use the following options:

Alternately from all the middles;
running;
change of guides.

Rice. 25. Moving in a circle

4. Spiral – movement in a circle with a gradual decrease in radius to the center and exit in the opposite direction in a countermovement(Fig. 26).

Just like a circle, a spiral is built from any middle with the command: “In a spiral - march!” Command: “In a spiral” - pronounced together, slowly, then followed by a pause; "March!" - abruptly.

At the executive command, the guide moves in a circle to the center, gradually decreasing the radius, with an interval between turns of about two steps. To exit the spiral, the command is given: “Counter-movement to the left (right) - march!”

At the executive command, the guide moves in a counter-movement in a circle, gradually increasing the radius until a command is received about the further direction of movement - around or towards some landmark.

Rice. 26. Movement "Spiral"

Exiting the spiral can also be done by turning in a circle. In this case, the command is given: “All around - march!” At the executive command, everyone turns in a circle, and the trailing one, becoming the right flank, walks in a circle, gradually increasing the radius. The requirements for students, teaching methods, and improvement techniques are the same as when constructing a circle.

movement. This subgroup includes exercises related to movements of various types and methods of performing them, stopping, turning. For example, movements in marching and normal steps, turns in motion, movements along points and boundaries of the hall, diagonally, V walk around, in a circle, etc.

- opening and closing.Associated with methods of increasing and decreasing the interval and distance of the formation.

The main names of the formation and its location are shown in Figure 8.

To perform drill exercises, one part of the actions and commands is used from the Drill Regulations of the Armed Forces, the other appeared with the specifics of conducting gymnastics classes. When conducting drill exercises during gymnastics lessons in the gym, the points are conventionally determined - the center, midpoints, corners (Fig. 9).

The basic rule for determining these points is how the class is structured before the lesson begins. Usually this is one of

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long sides in the hall. If the windows are located only on one side, then the classroom is built with its back to them. In this case, the side of the hall where the classroom is built will be called right, and the opposite side - left. The side where the guide is located is the top, and the side where the trailing side is located is the bottom. Drill exercises are usually performed through commands, which are divided into preliminary and executive parts. For example: “Step-MARCH!”, “Cru-GOM!”. But there are commands that contain only the executive part

(“Attention!”, “Be equal!”, “At ease!”, “Straight!”, etc.). To get students' attention in front of the executive team, you can add the word "class" ("department", "group"). Preliminarypart of the command is given clearly, loudly and somewhat drawn out so that students can prepare to perform. Executive the command is given after a short pause, more abruptly and energetically. At any preliminary command, the trainees assume the “Attention!” position, so you should not abuse the delivery of this command (especially when conducting general developmental exercises). If the command “Attention!” served, it must be executed flawlessly. When giving a command, the teacher must be in the main stance position. In some cases, it is advisable to replace commands with orders. For example, instead of giving the command “Nale-VO!” to a class sitting on the floor, it is better to give the order “Turn left.” Commands that indicate the direction of movement are distinguished as follows: “left” - movements in specified side with a simultaneous turn, “left” - movement in the indicated direction without turning, i.e. sideways. For example: “Turn to the right two steps at once - DOWN!” and “To the right with side steps catfish-DOWN!” When openings, the direction, size of the interval and method of execution should be indicated. For example: “Two steps to the left with side steps at once - DOWN!” When giving commands to change formation, you must name the formation, then the direction of movement and the method of execution. For example, when changing from a column of one to a column of four by turning while moving, the command is given as follows: “In a column of four, to the left - MARCH!” In commands, the word “step” is omitted if the class is already moving. For example: “Diagonally - MARCH!”

When teaching drill exercises, they use the methods of demonstration, explanation and practical implementation. Typically, demonstration is combined with explanation, followed by practical action. For direct practical learning, a holistic method and a method of dismembered learning are used. The holistic method is used to mainly teach how to perform drill maneuvers. When using the dismembered method, the exercise is performed by counting. For example: “Make a right turn - once!” (students, maintaining a standing position, turn on their left toe and right heel and pause), at the command “Do - two!” put the left foot to the right. After several repetitions of this technique, a turn is made as a whole according to the command “Direct-VO!” or “Nale-VO!”

In order to quickly master various formations and formations, especially in elementary grades, it is advisable to use special markings on the floor. For example, to master line and column formations, markings are made on one side of the hall in the form of dots marked with chalk or paint at a distance of 40 cm from each other. To change lanes at a certain interval and distance when performing general developmental exercises, you can also make appropriate markings in the form of stars or dots. To quickly complete various formations and improve drill exercises, it is advisable to use game tasks such as: I. p. - formation in one line; 1-2 - left step forward; 3-4 - turn right; 5-6 - right side step to the side; 7-8 - turn left - and outdoor games (“The guys have a strict order”, “Get in line quickly”, “Do as I do”, etc.).

To successfully conduct drill exercises, the teacher must:

• 
  know teaching methods;

• 
  know commands and be able to give them correctly (command accuracy, intonation and volume of voice, ability to stay in front of the class);
• 
  choose your place correctly in front of the formation (on the spot, in motion);
• 
  monitor posture and accuracy of drill exercises (be demanding);
• 
  be able to count and conduct drills with musical accompaniment.

4.1. DEVICE EXERCISES IN CLASSES I-XI

I CLASS

Students of the first grade must master the following drill exercises: marching stance, formation in a column one by one and in a line, in a circle, formation in sections, in predetermined places; opening to arms raised to the sides; turns right, left; commands “Step - MARCH!”, “Class - STOP!”.

Front (main) stand. INIn the position of the front (main) stance, you need to stand smartly, straight, but without unnecessary tension: put your heels together, turn your toes to the width of your feet, straighten your knees; keep your head straight, shoulders

pull back slightly and lower freely; Straighten your arms along your body, bend your fingers halfway, and place your thumb in the middle of your thigh. The combat stance is taken upon the command “Stand!” and “Attention!”

Line up in a column, one at a time.Executed by the command: “Class, one at a time in a column - STAND UP!” Having given the command, the teacher (and as this exercise is mastered, the student on duty) takes the position of the front (main) stance, facing the direction of movement, and the class stands behind him. The distance between students is the distance of one step or an outstretched arm, the palm of which should touch the shoulder of the student in front. Elements correct construction are not immediately absorbed. Maintaining the required distance is especially difficult, which is why the presence of markings or landmarks (flags, balls, etc.) is so important here. Children learn to take their places, stay at a certain distance from each other and maintain alignment.

Alignment.Produced by the command: “Class, in one line - STAND!” After giving the command, the teacher assumes a drill position, and the class lines up to his left. As the formation begins, the teacher steps out of line and monitors the formation of the class. When teaching formations in a column one by one and in a line, the teacher also uses the command “Disperse!” For example, after arranging a class in one formation or another, the teacher checks the correctness and gives the command “Disperse!” Children get out of line, play or move freely around the hall. After 10-15 seconds, on the command “Stand!” Students must take their seats. The task is repeated several times. When teaching students to form in a column and line, the teacher must explain what is meant by the words “column” and “line”. Next, you should show by example, placing students behind each other’s heads (column) or on one line facing one direction (line), which formation is called a column and which line. Students should also understand that the distance between those standing in a column is called distance, and between those standing in a line is called interval.

