If your child is in a preparatory physical education group. Planning loads in physical education lessons taking into account physiological indicators is the path to student health

The compulsory curriculum at school includes physical education classes. Such lessons are conducted in order to ensure the full development of children, both mentally and physically. Among other things, physical education classes provide an opportunity to keep the body in good shape and maintain health, due to the need to spend the majority of time in a sedentary position at a desk.

For the majority of children, physical education is safe. However, there is always a whole list of schoolchildren who are prohibited from being exposed to certain stresses on the body. They are included in physical education classes. Let's find out who belongs to this category of students and how they are formed in educational institutions.

What factors can influence the deterioration of children's health?

There are a number of things that can negatively affect a child:

• the presence of bad heredity;
• negative microclimate in the family;
• poor living conditions;
• insufficient rest;
• negative sanitary and hygienic conditions in an educational institution or at home.

Criteria for dividing into health groups

The main indicator that is taken into account when deciding to enroll a student in a special group for physical education is the presence of deviations in the functioning of the determining systems of the body. Classes in a special medical group can also be prescribed for children who suffer from chronic illnesses.

A special category also includes children whose bodies are unable to fully resist certain environmental factors. Children who have an insufficient level of physical development for their age can get into medical groups for physical education.

Baby health assessment

The determination of the medical group for physical education is as follows:

1. Students who do not suffer from chronic illnesses and whose level of physical development corresponds to age standards should be able to easily complete the program in physical education lessons.
2. Children with slow physical development or the most minor deviations in health are considered as potential candidates for enrollment in special groups.
3. Medical groups for physical education include students with delays in physical development who are in good health. This may also include children who have a temporary loss of ability to work and need to limit their loads for a certain period.
4. Patients with chronic illnesses who are observed in hospitals are enrolled in special groups for classes according to an individual program.

Medical groups

As you can see, the distribution of students into separate categories for attending physical education lessons occurs according to an assessment of their state of health and general preparedness. Medical groups for physical education are:

• basic;
• preparatory;
• special.

In these medical groups, children are offered to perform varying amounts of work. There are also differences in the intensity of physical activity.

A special category of students includes children who are enrolled in a special group. Based on an assessment of their health status, they can be assigned to a physical education or medical subgroup.

Main group

Students who are assigned to this category are required to fully comply with the requirements that are presented in physical education lessons. Here, teachers offer students work with the maximum permissible intensity of workload, based on certain age characteristics.

During classes, children are required to perform a whole range of exercises:

• general labor;
• gymnastics;
• sports and applied;
• gaming

The main medical groups for physical education at school include students with high and average levels of physical fitness, as well as children with temporary or insignificant deviations in health. Excluded from this category are children who, during classes, show an inability of the cardiovascular system to cope with loads that meet the standard requirements of the generally accepted program.

Preparatory group

Preparatory medical groups for physical education include children who are required to complete the program in accordance with doctors’ instructions based on the results of a medical examination. As in the previous case, students are offered the whole range of exercises. However, their intensity can be reduced by the decision of the doctor, who is guided by the conclusions made during repeated medical examinations.

Preparatory medical groups for physical education in preschool educational institutions and secondary schools are formed from students who have a level of physical fitness below average and do not have serious illnesses. Also, children with an average and high level who currently suffer from health problems can be enrolled here.

Special group

This category of students includes children who need classes according to special, individual programs due to health problems. According to the generally accepted requirements of medical supervision, such schoolchildren are never completely exempted from physical education, although a similar practice occurs in domestic educational institutions. It is this group of students that urgently needs well-planned physical activity, which contributes to the restoration of health.

As noted above, in a special group, children are often divided into physical education or therapeutic subgroups. In the first case, students can study in the same conditions with classmates, but fulfill the requirements of an individual program.

As for the treatment subgroups, they are formed from schoolchildren who suffer from quite serious illnesses and have significant deviations in physical development. Such children are prescribed extremely limited performance of intense, complex exercises. In some cases, physical education lessons are conducted for them under the strict supervision of a teacher or qualified medical specialist. As an alternative to physical training in an educational institution, children are sometimes prescribed visits to special dispensaries, where they are treated according to a special rehabilitation program.

