MAKTAB O‘QUVCHILARIDA JISMONIY SIFATLAR (KUCH, TEZKORLIK, CHIDAMLILIK, EGILUVCHANLIK, CHAQQONLIK)NI TURLI METODLAR YORDAMIDA SHAKLLANTIRISH
Keywords:
maktab o‘quvchilari, jismoniy sifatlar, kuch, tezkorlik, chidamlilik, egiluvchanlik, chaqqonlik, jismoniy tarbiya, aylanma metod, interval metod, o‘yin metodi, differensial yondashuv.Abstract
Mazkur maqolada maktab o‘quvchilarida asosiy jismoniy sifatlar — kuch, tezkorlik, chidamlilik, egiluvchanlik va chaqqonlik — ni turli metodlar yordamida shakllantirishning nazariy, metodik va amaliy asoslari tahlil qilinadi. Tadqiqotning dolzarbligi shundaki, zamonaviy ta’lim muhitida bolalar va o‘smirlar orasida gipodinamiya, ekran qarshisida vaqtning ortishi, kundalik tabiiy harakat hajmining kamayishi hamda jismoniy tayyorgarlik ko‘rsatkichlarining notekis rivojlanishi kuzatilmoqda. Xalqaro tavsiyalarga ko‘ra, maktab yoshidagi bolalar kuniga kamida 60 daqiqa o‘rtacha va yuqori intensivlikdagi jismoniy faollik bilan shug‘ullanishi, shuningdek haftasiga kamida 3 kun mushak va suyak tizimini mustahkamlovchi yuklamalarni bajarishi lozim. Maqolada jismoniy sifatlarni shakllantirishda o‘yin, takroriy, aylanma mashg‘ulot, interval, musobaqa, kompleks va differensial yondashuvlarning samaradorligi yoritiladi. Tahlil natijalariga ko‘ra, kuchni rivojlantirishda nazoratli qarshilik mashqlari, tana og‘irligiga asoslangan mashqlar va aylanma metod; tezkorlikni rivojlantirishda qisqa masofali maksimal yugurishlar, reaksiya mashqlari va plyometrik topshiriqlar; chidamlilikni shakllantirishda uzluksiz, interval va o‘yinli aerob yuklamalar; egiluvchanlikni oshirishda dinamik va statik stretching; chaqqonlikni rivojlantirishda esa yo‘nalishni tez o‘zgartirish, koordinatsion va reaktiv topshiriqlar yuqori samaradorlik ko‘rsatadi. Xulosa sifatida, maktab jismoniy tarbiya tizimida jismoniy sifatlarni alohida emas, balki o‘zaro bog‘liq funksional kompleks sifatida rivojlantirish, yuklamani yosh, tayyorgarlik darajasi va sog‘liq holatiga mos individuallashtirish hamda dars, tanaffus, sinfdan tashqari mashg‘ulot va maktab muhitini yagona harakatli makon sifatida tashkil etish eng maqbul yo‘l ekani asoslab beriladi.
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