Formation in a circle.The most simple option is to form a circle in a line holding hands. There are two possible ways here: a) students join hands, and the teacher, grabbing the right hand of the guide (right flank) with his left hand, moves in a circle and connects the hands of the guide and the trailing one; b) the teacher, stopping opposite the student in the middle of the line at a distance of several steps, gives the order:

“Holding hands, form a circle.” According to this order, the student in the middle of the line stands still, and the rest move, holding hands, to the left and right of him, forming a circle around the teacher. When children have learned these construction methods, they can build in a circle using the command “In a circle - STAND!”

Rearrangement by links, at predetermined places.It is used to perform general developmental exercises, relay races, and some outdoor games. To do this, the teacher calls three (four) students out of order and places one at a time at a distance convenient for studying. Then he calls the next three or four students, who stand at the back of the head with the guides, etc. When the children know their places in the column, the formation can be done with the command “Class, in a column of three (four) - STAND!” To perform general developmental exercises when changing lanes, it is effective to use pre-prepared markings taking into account certain intervals and distances.

Opening with arms raised to the sides. It is best to study opening in small ranks or rows at first. After explaining the exercise, the teacher gives the order “Open with your arms raised to the sides,” according to which all students, except the one standing on the right, move to the left, simultaneously raising their arms to the sides, until the ends of the fingers of the hands raised to the sides touch the fingers of their neighbors right and left.

Turns right and left onplace. In grade I, turning right and left is first mastered in the simplest ways: by stepping and jumping. To do this, the teacher introduces students to the location of the right and left sides. For example, orders are given: “Raise your right hand”, “Turn towards your right hand”, and no attention is paid to the method of turning. After students have firmly mastered the right and left sides, they are shown a step-over turn. It is performed on a one-two count with the command “Head-O!”, “Nale-O!”. Students, freely moving from one foot to the other, turn in the desired direction. To perform a turn with a jump, the command “Jump to the right-VO (on the left-VO)!” is given. Having mastered these turns, you can begin to learn turns on the heel of one foot and on the toe of the other foot. Turning to the right is performed on the heel of the right foot and the toe of the left, and to the left - vice versa. The turn is first performed in divisions into two counts: on the count of “one” they turn on the heel of one and on the toe of the other leg in the desired direction, on “two” - they put the leg that was standing on the toe to the other leg. When children learn to do

turns in place according to divisions, you can begin to perform it on command. For example, following the preliminary command “Napra-”, children perform the first half of the turn, which corresponds to the count of “ones” - a turn on the right heel and left toe. At the executive command “-VO!” place your left foot next to your right, finishing the turn. When learning to turn on the spot, you must immediately pay attention to the position of the hands, since their relaxed position is one of the typical mistakes in this exercise.

Commands “Step - MARCH!”, “Class - STOP!”. INdepending on what command is given: “In place, step by step - MARCH!” or “Step - MARCH!” - students must perform certain actions. Teaching the command “Step - MARCH!” It is advisable to conduct after mastering the commands “Step on the spot - MARCH!” and “Class - STOP!”. At the command “Step on the spot - MARCH!” students, after pronouncing the preliminary part, must transfer the weight of the body to the right leg, and in the executive part, begin the movement with the left leg and walk in place until the command “Class - STOP!”, the executive part of which is fed under the left leg, then a step is taken with the right and put left leg. Training is best done frontally in a line. Once you've mastered these commands on the spot, you can begin your advanced training. To do this, the command “Step - MARCH!” is given, and the students begin to move forward. To stop them, the command “Class - STOP!” is given.

Detour movement. In the same class, it is necessary to teach children to move in a column along the boundaries of the hall, that is, around. To perform this movement, the command “Detour to the left (right) in step - MARCH!” is given.

Along with using the mastered drill exercises in the 1st grade, 2nd grade students master new ones. These include: changing from one line to two and back; changing from one column to two and back; opening and closing with additional steps; movement to specified landmarks, in a circle.

Changing from one line to two.After the “first-second-first” calculation, the command is given: “Class, in two ranks - FORM!” On the executive command, the second numbers take a left step back on the count of “one”; on the count of “two”, without placing your right foot, step to the right to stand at the back of the head of the first numbers; on the count of “three”, they put their left foot down. For back-

When changing lanes, the command “Class, in one line - LINE UP!” is given. At the executive command, the second numbers go to the line of the first, taking a step to the left with their left foot on the count of “one”; on the count of “two”, without placing your right foot, step forward; on the count of “three,” they put their left foot down.

Before learning to completely change formation using this command, you can first teach how to change from one line to two without a formation command, using methods known in school practice. The first method is characterized by the fact that after calculating “first-second” the command “First numbers, two (three) steps forward in a step - MARCH!” is given. The second method involves moving the second numbers backwards. After calculating “first-second”, you must give the command “Second numbers, two (three) steps back - MARCH!” In both cases, the children will stand after changing lanes in a checkerboard pattern.

Rearrangement from one column of one at a time to a column of two on site. Just as when changing a line from one line to two, a preliminary calculation is made for “first-second”, then the command “Class, two in a column - BUILD!” is given. According to the executive part of the command, the second on the count of “one” take a step to the right with their right foot; on the count of “two”, without placing the left one, step forward to align with the first number; on the count of “three” they place their right foot. The reverse formation is performed with the command “Class, in one column - FORM!” , standing at the back of the head first, and placing the right one on “three.” First, you can use a simplified version of changing lanes with side steps to the right or left.

Opening and closing with additional steps. First, the execution of extension steps is studied when the children are in a column one at a time, then the opening in a column of two, three and four is practiced. The command given by the teacher must indicate in which direction, at what distance and in what manner the opening is carried out. For example: “Two steps to the left with side steps at once - DOWN!” In addition, opening can be done to the right and from the middle. The outermost columns begin to open, then the remaining columns enter sequentially every two counts. To close, the command “To the right (to the left, to the middle) with side steps som-DOWN!” is given. All columns begin to close at the same time.

Movement to the indicated landmarks, in a circle. For this purpose, primarily the points of the hall can be used. For example

measures, the command “To the upper right corner - MARCH!” is given. When the guide reaches specified point, he must walk in place and wait for the next command. In order to increase the interest and attention of students, you can change the guides after each command. To move in a circle, usually at one of the middles the command “In a circle - MARCH!” is given. The size of the circle is determined by indicating the distance, for example, “Distance three steps!” In this case, students move in a circle until an even circle is formed with a specified distance between students. Exit from the circle can be performed by a command associated with moving around or to one of the points in the hall.

IN III class it is necessary to consolidate skills in performing formations and changes from one to two ranks, from a column one to two columns. Master movements diagonally, counter-movement, snake, turns right and left while moving. Familiarize yourself with the commands “Wider step!”, “Shorter step!”, “Step more often!”, “Re-SAME!”.

Diagonal movement. Performed in a straight line from one corner of the hall through the center to another corner with the command “Diagonally - MARCH!” The executive part is supplied at the moment when the guide reaches the corresponding corner. To continue moving, you can give various commands. For example: “Guide - IN PLACE!”, “Detour to the right (left) - MARCH!” etc.

Movement in the opposite direction. This is the movement of the entire column behind the guide in the opposite direction following the command “Counter-movement to the right (left) - MARCH!” The interval between opposing columns is one step. To move in a counter-movement to the left, the executive command is given under the step of the left foot, and for a counter-movement to the right - under the step of the right.

Snake movement. These are several counter moves performed in a row. Therefore, the first command will correspond to a countermovement: “Countermovement to the left (right) - MARCH!” The second team “Snake - MARCH!” is supplied at the moment of completion of the first counter-stroke.