Finally

Dividing children into separate categories when engaging in physical education in an educational setting is a common practice. With noticeable progress in improving health, children can be transferred to general groups. However, only based on the results of special examinations or on the recommendations of doctors. According to generally accepted requirements, transfer of students from one medical group to another is possible only after a comprehensive assessment of their health status at the end of the academic quarter.

Phys. training in the event that they do not have any deviations in their state of health, and who, at the same time, have a sufficient degree of physical fitness. In physical education lessons, children from the main group engage in the main types of activities provided for by the curriculum. The performance of individual exercises is monitored through assessments and competitions. Students attending the main physical education group, without medical recommendations, are accepted into various sports sections organized at the school, and attend additional classes for training before various competitions.

Preparatory group for physical education

This group involves limiting physical activity. It is intended for classes for children with congenital or acquired health problems. The doctor decides in which group - basic or preparatory - each individual student should study. If it is necessary to limit the load, he writes a certificate indicating the child’s illness and recommendations for physical education classes at school.

Students attending the main physical education group are recommended to participate in sports sections and attend sports schools.

The preparatory group also includes children who have an insufficient level of physical fitness. preparation. After acquiring basic skills, they are transferred to the main physical education group. In the preparatory group, as well as in the main group, control and passing of the prescribed standards take place. However, some concessions are allowed for the guys. Schools organize sections for additional classes for students from the preparatory group. This is done to increase their physical strength. preparation and gradual training of the body. Children with serious health problems attend special groups on the recommendation of a doctor.

Health groups

Healthcare workers identify five main health groups. The first health group includes people who do not have any chronic diseases and rarely get colds.

The second health group includes generally healthy people who also do not have chronic diseases. But at the same time they are not physically developed enough.

Children attending the preparatory physical education group do not participate in sports competitions.

People suffering from chronic diseases, which do not cause concern, are classified in the third health group.
The fourth and fifth groups include people with chronic diseases. They have low performance and physical activity and undergo special treatment.

Children assigned to the first health group are assigned to the main group for physical education, and children with the second health group are assigned to the preparatory group.

Nowadays, society does not attach due importance to physical education lessons at school. Some people think that at school there is nothing interesting or useful in physical education lessons and it is better for the child to do additional lessons, while others are simply lazy and he/she does not go to these lessons out of principle. An even more frightening trend is the fact that the promotion of a lifestyle in which sports plays an important and fundamental role has come to almost nothing in our country. That is why it is necessary to understand and realize the usefulness of physical education lessons at school.

Approximate standards from grades 1 to 11

Exercises	Boys				Girls
	5	4	3		5	4	3
Run 30 m (sec)	6,1	6,9	7,0		6.6	7,4	7,5
“Shuttle run” 3x10 m (sec.)	9.9	10.8	11,2		10.2	11,3	11,7
Skiing 1 km.	8.30	9,00	9,30		9.00	9,30	10,0
Cross 1000 m (min.,sec.)	no time				no time
Standing long jump (cm)	140	115	100		130	110	90
Medicine ball throw (cm)	295	235	195		245	220	200
Throwing a small ball 150g (m)	20	15	10		15	10	5
Throwing at a target from 6 m	3	2	1		3	2	1
Jumping rope in 1 minute.	40	30	15		50	30	20
Raising the body in 1 minute.	30	26	18		18	15	13
Hanging pull-up (one time)	4	2	1
Pull-ups while lying down (one time)					12	8	2
Seated forward bend (cm)	9	3	1		12,5	6	2

Exercises 2nd grade, approximate standards	Boys
4×9 m, sec	12,0	12,8	13,2	12,4	12,8	13,2
3×10 m, sec	9,1	10,0	10,4	9,7	10,7	11,2
Run 30 m, s	5,4	7,0	7,1	5,6	7,2	7,3
Running 1,000 meters	without time
Standing long jump, cm	165	125	110	155	125	100
	80	75	70	70	65	60
	70	60	50	80	70	60
Pull-up on the bar	4	2	1
	23	21	19	28	26	24
Squats (number of times/min)	40	38	36	38	36	34
	12	10	8	12	10	8

