LOAD WHEN PERFORMING PHYSICAL EXERCISES is the magnitude of the impact of physical barriers. exercises on the body. If certain conditions are met, the load leads to an increase in functional capacity of the organism, the development of the physical. abilities. This is used in the practice of the physical. education. Re-applying the load, gradually increasing and alternating them with the necessary rest, seek perfection of body, ensure the development of needed physical. qualities.

The load has two different sides: the volume and intensity. Under the

amount of stress her understand the total amount. (for this lesson, week, month, etc.) measured in the time, distance (yardage and mileage), weight, and quantity. accomplished physical. exercises, etc. specific indicators. The intensity of the load means the degree of tension of the efforts involved, the degree of “concentration” load-in time. A measure of intensity can be: the speed of the movements, the power of operation, the magnitude of the applied weights, etc.

Evaluating N. when V. f. at. you must consider how external the magnitude of the impact, expressed in the above measures of volume and intensity, and magnitude of responses of an organism, i.e. the degree of physiological and biochemical changes in the body during performance of the physical. exercises – the changing dynamics of nervous processes, the activity of the respiratory, circulatory, etc.

External load and the magnitude of the response changes in the body at one and the same condition of the body proportionate: the same external load causes the same response; the larger the external load, the greater the changes in the body, the less external load, the less shifts. On at different condition of the body between them is no direct correlation. Here different external loads can give the same effect and the same external load is a different effect. So, as you increase the functional capacity of the body is one and the same external load (eg. daily propagana 1 km with the same speed) causes smaller and smaller changes in the body, because of the fixture to the load.

The load of the physical process. education range from relatively small to limit. At each stage, they must be optimal, i.e. the appropriate cash level of capability and preparedness of the student and leading to a steady increase of this level. At certain stages can become optimal maximum load.

In the practice of modern sport, there is the notion of “the increased training load”. Essentially, it is not about K.-L. unjustified overestimation of the loads, and that the old idea of the capabilities of the human body was understated and therefore in recent years there has been a significant increase in the level of training loads. NEK-ROE an idea about the level of training athletes give the following examples. Acrecordsmenu the USSR in running for long distance F. “In the training sessions 1948 ran more than 1,200 miles, 1949 – 1800 km in 1950 to 2700 km of a Similar volume of training load was considered to be exceptionally large, in comparison with the amount of exercise stayers Intern. class subsequent years he looks quite modest. So, the Olympic champion 1952 E. Natonek in just a month of training ran 800 km or more (eg. in only one lesson – 100 times 400 meters in 70 seconds. and faster through interval running slow 150 m).

Loads are divided into standard (re) of the variable (changing as you play exercises). Those and others can be uniform (as, eg. when running at constant speed) and uneven (eg. when running with acceleration), progressive (increasing) and descending. These signs can be combined. The load effect, i.e. its impact on the body depends on a number of internal and external circumstances: the level of the physical. development involved, their fitness (fitness), age, sex and individual characteristics, as well as the state of their body at the moment, to Roy, in turn, depends on the common mode of life, employment or training activity, hygiene, and even meteorological and geographical conditions (air temperature, atmospheric pressure), etc. The load effect is largely determined by T. the groove. psychological factors (the nature of the relationship between teacher and student and between the student, between the student and others, eg. spectators at the sporting event, etc.). Determining a measure of the load on each particular class, the teacher carefully considers all these circumstances. Depending on the changes it is making appropriate adjustments to the load.

Determining the impact of the load on the student, the instructor takes into account both quantity and quality of performed exercises, external objective evidence characterizing the state involved (their appearance, color of the skin, external respiration, sweating, etc.), as well as their feedback about the health. For a deeper analysis of the data involved medical supervision. The unity of pedagogical and medical supervision is a prerequisite of full employment of the physical. exercises.

Load regulation is achieved by a variety of methodological techniques. The most common ones are: (a) to change individual aspects of the physical. exercise (pace, Quant. repetitions, etc.) or replacing one exercise etc.; b) the changing external environment exercise (the use of external weights in the form of dumbbells, kettlebells, etc. exercise, eg. running in different terrain, etc.); C) the use of different rest intervals. The load of the physical process. education certainly combined with recreation (active and passive), because the rest is necessary for recovery and development efficiency. Rational alternation of exercise and rest is the original basis of methods of the physical. education (see the exercises ). It is important that each subsequent load led ultimately to improve the functionality of the student, and the rest would create sufficient conditions.

Planning and adjusting the load, the teacher relies on his knowledge in the field of theory and methodology of physical barriers. education, physiology, anatomy, hygiene, psychology, and personal experience of the physical. exercises and teaching activities. The most important principles are: comprehensiveness (from the point of view of impact loads), and regularity (including the repetition of the load, alternating it with rest and gradual increase), availability, account the individual characteristics of the student. The principle of accessibility and individualization of particular importance in sports activities with children and adolescents. Given this, in the Soviet system of physical barriers. education established formal standards of acceptable loads in the competition, which featu. of young athletes.


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