Turns right and left while moving. The commands are the same as for performing turns on the spot (“Napra-VO!”, “Nale-VO!”). The executive command to turn right is given under the right foot, after which the student, taking a left step forward,

turns on the left toe and starts moving in a new direction with the right foot. The executive command for turning left is given under the left foot, the turn is performed on the right toe. When starting training, you need to repeat turns in place, then while walking in place and then in motion. Changing the speed of movement.Performed according to the commands “Wider step!”, “Shorter step!”, “More often step!”, “Re-SAME!”. The first three teams are executive, the fourth team has preliminary and executive parts. The executive part of the commands is fed under the left foot.

In the IVth grade, students must learn to follow the commands “Be even!”, “At attention!”, “At ease!”, calculate in order, give a report to the teacher, make turns in a circle on the spot, change from one line into three with ledges and from a column one at a time a column of three and four turning in motion.

Formation techniques using the commands “Take up!”, “At attention!”, “At ease!”.Team "Equal!" usually served after formation in a line. At this command, students must turn their heads towards the right flank (director). If it is necessary to align in the other direction, then the command “Left - ALIGN!” is given. In the case when alignment to the middle is required, the command “To the middle - ALIGN!” is given. At the command “Attention!” students take a drill stance. Team "At ease!" Depending on specific conditions, it is performed differently. In close formation at the command “At ease!” the right or left leg relaxes, and, without leaving the spot, the student takes a more free position. In open formation at the command “At ease!” the right leg is set half a step to the side, the body weight is evenly distributed on both legs, the arms are folded freely crosswise on the lower back.

Calculation in order.For the calculation, the command “Class, in order - PAY OUT!” is given. Students name their serial numbers: first, second, third, etc. The calculation begins from the right flank and is accompanied by turning the head to the left. The numbers must be announced loudly and clearly. The last one in the line calls out his number, takes a step forward with his left foot, puts his right foot next to his left and says: “The calculation is over,” after which, again with his left foot, he takes a step back.

Turn around in place.The turn is performed on the command: “Cru-GOM!” 180° towards the left shoulder on the left heel and toe

ke right leg. The teaching method is the same as when learning to turn left and right on the spot.

Rearrangement from one line into three ledges. INDepending on the distance from each other the teacher wants to build ranks, one or another option can be used. For example, if the distance between the ranks needs to be set in two steps, then a preliminary calculation should be made using the command “Four, two in place - CALCULATE!”. After this, the command “According to the calculation, step by step - MARCH!” is given. At this command, each student takes the appropriate number of steps forward and places his foot. To change lanes back at the command “Step to your seats - MARCH!” those who are out of order turn around, go to their places and make a turn around. If you want to increase the distance between the ranks, you can change the line after the command: “At six, three in place - PAY OUT!”

Changing from a column one at a time to a column of three (four) by turning while moving.When a class moves around to the left, as a rule, at the upper or lower boundaries of the hall the command is given: “In a column of two (three, four, etc.) to the left - MARCH!” After the first two (three, four, etc.) turn, the next ones make a turn in the same place as the first. Here you can also give instructions about the interval and distance. To change lanes back, the commands “RIGHT-WAY!” are given. and “Into the column, one at a time, walking around to the left - MARCH!” At the last command, everyone begins to move to the border of the hall, having reached which, they turn and begin to move around to the left. The simplest option is to form a column of two. To do this, the teacher counts the children on first or second, after which one of the pairs demonstrates changing from a column of one to a column of two. The whole class then changes lanes. You can also use landmarks when teaching. It is necessary to pay attention to the correct execution of turns in motion, their synchronization, maintaining distance and interval, alignment in twos (threes, fours).

Report to the teacher. Before the teacher arrives, the duty officer arranges the class in one line, equalizes and counts the students in order. After the teacher enters, the attendant gives the command “Class - AT LEAST!” and approaches the teacher. Three steps away from him, the duty officer stops, takes a position “at attention” and reports: “Viktor Ivanovich! There are 30 students in the class, two are missing. Duty Nikolaev Andrey.” Then the attendant takes a few steps forward and, standing to the left of the teacher, turns

facing the class. The teacher greets the students: “Hello, guys!” After a clear and loud answer “Hello, Viktor Ivanovich!”, the teacher gives the command “At ease!”, It is repeated by the person on duty and returns to his place by the shortest route. Introducing students to the procedure for submitting a report, the teacher must talk about the rules of conduct for the duty officer and personally demonstrate this in front of the line. Subsequently, students, usually those on duty, take turns submitting a report at each lesson.

The main exercise for grade V students is to change from a column of one to a column of two, four by splitting and merging, and back from a column of four, two by spreading and merging.

The rebuild is performed as follows. When the class moves around one of the middles (upper or lower), the command “Through the center - MARCH!” is given. On this command, the class moves in a column, one at a time, through the center towards the opposite center. When the guide approaches the opposite middle, the following command is given: “Into the columns, one by one, going around to the right and left - MARCH!” (crushing). The first one goes to the right, the second goes around to the left, etc. By the time the two columns meet in the opposite middle, the command is given: “Into the column two by two through the center - MARCH!” (mixing). Each pair, meeting in the middle, turns towards the center and moves towards the opposite middle. To build into a column of four (eight), crushing and combining are repeated, indicating in each case the number of columns in the teams. The reverse reconstruction is called dilution and fusion. For example, to make a separation from a column of four, you need to give the following command: “In columns of two, going around to the right and left - MARCH!” At this command, the column seems to split in two in the middle - two go around to the right, two go to the left from each four. On the opposite side, when the columns meet, the command is given: “In a column of two through the center - MARCH!” (merger). At this command, two columns of two seem to merge into one column of two. For further rebuilding, the commands are repeated indicating the number of columns. Training must be carried out separately, stopping the columns before issuing commands and calling the formation being performed, first learning how to change into a column in twos and back.

Students of the VI grade master the formation step, opening and closing with turns.

Combat step. It is used when passing through a ceremonial march, when approaching the teacher during a report, or when leaving the ranks. Performed with the toe pulled forward. The foot is raised 15-20 cm from the floor and placed firmly on the entire foot. With your hands, starting from the shoulder, make the following movements: forward - bending them at the elbows so that the hands are above the waist by the width of the palm and at a distance of the palm from the body; back - to failure in the shoulder joint. The fingers are half bent. While moving, keep your head and torso straight and look ahead. The normal frequency of steps is 110-120 per minute.

Opening and closing. Performed from a column of two, three, four, etc., with the command “Right (left, from the middle) two (three, four, etc.) steps at once - DOWN!” If the number of steps is not specified, then the opening is performed in one step. Everyone, with the exception of the student from whom the disconnection is made, turns to the right (left, right and left) and, having advanced so much that the distance between the columns is the specified number of steps, turns to face the front. After giving the command, the teacher counts until everyone has taken their place. To close, the command “To the left (to the right, to the middle) catfish-DOWN!” is given. All steps are performed in reverse order. It is advisable to start training in a column of two (right, left, from the middle).

Program material for students VII class involves mastering 45° turns and mastering the ability to change step length.

Turns 45°. Performed both to the right and to the left using the commands “Half a turn to the right - IN!” and “Half a turn to the left!” The execution technique corresponds to turning right and left on the spot.

Changing stride length.For this purpose, to the previously mastered commands “Wider step!”, “Shorter step!”, “More often step!”, “Re-EKE!”, with the help of which you can change the pace of movement and step length, the commands “Full step!” are added. and “Half a step!” These commands are usually given while the class is moving in a column.

VIII CLASS

A new exercise for VIII grade students is the ability to move from standing still to walking.