Exercises 3rd grade, approximate standards	Boys
3×10 m, sec	8,8	9,9	10,2	9,3	10,3	10,8
Run 30 m, s	5,1	6,7	6,8	5,3	6,7	7,0
Running 1,000 meters	without time
Standing long jump, cm	160	130	120	160	135	110
High jump method of stepping, cm	85	80	75	75	70	65
Jumping rope (number of times/min.)	80	70	60	90	80	70
Pull-up on the bar	5	3	1
Tennis ball throws, m	18	15	12	15	12	10
Raising the body from a supine position (number of times/min)	25	23	21	30	28	26
Squats (number of times/min)	42	40	38	40	38	36
	13	11	9	13	11	9
	6	4	2	5	3	1

Exercises 4th grade, approximate standards	Boys
3×10 m, sec	8,6	9,5	9,9	9,1	10,0	10,4
	5,0	6,5	6,6	5,2	6,5	6,6
Run 1,000 meters, min	5,50	6,10	6,50	6,10	6,30	6,50
Standing long jump, cm	185	140	130	170	140	120
High jump method of stepping, cm	90	85	80	80	75	70
Jumping rope (number of times/min.)	90	80	70	100	90	80
Pull-up on the bar	5	3	1
Tennis ball throwing, m	21	18	15	18	15	12
Raising the body from a supine position (number of times/min)	28	25	23	33	30	28
Squats (number of times/min)	44	42	40	42	40	38
	15	14	13	14	13	12
Pistols, supported on one hand, on the right and left leg (number of times). (m)	7	5	3	6	4	2