The transition from a step in place to movement is carried out by the command “Straight!”, which is given under the left foot, then the right step is performed in place and the movement forward begins with the left foot. The command has only an executive part, so to achieve greater coordination of movements, the word “class” can be used as a preliminary part. Teach it in a line in combination with the command “Step on the spot - MARCH!”

In this class, students learn a variation of moving from walking in place to moving a certain number of steps. For this purpose, instead of the command “Straight!” the command is given “Two (three, four, etc.) steps forward (back, to the side) - MARCH!”

The main exercise that students of class X have to master is turning in a circle in motion.

To carry it out, the command “All around - MARCH!” is given. The executive part of the command is given simultaneously with the placement of the right foot. Then on the count of “one” you need to take a step forward with your left foot, on the count of “two” - half a step with your right foot forward and slightly to the left and sharply turn in a circle towards your left hand on the toes of both feet, on the count of “three” continue the movement with your left foot in a new direction.

The program provides for the consolidation of previously mastered exercises. In order to instill interest and expand educational material can be used additional material, for example, changing from one circle to two and three.

Rebuilding from one circle to two. Performed after a preliminary calculation of three on the command “In two circles - BUILD!” . First on executive command the numbers are in place second go forward to the center of the circle two steps, third affairs-. take half a step to the right in a circle. The reverse rebuild is performed by -

to the command “In one circle - LINE UP!”: the first numbers stand still, the second take two steps back, the third take half a step to the left. Rebuilding from one circle to three. To carry it out, a preliminary calculation of seven is made and the command is given: “In three circles - FORM!” According to this command, first, third and fifth the numbers are in place; second and sixth take two steps to the center of the circle; fourth - go forward four steps; sevenths - half a step to the right. The reverse formation is carried out by the command “In one circle - FORM!”: the first, third and fifth stand still; the second and sixth take two steps back; fourth - four steps back; sevenths - half a step to the left.

Questions and tasks

1. 
   How many subgroups are drill exercises divided into?
2. 
   Name the basic rule for determining the sides and points of the gymnasium.
3. 
   What groups are most drill teams divided into?
4. 
   What methods are used when teaching drill exercises?
5. 
   What exercises are considered drill exercises?
6. 
   List the formations and rearrangements provided for by the “Comprehensive Physical Education Program” for students in grades I-XI of secondary schools.
7. 
   What types of movements are provided for students in grades I-XI by the “Comprehensive Physical Education Program”?
8. 
   What command is given to build from one column to a column of two (three, four) in motion?

Literature BrykinA. T. Gymnastics terminology. - M.: Physical culture and sport, 1969. - 189 p.

Comprehensive program of physical education // In the collection: Physical education of students in grades I-XI: Programs of educational institutions. - M.: Education, 1996. - P. 106-204.

Kosarin N. Ya., Shvidchenko K. E.A manual for training a young soldier. - M.: Voenizdat, 1970. - Issue 4. Combat and physical training. - 180 s.

Chapter 5. METHOD OF TEACHING GENERAL DEVELOPMENT EXERCISES

General development exercises (GDE) - movements of individual parts of the body or their combinations, performed at different speeds and amplitudes, with maximum and moderate muscle tension. Depending on the purpose and objectives of the lesson, outdoor exercise equipment can be aimed primarily at preparing the students’ bodies for the upcoming work (warm-up), mastering the school of movements, nurturing physical qualities, improving the health of various organs and systems of the body, and developing correct posture.

Performing outdoor switchgear in the preparatory part of the lesson should ensure optimal stimulation of the cortex cerebral hemispheres brain, a more even flow of nerve impulses coming from the motor zone of the cerebral hemispheres, and a general increase in activity occurs internal organs. All this ensures that the body is ready to perform exercises that are mastered and used to develop physical qualities (strength, flexibility, strength endurance), and the formation of correct posture in the main part of the lesson. In the final part of the lesson, outdoor activities are performed for the purpose of active recreation and switching students to another type of activity.

Outdoor sports equipment are a universal means of physical education at school, as they are used not only in physical education lessons, but also during morning exercises, physical education minutes and physical education breaks, and physical education holidays. They can be performed without objects, with objects (sticks, medicine balls, dumbbells, weights, hoops, jump ropes,

rubber shock absorbers, on simulators), as well as with mutual assistance to each other in different formations of students (in columns, circles, ranks), in place and in motion. Outdoor switchgears have a number of features: they are accurately dosed and can be used in a variety of options and combinations. This ensures the selective nature of the effects on separate groups muscles and certain body systems. As a result of systematic repetition of outdoor exercises, a unique fund of motor experience, motor qualities and abilities is created, which are necessary both in life practice and for the formation of complex gymnastic skills. ORS play a major role in the formation of posture: thanks to them, the muscles that contribute to the correct position of the spine and foot are strengthened. This is important for the physical development of children, since it is in preschool and school age the formation of the curves of the spine occurs, finally ending at 11-13 years.

In addition, ORU are an excellent tool for the development of the respiratory system, since each complex includes exercises that strengthen the diaphragm - the main respiratory muscle, intercostal muscles, abdominal muscles, which promote deeper breathing. The rhythmicity of movements allows you to develop rational breathing skills, which include the ability to regulate the strength and duration of inhalation and exhalation, combine the rhythm and frequency of breathing with the structure of movement. A clear rhythm, strict dosage, periodic increase and decrease in load in the outdoor switchgear help strengthen the heart muscle, increase the stroke volume of the heart, and improve the rhythm of contractions. Exercise has a great impact on the development of the nervous system. Reaction speed, coordination, and conscious control of movements are also important for the mental development of children. As a rule, outdoor activities are performed in a team, which contributes to the development of organization and discipline in children. Plays a positive role musical accompaniment. IN recent years in the methodology of outdoor exercise, such non-traditional types of exercises as rhythmic and athletic gymnastics, eye gymnastics, breathing exercises, elements of hatha yoga, wushu, etc.

However, as practice shows, students and novice teachers do not use the rich arsenal of outdoor training equipment in gymnastics lessons at school, often using template exercises, do not sufficiently explain the meaning and place of these exercises in the system of physical education of children and

5 Teaching methodology
gymnastics at school "| 29

adults. The main task provided for by the comprehensive program and the national educational standard for physical culture is to cultivate the need and ability to independently engage in physical exercises, to consciously use them for the purposes of recreation, training, improving performance and promoting health. In this regard, it is useful to remember the advice of Pierre de Coubertin: “It is not the exercise itself that is important, but how you perform it, with what attention, with what strength and, most importantly, why.”

With their help, correct posture is formed and students' attention is achieved on the subject of the lesson. Through the use of drill exercises, students develop: organization, discipline, a sense of rhythm and tempo, and also develop joint action skills.

For the convenience of using drill exercises, the boundaries of the gymnasium are symbols. They are determined relative to the right border of the hall, along which they are usually built study group before the start of classes. The opposite side is called. On the right-wing side, the short side is called, and the opposite. The middle transverse and longitudinal lines form the right, left, upper and lower middles when they intersect with the extreme ones, and when they intersect with each other, they form the center of the hall. The lateral lines, connecting to each other, form the following angles: right-upper, left-upper, right-lower, left-lower.

Varieties of structure, elements of structure.

1. Formation is the established placement of students for their joint actions.

2. A line is a formation in which students are placed one next to the other on the same line.

3. The flank is the right and left ends of the formation. When turning, the names of the flanks do not change.

4. Front - the side of the formation towards which the participants face.

5. Rear - the side of the formation opposite to the front.

6. Interval is the distance along the front between students,

7. The width of the formation is the distance between the fronts.

8. A column is a formation in which students stand behind each other’s heads.

9. Distance is the distance in depth between students.

10. The depth of the formation is the distance from the person standing in front from the first rank to the person standing behind him to the last rank in the column.

11. Two-rank formation - those engaged in one rank are located at the back of the head of those engaged in another rank. The ranks are called the first and second.

12. Row - students standing in a two-rank formation, behind each other’s heads.

13. Guide - a student moving in the indicated direction first in the column.

14. Trailing - the student who moves last in the column

Basic rules for pronunciation of commands.

1. Teams are divided into preliminary and executive / , / But there are only executive teams / , /.

2. At any preliminary command, students take the stance position.

3. When giving commands to change formation, you must first name the formation, then the direction of movement and the method of execution.

All drill exercises can be divided into the following groups:

1. Constructions.

2. On-site drill techniques.

3. Changes on site.

4. Methods of transportation.

6. Changing lanes while moving.

7. Opening and closing.

1. Constructions.

1. To start classes, a group must be built. There are certain commands for this:

1/ Alignment.To form a line, the teacher needs to stand facing the front in the position at the point where the right flank should stand and give the command! The group lines up to his left.

2/ Formation in a column.The command is given: .

The teacher, at the same time as giving the command, takes a position at a distance of one step from the place where the guide should stand. The group lines up behind the teacher.

3/ To build in a circle, pronounce: .

2. On-site drill techniques.

1. Everyone except the right flanker turns their head to the right on this command so that everyone sees the chest of the fourth person, considering themselves to be first.

2. . On this command, you need to stand straight in line, without tension, heels together, toes turned along the front line to the width of your feet.

3. At this command, you need to stand freely, weakening your right or left leg at the knee, but do not move from your place and do not talk,

4. . This command is used in open order. Participants move the said leg one step to the side, distributing the weight of the body on both legs and put their hands behind their backs.

5. The previous position applies to the given command.

6. . Participants turn towards the left hand on

left heel and right toe /one/ and place the right one against the left, lowering one full foot /two/.

7. . The practitioners turn towards the right hand on the right heel and left toe /one/ and place the left hand to the right /two/.

8. The turn is carried out towards the left hand on the left heel, right toe 180 /times/ and put the right foot to the left /two/.

Rebuilding on site.

1. Change from one line to two. First the command is given: . Then the command is given: . On this command, the second numbers take a left step back /one time/ with the right one to the right behind the first numbers /two/ and put the left one /three/. When teaching, it is necessary to count 1,2,3. When changing lanes back, the command is given: . At this command, the second numbers take a left step to the side /one/, a right step forward /two/ and put the left one /three/.

2. Change from one line to three. The command is given:

Then the second command: On this command, the second numbers stand still, the first numbers take a step forward with the right / one/, the left side / two/ and, putting the right to the left / three/, stand in front of the second numbers. The third numbers take a step with their left back /one/, with their right to the side /two/ and, placing their left foot /three/, stand at the back of the head of the second numbers. To change lanes back, the following command is given: . Rebuilding occurs in reverse order.

3. Rearranging from the line.

Depending on how many ranks need to be built, the corresponding command is given: . - Second team:

The trainees take the calculated number of steps and put their foot down. The teacher counts until the first line puts their foot down /counting 7, or 10/. To reverse construction, the command is given: , and then: . At this command, everyone leaving the line turns around, goes to their places in one line and makes a turn in a circle.

4. Rebuilding from one column to three.

After a preliminary calculation, the command is given in threes: Rebuilding is carried out in incremental steps. To reverse the lane change, the command is given: The lane change is performed in incremental steps.

Methods of transportation.

1. Walking in place. Command: /word is pronounced briefly/. , is given when a moving group needs to be closed at a distance of one step, since when performing exercises in motion, the distance is usually greater. On command: all participants indicate a step on the spot, regardless of their distance.

2. Transition from walking in place to movement. Command: is given under the left foot, after which the right step is skipped and the movement forward begins with the left foot.

3. Stopping movement. Command: step under the left foot, after which the right foot is taken and the left foot is placed.

4. Walking. Command: given for any movement by walking from a place. The movement begins with the left leg. Command: used when switching from other types of walking, running and when completing exercises in motion. The executive command is performed under the left foot.

5. Combat step. Step. In which the leg must be raised 15-20 cm from the floor, holding the foot horizontally, placing the leg on the entire foot. When moving the arms forward, bend them so that the hands rise to the width of the palm above the waist; when moving back, the arm is straightened and abducted to failure in the shoulder joint. The command is given:

V. Changing step length and movement speed. Teams: , .

7. Transition from walking to running and back. The command is given: When switching from running to walking, the command is given: . fed under the right foot

5. Change of direction of movement.

1. Detour. Team:

2. Movement diagonally. The command is given:

3. Movement in the opposite direction. The command is given: . The interval between columns is one step. Counter movement inward or outward is performed in columns of two. Team; .

4. Snake movement. Several countermoves performed in a row are called a snake. The size of the snake is determined by the first counter-movement Teams: ,

5. Spiral movement. Team: . The executive team is served in one of the middle of the hall. When exiting the spiral, a command is given; , or,

6. Open loop movement. When moving around, the command is given: . At this command, the guide turns to the left and moves to the opposite border of the hall, then counter-moves to the left at a distance of one step, at the intersection of the columns they pass through one.

6. Changing lanes while moving.

1. Rearrangement from a column of one to a column of two, three, etc. with a turn in motion. When a group moves to the left in a roundabout way, as a rule, a command is given at the upper or lower boundary of the hall: After the first two turn, the next two make the turn independently. To change lanes back, the following commands are given: , .

2. Rebuilding from a column one at a time into columns of two, four, eight by crushing and combining. Lane changes are performed while moving. Command: As a rule, it is given in one of the middles of the hall. Command: The command is given when the columns meet in the middle of the hall where the rebuilding began. Continuing crushing and mixing, you can build columns of four, eight, etc. The reverse reconstruction is called dilution and fusion. For example, changing from a column of two to a column of one. Commands: On this command, the right column goes around to the right, the left column goes up. When the columns meet in the opposite middle, the command is given: .

7. Opening and closing.

1. Commands: If the number of steps is not specified, then the opening is performed in one step. Everyone, with the exception of the student from whom the disconnection is made, turns right/left/ and, having advanced so much that the distance between partners is the specified number of steps, turns to face the front. After giving the command, the teacher counts by two until everyone will take their place in the ranks. To close, the command is given: . All steps are performed in reverse order. This same opening can be done while running. When a command is given, the word is added: .

2. Opening with additional steps is carried out according to. Team: . After giving the command, the teacher begins counting by two until the opening is completed. The outermost columns begin to open, and then sequentially, every two counts, the rest enter. For closure, the command is given: All columns begin closure at the same time. The teacher counts by two until the end of the closure.

3. Opening by order. For example: , etc. Opening along guides in columns, which the teacher places at the required interval.

4. Opening by arcs. From the column, four at a time, on command: the second and third numbers take five steps in an arc/ forward/ go outward from the outer ones by two steps, put their foot on 7-8 counts, turn around, and then / from the third count/ go out in arcs back to established places and place your foot. To close, the command is given:

Interval - the distance along the front between students (in a line). Distance - the distance between students in depth (in a column).

The guide is the student who walks first in the column. The trailing person is the student who is the last in the column. The formation is controlled through commands and orders, which are usually given by voice or installation.

linear signals.