Exercises, 5th grade	Boys			Girls
	5	4	3	5	4	3
Shuttle run 4×9 m, sec	10,2	10,7	11,3	10,5	11,0	11,7
Run 30 m, s	5,5	6,0	6,5	5,7	6,2	6,7
Run 60 m, s	10,0	10,6	11,2	10,4	10,8	11,4
Run 300 m, min, s	1,02	1,06	1,12	1,05	1,10	1,15
Run 1000 m, min, s	4,30	4,50	5,20	4,50	5,10	5,40
Run 2000 m	No time tracking
Cross 1.5 km, min, s	8,50	9,30	10,0	9,00	9,40	10,30
from hanging, once	7	5	3
Pull-up on a low bar from a hanging position, one time				15	10	8
Flexion and extension of the arms while lying down	17	12	7	12	8	3
Raising the body from a position lying on the back, arms crossed on the chest in 1 minute, once	39	33	27	28	23	20
, cm	170	160	140	160	150	130
Running long jump, cm	340	300	260	300	260	220
Running high jump, cm	110	100	85	105	95	80
Skiing 1 km, min, sec	6,30	7,00	7,40	7,00	7,30	8,10
Skiing 2 km, min, sec	No time tracking
Simultaneous stepless movement Herringbone lift Descent into the “gate” made of sticks Plow braking	Ski technique
	Exercises, 6th grade Boys 4×9 m, sec 10,0 10,5 11,5 10,3 10,7 11,5 Run 30 m, s 5,5 5,8 6,2 5,8 6,1 6,5 Run 60 m, s 9,8 10,2 11,1 10,0 10,7 11,3 Run 500 meters, min 2,22 2,55 3,20 , min 4,20 4,45 5,15 Running 2,000 meters no time Cross-country skiing 2 km, min 13,30 14,00 14,30 14,00 14,30 15,00 Cross-country skiing 3 km, min 19,00 20,00 22,00 Standing long jump, cm 175 165 145 165 155 140 Pull-up on the bar 8 6 4 Lying push-ups 20 15 10 15 10 5 10 6 3 14 11 8 40 35 25 35 30 20 46 44 42 48 46 44 Exercises, 7th grade Boys 4×9 m, sec 9,8 10,3 10,8 10,1 10,5 11,3 , With 5,0 5,3 5,6 5,3 5,6 6,0 Run 60 m, s 9,4 10,0 10,8 9,8 10,4 11,2 Run 500 meters, min 2,15 2,25 2,40 , min 4,10 4,30 5,00 Run 2,000 meters, min 9,30 10,15 11,15 11,00 12,40 13,50 Cross-country skiing 2 km, min 12,30 13,30 14,00 13,30 14,00 15,00 Cross-country skiing 3 km, min 18,00 19,00 20,00 20,00 25,00 28,00 Standing long jump, cm 180 170 150 170 160 145 Pull-up on the bar 9 7 5 Lying push-ups 23 18 13 18 12 8 Bend forward from a sitting position 11 7 4 16 13 9 Raising the body in 1 minute from a lying position (press), times 45 40 35 38 33 25 Jumping rope in 20 seconds 46 44 42 52 50 48 Exercises, 8th grade Boys 4×9 m, sec 9,6 10,1 10,6 10,0 10,4 11,2 , With 4,8 5,1 5,4 5,1 5,6 6,0 Run 60 m, s 9,0 9,7 10,5 9,7 10,4 10,8 Run 1,000 meters, min 3,50 4,20 4,50 4,20 4,50 5,15 Run 2,000 meters, min 9,00 9,45 10,30 10,50 12,30 13,20 Cross-country skiing 3 km, min 16,00 17,00 18,00 19,30 20,30 22,30 Cross-country skiing 5 km, min without time Standing long jump, cm 190 180 165 175 165 156 Pull-up on the bar 10 8 5 Lying push-ups 25 20 15 19 13 9 Bend forward from a sitting position 12 8 5 18 15 10 Raising the body in 1 minute from a lying position (press), times 48 43 38 38 33 25 56 54 52 62 60 58 Exercises, 9th grade Boys 4×9 m, sec 9,4 9,9 10,4 9,8 10,2 11,0 , With 4,6 4,9 5,3 5,0 5,5 5,9 Run 60 m, s 8,5 9,2 10,0 9,4 10,0 10,5 Run 2,000 meters, min 8,20 9,20 9,45 10,00 11,20 12,05 Cross-country skiing 1 km, min 4,30 4,50 5,20 5,45 6,15 7,00 Cross-country skiing 2 km, min 10,20 10,40 11,10 12,00 12,45 13,30 Cross-country skiing 3 km, min 15,30 16,00 17,00 19,00 20,00 21,30 Cross-country skiing 5 km, min without time Standing long jump, cm 210 200 180 180 170 155 Pull-up on the bar 11 9 6 Lying push-ups 32 27 22 20 15 10 Bend forward from a sitting position 13 11 6 20 15 13 Raising the body in 1 minute from a lying position (press), times 50 45 35 40 35 26 Jumping rope in 25 seconds 58 56 54 66 64 62 Exercises, 10th grade Boys 4×9 m, sec 9,3 9,7 10,2 9,7 10,1 10,8 , With 4,7 5,2 5,7 5,4 5,8 6,2 Run 100 m, s 14,4 14,8 15,5 16,5 17,2 18,2 Run 2 km, min 10,20 11,15 12,10 Running 3 km meters, min 12,40 13,30 14,30 Cross-country skiing 1 km, min 4,40 5,00 5,30 6,00 6,30 7,10 Cross-country skiing 2 km, min 10,30 10,50 11,20 12,15 13,00 13,40 Cross-country skiing 3 km, min 14,40 15,10 16,00 18,30 19,30 21,00 Cross-country skiing 5 km, min 26,00 27,00 29,00 without time Standing long jump, cm 220 210 190 185 170 160 Pull-up on the bar 12 10 7 3 2 1 Lying push-ups 32 27 22 20 15 10 10 7 4 Rope climbing without legs, m 5 4 3 Bend forward from a sitting position 14 12 7 22 18 13 Raising the body in 1 minute from a lying position (press), times 50 40 35 40 35 30 Jumping rope in 25 seconds 65 60 50 75 70 60 Exercises, 11th grade Boys 4×9 m, sec 9,2 9,6 10,1 9,8 10,2 11,0 , With 4,4 4,7 5,1 5,0 5,3 5,7 Run 100 m, s 13,8 14,2 15,0 16,2 17,0 18,0 Run 2 km, min 10,00 11,10 12,20 Running 3 km meters, min 12,20 13,00 14,00 Cross-country skiing 1 km, min 4,30 4,50 5,20 5,45 6,15 7,00 Cross-country skiing 2 km, min 10,20 10,40 11,10 12,00 12,45 13,30 Cross-country skiing 3 km, min 14,30 15,00 15,50 18,00 19,00 20,00 Cross-country skiing 5 km, min 25,00 26,00 28,00 without time Cross-country skiing 10 km, min without time Standing long jump, cm 230 220 200 185 170 155 Pull-up on the bar 14 11 8 Lifting upside down on a high bar 4 3 2 Lying push-ups 32 27 22 20 15 10 Lean forward from sitting position, cm 15 13 8 24 20 13 Bending and extension of the arms in support on the uneven bars, once 12 10 7 Bend forward from a sitting position 14 12 7 22 18 13 Raising the body in 