Basic groups of drill exercises.

Drill techniques

“Stand up!” - at this command, the student gets into formation and takes a front (main) stance.

“Be equal!”, “To the left - be equal!”, “To the middle - be equal!”

At this command, all participants, except the (right-) left flank or middle one, turn their heads to the right (left).

“Attention!” - at this command, students take a drill stance.

“Leave me alone!” - upon this command, students take the position preceding it.

“At ease!” - on this command, the student, without leaving his place, weakens one leg at the knee. In an open formation, the practitioner puts his right (left) leg one step to the side, distributes the weight of the body on both legs and puts his hands behind his back.

“Disperse!” - on this command, students act voluntarily.

Turns in place(commands “Right!”, “Left!”, “Around!”, “Half turn left!”).

Calculation: commands “In order - pay off!”, “For the first and second - pay off!”, “In threes (four, five, etc.) - pay off!” etc. The calculation begins from the right flank; Each person, calling his number, clearly turns his head to the one standing on the left and then takes his starting position. In a formation of two ranks, the left flank of the second rank, after calculation, says: “Full” or “Incomplete.”

Constructions and reconstructions

Alignment: command “Stand in one (two, three, etc.) line!” The teacher, giving a command, becomes

facing the front, and the group lines up to its left (or independently).

Formation in a column: command “In a column one at a time (two, three, four, etc.) - stand up!” The group lines up behind the teacher at the back of the head (or behind the guide).

Formation in a circle: according to the order “Stand in a circle!” Changes are transitions from one formation to another.

Changing from one line to two: after pre-

As soon as possible, the 1st and 2nd crew are given the command “In two ranks - line up!” At this command, the second numbers take a left naked step back (count “one”); with your right foot, without placing it, step to the right (count “two”) and, standing at the back of the head of the first, put your foot (count “three”).

To change lanes back, the command “In one line - line up!” is given. Rebuilding is carried out in the reverse order of construction:

Changing from one line to three: after pre-

After a long crew (three at a time), the command “In three ranks - line up!” is given. At this command, the second numbers stand still, the first numbers take a step back with their right foot, without putting their foot down, step with their left to the side and, putting their right foot, stand at the back of the second numbers’ heads. The third numbers take a step forward with their left foot, a step with their right foot to the side and, placing their left foot, stand in front of the second numbers. To change lanes back, the command is given: “In one line - line up!” Rebuilding is carried out in the reverse order of construction:

Rearranging from a line with a ledge: after pre-

the first calculation according to the task (“6-3 - on the spot”, “6-4-2 on the spot”, etc.), the command “According to the calculation, step by step - march!” is given. The trainees take the calculated number of steps and put their foot down. The teacher counts until the first row places their feet. So, when calculating “6-3 - on the spot” - up to 7; “9-6-3 - on the spot” - up to 10.

To change lanes back, the command “Circle!”, “Step to your places - march!” is given. Everyone turns around and goes to their places in a line). The teacher counts to 7 (to 10) and gives the command “Circle!”:

Rearranging from a line to a column by entering a section

shoulder: after preliminary calculation of 3-4, etc. The command is given: “In squads in a column of 3 (4, etc.), left (right) shoulders forward, step forward - march!” At this command, those designed for squads begin to move in with their shoulders until a column is formed. The second team “Group! Stop!

To reverse the formation, the command is given: “Circle!”, “In squads in one line, right (left) shoulders forward, march in step!”, “Group! Stop!” - served at the moment when the students reach their place in the line:

Rebuilding from one column to three ledges : after a preliminary calculation of three, the command is given: “The first numbers - two (three, four, etc.) steps to the right, the third numbers - two (three, four, etc.) steps to the left, step by step - march!"

To change lanes back, the command is given: “To your places with side steps, step - march!”:

Rebuilding from a column one at a time, two at a time (three, etc.)

turning while moving. When the group moves, the command is given: “In a column of two (three, four, etc.) to the left - march!” (as a rule, the command is given when the guide is at the upper or lower border of the hall or site). After the first two (three, four, etc.) turn, the next ones make a turn in the same place as the first. Here you can give instructions about the interval and distance so as not to open the column on purpose later.

To reverse the formation of the command “Right!”, “In the column, one at a time to the right (left) in a roundabout step - march!”:

Rebuilding the column one by one into columns of 2, 4, 8 fractions -

laziness and mixing performed in motion. Teams:

- “Through the center - march!”, as a rule, is served at one of the middles;

- “In columns, one to the right and one to the left, bypassing - march!” served in the opposite middle; on this command, the first numbers go to the right, the second numbers go to the left, bypassing;

- “In a column of two through the center - march!” is given when columns meet in the middle of the hall where it began

Survival in extreme situations requires a person to have endurance and an unshakable belief that there are no hopeless situations. We have collected 5 stories whose heroes managed to survive in the most difficult conditions.

Long flight and 4 days of struggle

The record height from which a person managed to survive a fall is 10,160 meters. This record is listed in the Guinness Book and belongs to Vesna Vulović, the only survivor of the plane crash on January 26, 1972. She not only recovered, but also wanted to return to work again - she had no fear of flying, because she did not remember the moment of the disaster.

On August 24, 1981, 20-year-old Larisa Savitskaya and her husband were flying from honeymoon on an An-24 plane from Komsomolsk-on-Amur to Blagoveshchensk. In the sky at an altitude of 5220 meters, the plane in which the newlyweds were flying collided with a Tu-16.

Larisa Savitskaya was the only one of the 38 people who managed to survive. On a piece of aircraft measuring three by four meters, she fell in free fall for 8 minutes. She managed to reach the chair and squeeze into it.

Later, the woman claimed that at that moment she remembered an episode from the Italian film “Miracles Still Happen” where the heroine survives in similar conditions.

Rescue efforts were not very active. Graves have already been dug for all the victims of the plane crash. Larisa Savitskaya was eventually found last. She lived for three days among the wreckage of the plane and the bodies of the dead passengers. Despite numerous injuries - from a concussion to spinal injuries, with broken ribs and a broken arm - Larisa Savitskaya not only survived, but was also able to build herself something like a hut from the wreckage of the fuselage.
When the search plane flew over the crash site, Larisa even waved to the rescuers, but they mistook her for a geologist from a nearby expedition.

Larisa Savitskaya is twice included in the Guinness Book of Records: as a person who survived a fall from a great height, the second time as a person who received the minimum amount of compensation for physical damage in a plane crash - 75 rubles (in 1981 money).

On a small raft

On November 23, 1942, a German submarine torpedoed the English ship Belomond. All members of his crew were killed. Almost everything. Sailor Lin Peng managed to survive. He was lucky - during his search on the surface of the water, he discovered a life raft with a supply of food.

Lin Peng, of course, understood that food and water would sooner or later run out, so from the first day of his “Robinsonade” he began preparing equipment for collecting rainwater and catching fish. He stretched out an awning over the raft and made a fishing line from threads of rope found on the raft; from a nail and wires from a flashlight - hooks; made of metal from a tin can - a knife that was used to cut up caught fish. Interesting fact: Lin Peng did not know how to swim, so he was tied to the raft all the time.

Lin Peng caught very little fish, but took care of its safety - he dried it on ropes stretched above the deck of his “ship”. For a hundred days his diet consisted of only fish and water. Sometimes seaweed was found overboard, the consumption of which prevented Lin Peng from contracting scurvy.

The bitter irony of Lin Peng's record-breaking voyage is that he could have been rescued several times. One day they refused to take him on board a cargo ship just because he was Chinese. Then the American Navy noticed him and even threw him a rescue buoy, but a storm broke out and prevented the Americans from completing the rescue mission. In addition, Lin Peng saw several German submarines, but for obvious reasons he did not turn to them for help.

It was only in April 1943 that Lin Peng noticed that the color of the water had changed, and birds began to appear in the sky every now and then. He realized that he was in coastal zone, which means his chances of success have increased many times over. On April 5, he was found by Brazilian fishermen, who immediately took him to the hospital. Surprisingly, Lin Peng was able to move independently after his journey. He lost only 9 kilograms during the forced “Robinsonade”.

Well-read cabin boy

"Robinsonade" is the survival of a person alone for a long time in natural environment. The record holder in this “discipline” was Jeremy Beebs, who lived on the island for 74 years.

In 1911, during a hurricane in the southern part Pacific Ocean The English schooner "Beautiful Bliss" sank. Get to the shore and escape to desert island Only 14-year-old cabin boy Jeremy Bibs succeeded. The boy was helped by his erudition and love of reading - he knew Daniel Defoe's novel by heart.

Following the example of the hero of his favorite book, Biebs began to keep a wooden calendar, built a hut, learned to hunt, ate fruit and drank coconut milk. While Biebs lived on the island, two world wars occurred in the world, the atomic bomb and the personal computer were created. He didn't know anything about it. We found Biebs by accident. In 1985, the crew of a German ship unexpectedly discovered the record holder among Robinsons, who had already reached the age of 88, and brought him home.

Daddy's girl

In the story about Larisa Savitskaya, we recalled the film “Miracles Still Happen.” It is based on real events. On December 24, 1971, a Lockheed L-188 Electra of the Peruvian airline LANSA fell into a vast thunderstorm area, was struck by lightning, entered a turbulence zone and began to disintegrate in the air at an altitude of 3.2 kilometers. He fell into the jungle, 500 kilometers from Lima.

The only survivor was 17-year-old schoolgirl Juliana Margaret Kepke. At the time of the fall, the girl was fastened to a chair. Her collarbone was broken, her right arm was injured, and she was blind in one eye. What helped Juliana survive was that her father was a famous zoologist, who from childhood instilled in his daughter the skills to survive in extreme conditions. Immediately after the crash, having given up trying to find her mother among the bodies of the dead, the girl examined her luggage for food, but found only a few candies - the same result.

Juliana then found a stream not far from the crash site and followed its course. Only nine days later she was lucky enough to go to a boat on the river bank. The girl used gasoline from a canister to treat the wound on her right shoulder, in which at least 40 larvae had already bred.

The owners of the boat, who turned out to be local lumberjacks, appeared only the next day. Juliana was fed, her wounds were treated and she was taken to a hospital in a nearby village.

Alone with the snow

On October 13, 1972, a plane carrying players of the Uruguayan rugby team Old Christians from Montevideo, as well as their relatives and sponsors, crashed in the high Andes region. 27 people survived the fall. Later, another 8 people died due to an avalanche, and three more died from their wounds.

The Uruguayans realized that there was nowhere to wait for help 11 days after the accident, when they said on the radio that their search had been stopped and they were declared dead. The difficult situation in which the passengers found themselves was aggravated by the fact that supplies were running out very quickly. Having miraculously survived the crash, they made a difficult decision - to eat the meat of the dead.

The victims were rescued only 72 days after the disaster. Only thanks to the fact that the group equipped three people on the road who needed to cross the Andes and report what had happened. Two people overcame the most difficult transition. Z

and for 11 days, without equipment or warm clothes, they walked 55 kilometers through the snow-covered Andes and went to a mountain river, where they met a Chilean shepherd, who informed the authorities about the surviving passengers.

Situations that may arise as a result of human interaction with the environment and pose a threat to his life, health and property:
1. all kinds of injuries, poisoning with plant and animal poisons,
2. infection with natural focal diseases, mountain sickness, heat stroke and hypothermia,
3. bites of poisonous animals and insects, infectious diseases, etc.

Environmental factors contributing to the development or emergence extreme situations:
1. air temperature and humidity, solar radiation, precipitation, barometric pressure level, wind, hurricane.
2. terrain, water sources, flora and fauna,

Factors that provide protective functions that contribute to the normal functioning of people in extreme situations natural environment:
1. clothing, emergency equipment.
2. signaling and communication devices, water and food supplies, emergency floats, improvised means used for various purposes.

Depending on the material conditions (equipment, equipment, the presence of emergency stowage) and the characteristics of climatic and geographical conditions, the same situation can have different consequences: say, an emergency landing of a plane in the desert is certainly more extreme than the same landing in the taiga. As a rule, the degree of extremeness affects the life time factor, which determines the possibility of survival.

The man in this extreme situation remains alone with nature. In the periodical press you can often read reports about sailors who were shipwrecked and found themselves on boats and rafts in the middle of a stormy ocean, about fishermen carried away on fragments of ice floes into the open sea, about travelers caught in a snowstorm, about tourists who lost their way and got lost in the taiga or desert. Often, until help arrives, those in distress have to exist autonomously, that is, on limited supplies of food and water. using existing equipment to support life.

In this regard, in recent years, a new field of medicine has emerged, which deals with the issues of human survival during an autonomous stay in geographical areas of the Earth that are extremely difficult to inhabit, when an insurmountable problem can become fresh water, food, protection from the scorching rays of the sun or, conversely, from the freezing cold.

When living autonomously in a deserted area, satisfying even the most ordinary needs of life sometimes turns into an intractable problem. A person’s life becomes dependent not on the usual criteria - education, professional skills, financial situation etc., but from completely different people - solar radiation, wind strength, air temperature, the presence or absence of bodies of water, animals, edible plants.

A favorable outcome of autonomous existence largely depends on a person’s psychophysical qualities, physical fitness, endurance, etc. But these alone are often not enough for salvation. People die from heat and thirst, not suspecting that three steps away there is a saving water source; they freeze in the tundra, unable to build a shelter out of snow; die of hunger in a forest teeming with game; become victims of poisonous animals, not knowing how to provide first aid medical care when bitten.

The basis for success in the fight against the forces of nature is a person’s ability to survive.

Survival is understood as active, expedient actions aimed at preserving life, health and performance in conditions of autonomous existence.

These actions consist of overcoming mental stress, showing ingenuity, resourcefulness, efficiency in the use of emergency equipment and available resources of the natural environment and providing the body with food and water needs.

The main postulate of survival: a person can and must maintain health and life in the most severe physical and geographical conditions, if he is able to take advantage of everything that the environment provides.

During the lesson, sixth graders will become familiar with the definitions of “dangerous situation,” “emergency,” and “extreme situation.” Learn the conditions and causes of dangerous situations.

For thousands of years, people have faced a variety of dangers. And now people get injured and die as a result of fires and poisonings at home, criminal situations, transport accidents, and when meeting one on one with nature. In the modern world, the greatest danger to people is posed by human social and man-made activities.

You are well aware that most injuries at home and on vacation are the result of our carelessness, frivolity, or ignorance (Fig. 2). A person’s life and health often depend on his competent and timely actions in dangerous situations. Awareness of this simple truth can be the first step in mastering the art of survival in nature and society.

Rice. 2. Don’t take unnecessary risks ()

Modern Mowgli

You've most likely heard Rudyard Kipling's tale about Mowgli or watched a cartoon based on this wonderful tale. The story of a boy growing up in wolf pack, amazes. Did you know that in modern times there are also children raised by animals?