1 minute from a lying position (press), times 50 45 40 42 36 30 Jumping rope in 30 seconds 70 65 55 80 75 65 Jumping rope in 60 seconds 130 125 120 133 110 70 Many parents believe that physical education teachers at school are people who have nothing to do with sports or sports education. It is immediately important to note that this statement is fundamentally not true. First of all, it is necessary to realize that these days, without being a professional athlete in the past or a person with a sports education, it is almost impossible to get a job at a school as a physical education teacher. This fact indicates that all those children who will engage in physical education at school under the supervision of a specialist practitioner or theorist (depending on the type of previous activity of the teacher) will at least be able to achieve good results in certain sports disciplines, if they want to. . It is very important that people who attend physical education classes develop motivational qualities in themselves. If we compare in everyday life people who paid attention to sports and those who never wore a tracksuit, then the difference in life motivation is visible to the naked eye. People involved in physical education, and therefore the majority of those who attend physical education classes at school, are much more successful, since even during their school years, in physical education lessons, they develop such qualities as determination and overcoming oneself. According to statistics, those who do not attend physical education classes on a regular basis get sick twice as often during flu epidemics as those who regularly attend physical education classes. As a result, those who get sick more often have a large number of problems with academic performance, due to the fact that they attend fewer classes at school. It would seem that skipping classes at school and not wanting to attend physical education classes are in no way connected at first glance. However, if you trace the cause-and-effect relationship described above, it becomes clear why it is so important to go to physical education classes and not look for excuses for yourself to once again sit on the bench while your classmates are taking tests or just playing sport games. If all of the above arguments are not convincing enough, then a small experiment should be conducted. The student needs to compare his well-being over two months. Let him not go to sports at school for one month and sit on the bench. In another month, you must attend all physical education lessons and follow all the teacher’s instructions. Each day of these two days it is necessary to leave an entry in a special diary, in which the student will leave his impressions of his well-being and general condition of the body. After two months, re-read the diary and compare your notes. Surely the conclusions will be amazing for many, but what they will be can be found out by conducting this experiment. Of course, it is quite difficult to call modern school physical education perfect. And there are many reasons for this. But if you approach this lesson more carefully, consider what the teachers offer, and do not try to evade and hide somewhere in the alley, then in the future you will be able to express huge gratitude to the teachers for this. Now let’s move away from loud phrases and try to figure out what the real benefits of being in the gym or on the sports ground are. First of all, it's a matter of physiology. A growing young body requires mobility in order to be able to circulate blood throughout the body. This is why children tear down ceilings in hallways or classrooms during recess. And the more you try to keep them under strict discipline, the louder they will scream at recess. Physical education classes are designed to balance this imbalance. A properly constructed physical warm-up allows you to disperse excess energy throughout the body. In this case, there is no overwork, as well as the danger of getting a sprain or other kind of injury. Moreover, thanks to active physical exercises, the body is morally recharged, when the brain temporarily switches off complex mathematical calculations or thoughts about a literary plot, giving a person the opportunity to refresh his thoughts. In the future, this helps you cope with complex tasks that were left for last. Among other things, physical education sometimes allows a person to reveal hidden talents that in another environment he would simply be embarrassed to reveal. After all, here, in essence, everyone is equal and everyone is in equal conditions, when few people will joke about your successes. But an experienced teacher will be able to assess the possible potential and develop it in the future. This is exactly how future football players, volleyball players, basketball players, and track and field athletes manifest themselves. After visiting the gym, many people want to develop independently, improve their body and improve their health. And this is precisely what is valuable in school physical education, as a source of limitless opportunities in the future.