For example, in Cambodia in 2007, a woman was found who grew up in the jungle (Fig. 3). A woman came to the village and tried to steal food from a peasant, but was caught red-handed. The owner of the house took the strange, dirty woman to the local police station. The policeman recognized the wild woman as his daughter, who was lost in the jungle in 1988 at the age of eight.

Rochom, that was the name of the forest girl, lived with people for three years, but could not get used to them. She continued to meow and learned only three words from the Khmer language: “mom,” “dad,” and “stomach hurts.” She liked to crawl more than walk.

Rice. 3. Woman found in the jungle of Cambodia ()

In the spring of 2010, Rochom fled to the jungle, her native and understandable habitat. She was found again in June. The forest woman was washed clean and handed over to a team of Spanish psychologists who teach her the norms of human behavior.

An eight-year-old girl was able to survive in the natural environment, but, being deprived of human communication, she is unlikely to be able to become a full-fledged member of society.

Earlier we mentioned dangerous and emergency situations in the natural environment. What are they? These are situations that arise when a person interacts with the environment.

Dangerous situation- this is an unfavorable environment in which harmful and dangerous factors operate that threaten human health and life.

Extreme situation- this is the direct interaction of a person with a highly complex environment.

Such situations can happen to a person or a group of people in nature: in the forest, in the steppe, in the mountains, in the desert, i.e. in places where there are many dangers and there is nowhere to wait for help.

Conditions for some of these situations may include:

Illness or damage to the human body in the natural environment (colds, migraines, fractures, bruises, poisoning, animal bites, etc.);

Another condition could be:

Sharp deterioration weather conditions(severe frosts, blizzards, blizzards, extreme heat, drought, etc.);

Forced autonomous, i.e. independent, stay in natural conditions. For example, when a person gets lost in the forest or has an accident.

For example, there are people who are keen on hunting. But there are many dangers in the forest and steppe: a hunter may be attacked wild beast; may fall into a trap set by other hunters (Fig. 4); he may be caught by bad weather; a hunter may get lost in the thicket; Old trees that may fall also pose a potential danger. Any of the above situations can become extreme for a person.

Rice. 4. Hunters must be careful not to fall into a trap set by other hunters ()

We can conclude that most dangers are the result of our carelessness or wrong actions, lack of necessary knowledge.

For example:

Provoked the beast to aggression;

Poisoned from berries in the forest;

Left behind the tourist group on the route

Lost orientation in the forest;

Got lost in a cave.

Success autonomous survival a person’s life in natural conditions depends on his knowledge of the characteristics of the climate in which he is located, the characteristics of flora and fauna. You could learn about the features of the flora and fauna of your region in natural history lessons. If a person knows about these features, then he can provide himself with food, get fire, water, build himself a shelter, and protect himself from major dangers at any time of the year.

In geography lessons, you will be told about climatic zones - vast territories characterized by a certain climate, vegetation, and fauna.

Wolf berries

It just so happens that the term “wolf berries” hides different concepts.

You know that you can't eat wolfberries because many of them are poisonous.

Wolf berries is a collective, popular name for a number of plants, the fruits of most of which have toxic or irritating properties:

Belladonna, wolfberry, raven's eye, brittle buckthorn. All these plants are found in our latitudes, so you should not eat unfamiliar berries, even if they are visually attractive (Fig. 5).

Rice. 5. Wolf's bast ()

Firstly, wolfberry is one of the popular names for a shrub called wolfberry (other names are wolfberry, wolfberry, daphne).

Bright red wolf bast berries, the size of a pea, sit directly on the branches, 2-3 pieces, like sea buckthorn.

Despite the fact that they look very appetizing, you should never eat them, as they are highly poisonous! However, all parts of the plant are poisonous. Even a small drop of plant juice, if it gets on the skin or mucous membrane of the lips or eyes, causes irritation. If you eat a wolfberry, you will experience a burning sensation, nausea, vomiting, weakness, convulsions may begin, your temperature will rise... Therefore, try not to approach this beautiful bush!

Just please don't treat this plant like an enemy if you are lucky enough to come across it in the forest! It is quite rare and is listed in the Red Book.

What contributes to human survival in nature? There are several factors:

Psychological preparedness. If you are mentally prepared for the possibility that an extreme situation may happen, then when you find yourself in one, you will not be overwhelmed by panic. I think you know that panic is the worst enemy in extreme situations, because it paralyzes a person’s will, and he finally loses the ability to accept right decisions and control your actions.

Physical health (strong muscles, hardening, endurance).

Knowledge of how to behave in such a situation, how to provide yourself with food, water and shelter during a forced autonomous stay.

Necessary equipment: matches, knife, bandage, bactericidal patch, special clothing, food supply.

Survival training

If you are interested in survival techniques, you can ask your parents to enroll you in a survival training camp during the summer holidays.

In such camps (the length of stay in them varies from 14 days to a month) you will learn how to make a fire without matches and arrange an overnight stay. You will learn how to find food and water in an extreme situation, how to provide first aid (Fig. 6).

This knowledge will undoubtedly be useful to you, just as it was useful to Denis from Kostroma. He had been hiking since he was 8 years old and had basic survival skills. On one of the campaigns it happened that he was cut off from his group. While crossing the mountain range, a rockfall began. The group had to split into two parts. Denis, along with a wounded comrade, was left alone in the mountains. The rest of the group rushed for help. While rescuers tried to clear the mountain path of stones, Denis provided first aid to his injured comrade and found shelter to protect himself from another rockfall. Thus, the guy helped himself and his friend.

Rice. 6. Survival camp training ()

Knowledge of the basics of survival in the forest may also be useful to you. And at the survival training camp you will have the opportunity to learn a lot about natural phenomena, useful plants, animal world. And, of course, these are unforgettable impressions, communication with peers, interesting events.

Experts give the following advice:

Extreme situations should be avoided whenever possible;

Extreme situations must be avoided;

Do not give in to fear and panic under any circumstances;

To prevent ES, you need to know their causes;

To get out of the ES, you need to know how to act correctly.

Knowledge is one of the most important assets of a person. Having knowledge of how to navigate the terrain without special equipment, how to make a fire in nature, how to get food and water, how to provide first aid and how to build a shelter, you will be able to ensure not only your own survival, but also help others in extreme situations .

For example, in the wonderful cartoon “DuckTales,” three brothers, when they found themselves in a difficult situation, always turned to a reference book in which they found answers to all their questions. Your knowledge can become such a reference if you carefully assimilate everything.

References

1. Fundamentals of life safety: 6th grade: textbook for educational institutions / M.P. Frolov [et al.], ed. Yu.L. Vorobyova. - Moscow: Astrel, 2013. - 190 pp.: ill.
2. Life Safety, 6th grade Textbook for general education. institution/Litvinov E.N., Smirnov A.T., Frolov M.P., Vikhoreva T.S. - 1st ed. - M: Publishing house ATS, 1996. - 160 p.
3. Smirnov A.T., Khrennikov B.O. Fundamentals of life safety. 6th grade. - 2012, 209 p.

1. Dic.academic.ru ().
2. YouTube().

Homework

1. Complete task No. 4 on page 13. Fundamentals of life safety: 6th grade: textbook for educational institutions / M.P. Frolov [et al.], ed. Yu.L. Vorobyova. - Moscow: Astrel, 2013. - 190 pp.: ill.
2. Imagine that you are going to go on a picnic in the forest. Write down all the dangers that may await you on your journey.
3. * Find out what edible plants are common in your area. Draw a few of them.