“A healthy mind in a healthy body” is a familiar saying that is especially relevant in modern society.

What is physical education

Physical education is the cultivation of body culture through physical activity and gymnastics. It develops not only the body, but also the human nervous system. Loads on the body help normalize the activity of the mental system. This is especially important for children, because they absorb huge flows of information every day. Sport helps the brain relieve stress and restore clarity to the head.

Physical education can be therapeutic and adaptive. helps restore to the human body some functions that were damaged during injury or serious psychological shock. Adaptive physical education is applicable for people who have developmental disabilities.

Sports in children's lives

Sport occupies a special place in the lives of children and adolescents. It is necessary not only for the harmonious development of the body, but also for creating a sense of discipline. Sports instill in children such qualities as willpower, perseverance, and restraint. These character traits, acquired from childhood, will accompany a person throughout his entire life.

It has long been proven that people involved in sports activities are much more likely to achieve success. This fact is explained by three reasons:

1. Health.

Sport improves and strengthens health. People have more strength and energy that are necessary to work in any field.

2. Strong-willed qualities.

As has already been said, sport educates a person. It makes him persistent and attentive.

3. Psychological release.

Physical education is a great way. Usually people tend to accumulate negative emotions in themselves, while the sports society always knows where to throw out the accumulated emotional load. This protects mental health, increases stress resistance and productivity in resolving conflict situations.

Sport accompanies us at all stages of maturation. In secondary schools, physical education is a compulsory subject. The lesson is taught by a former athlete or teacher who offers standards of sports achievements that a child must achieve at each stage of his development. In order for him to successfully complete the year, it is necessary to pass the standards with high quality. Naturally, they are designed only for healthy children. Also, thanks to the standards, you can find out and monitor the level of development of the child. Children's physical education is intended to develop body culture during training.

If a student has health problems, he may be partially or completely suspended from classes. The location of physical activity depends on the capabilities of a particular school. In addition to gymnastics, the standard physical education program includes: running, swimming, skiing, long and high jumps, football, basketball, volleyball, acrobatics, aerobics, active games.

Physical education classes take place in specially equipped classrooms or on sports grounds (during the warm season).

It involves small loads, the purpose of which is not to achieve certain results in sports. Most often, children engage in exercise therapy - therapeutic physical education. Physical education is aimed at maintaining the body in a healthy state, while the load is minimal. They help the child stretch his muscles, feel the dynamics of the exercises, but not waste all the body’s strength.

Exercise therapy is very common among children who have developmental or health problems. For this reason, they cannot play sports with the main group. Much attention in exercise therapy is paid to proper breathing, which helps maintain control over the body. Another goal of exercise therapy is the prevention of diseases and their exacerbations. Exercise therapy is very useful not only for schoolchildren, but also for younger children.

The effect of physical activity on the body

It is very difficult to overestimate the impact of physical activity on the human body. The benefits of physical education for a growing body are invaluable. A young body needs not only stimulation of tissues that form very quickly. Physical education is needed so that the child grows up as a psychologically balanced and integral person.

Physical activity has a complex effect on the entire body. Let's take a closer look at how the human body reacts to moderate loads:

• metabolic processes of tissues, tendons and muscles are activated, which is an excellent prevention of rheumatism, arthrosis, arthritis and other degenerative changes in the motor function of the body;
• the activity of the cardiovascular and respiratory systems improves, providing the entire body with oxygen and nutrients;
• physical exercise activates the production of hormones, which leads to stabilization of metabolic processes;
• The neuroregulatory function of the brain is stimulated.

To summarize, we can say that physical education and sports should be an integral part of the life of any adult and growing person. Play sports yourself and instill this in your children. Physical education is a “perpetual motion machine” of life, which makes you active, cheerful and full of energy for new achievements.

1.6. Physical therapy products

1.7. Massage in physical therapy

1.7.1. Classification of massage. The effect of massage on the body

1.7.2. Basics of classic manual massage

1.7.3. Acupressure

Test questions for the section

Section 2. Basics of exercise therapy techniques

2.1. Periodization of exercise therapy

2.2. Regulation and control of loads in exercise therapy

2.2.1. Theoretical foundations for regulating loads in exercise therapy

2.2.2. Loads in physical therapy

2.3. Forms of organizing exercise therapy classes

2.4. Organization, structure and methodology of conducting classes in exercise therapy

Test questions for the section

Section 3. Exercise therapy technique in orthopedics and traumatology

3.1. Exercise therapy for deformities of the musculoskeletal system

3.1.1. Exercise therapy for postural defects

Strengthening the muscle corset

3.1.2. Exercise therapy for flat feet

3.2. Exercise therapy in traumatology

3.2.1. General principles of traumatology

3.2.2. Exercise therapy for injuries of the musculoskeletal system

Exercise therapy for soft tissue injuries

Exercise therapy for bone injuries

Exercise therapy for vertebral fractures (without spinal cord damage)

Exercise therapy for shoulder dislocations

3.3. Contractures and ankylosis

3.4. Exercise therapy for joint diseases and spinal osteochondrosis

3.4.1. Joint diseases and their types

3.4.2. Basics of exercise therapy techniques for joint diseases and osteochondrosis

A set of exercises to strengthen the muscle corset (initial stage of the third period)

A set of basic exercises to unlock the cervical spine

Unlocking the lumbosacral spine

Section 4. Physical therapy technique for diseases of the visceral systems

4.1. Exercise therapy technique for diseases of the cardiovascular system

4.1.1. Classification of cardiovascular pathology

4.1.2. Pathogenetic mechanisms of the influence of physical exercises in diseases of the cardiovascular system

4.1.3. Exercise therapy technique for diseases of the cardiovascular system Indications and contraindications for exercise therapy

General principles of exercise therapy for diseases of the cardiovascular system

4.1.4. Private methods of exercise therapy for diseases of the cardiovascular system Vegetative-vascular dystonia

Arterial hypertension (hypertension)

Hypotonic disease

Atherosclerosis

Cardiac ischemia

Myocardial infarction

4.2. Exercise therapy for respiratory diseases

4.2.1. Respiratory diseases and their classification

4.2.2. Physical therapy technique for diseases of the respiratory system

Exercise therapy for diseases of the upper respiratory tract

Colds and colds-infectious diseases

4.3. Exercise therapy technique for metabolic disorders

4.3.1. Metabolic disorders, their etiology and pathogenesis

4.3.2. Exercise therapy for metabolic disorders

Diabetes

Obesity

Physical therapy for obesity

4.4. Exercise therapy technique for diseases of the gastrointestinal tract

4.4.1. Diseases of the gastrointestinal tract, their etiology and pathogenesis

4.4.2. Exercise therapy for gastrointestinal diseases Mechanisms of therapeutic action of physical exercises

Gastritis

Peptic ulcer of the stomach and duodenum

Section 5. Exercise therapy technique for diseases, injuries and disorders of the nervous system

5.1. Etiology, pathogenesis and classification of diseases and disorders of the nervous system

5.2. Mechanisms of the therapeutic effect of physical exercises in diseases, disorders and injuries of the nervous system

5.3. Basics of physical therapy techniques for diseases and injuries of the peripheral nervous system

5.4. Exercise therapy for traumatic spinal cord injuries

5.4.1. Etiopathogenesis of spinal cord injuries

5.4.2. Exercise therapy for spinal cord injuries

5.5. Exercise therapy for traumatic brain injuries

5.5.1. Etiopathogenesis of brain injuries

5.5.2. Exercise therapy for brain injuries

5.6. Cerebrovascular disorders

5.6.1. Etiopathogenesis of cerebrovascular accidents

5.6.2. Therapeutic exercise for cerebral strokes

5.7. Functional disorders of the brain

5.7.1. Etiopathogenesis of functional disorders of brain activity

5.7.2. Exercise therapy for neuroses

5.8. Cerebral palsy

5.8.1. Etiopathogenesis of cerebral palsy

5.8.2. Exercise therapy for cerebral palsy

5.9. Physical therapy for visual impairment

5.9.1. Etiology and pathogenesis of myopia

5.9.2. Physical therapy for myopia

Test questions and assignments for the section

Section 6. Features of the organization, content and work of a special medical group in an educational school

6.1. The state of health of schoolchildren in Russia

6.2. Concept of health groups and medical groups

6.3. Organization and work of a special medical group at school

6.4. Methods of working in a special medical group in a secondary school

6.4.1. Organization of the work of the head of the smg

6.4.2. Lesson as the main form of organizing the work of smg

Test questions and assignments for the section

Recommended reading Basic

Additional

6.2. Concept of health groups and medical groups

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

The presence or absence of chronic diseases;

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

Degree of resistance to adverse effects;

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

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

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

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

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

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

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

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

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

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

Distribution of schoolchildren by medical group carried out by a pediatrician on the basis of the “Regulations on medical control over the physical education of the population of the USSR. Order No. 826 dated 09.XI.1966.”

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

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

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

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

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

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

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

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

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

Table 13

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

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

Table 14

Approximate timing for resuming physical activity after illness

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

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

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

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

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

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

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