Municipal autonomous preschool educational institution "Kindergarten No. 2"
Test tasks to determine the level of physical development of preschool children
Developed by: physical education instructor
Potashova I.V..
Velikiy Novgorod
Explanatory note…………………………………………….…3
Diagnosis of physical development……………………………………………………...5
Approximate indicators of physical fitness……...6
Use of diagnostic tests…………………………….7
Diagnostics of psychophysical qualities (tests)………………..……..8
Test to determine the increase in psychophysical indicators
qualities………………………………………………………………………………12
References…………………………………………………… 14
Protocol for examining basic movements (appendix)……..…15
EXPLANATORY NOTE.
The urgency of the issue of the quality of education and development of preschool children continues to persist. Effective quality management involves the use and rational use of various means. To do this, you need to be able to plan and evaluate your actions, and have reliable and objective information at your disposal.
The problem arises of obtaining high-quality information about the level of development of pupils in a preschool educational institution in all sections of the program and in particular on physical development. This is due to the fact that new generation programs do not offer criteria for assessing the quality of education and do not provide tests to determine the level of development of a preschooler. This is the case with the comprehensive educational program “Childhood”, according to which our preschool institution operates.
The program for the section “Raising children healthy, strong, cheerful” gives a description of the age characteristics of pupils, levels of mastering the content of program tasks (high, medium, low), minimum results are proposed, but there are no test tasks, so there is a need to systematize work in this direction.
We have developed a program for physical examination of preschoolers, which consists of two parts, characterizing:
measurementstrength: lifting the torso into a squat position, raising the legs while lying on the back;
speed and strength qualities: standing long jump, throwing a medicine ball with both hands from behind the head, throwing a light ball at a distance;
rapidity: running at a distance of 10 meters and 30 m; “shuttle run” 3X10 m;
endurance: running at distances of 90, 120, 150, 300 m (depending on the age of the children);
agility: zigzag running, jumping rope;
flexibility: bending the torso forward on a bench.
physical development (measurement of body length and weight, chest circumference);
development of psychophysical qualities:
Diagnosis of physical development of preschool children
The examination of children is carried out both indoors (physical education, music halls) and on the physical education site. The following tests are carried out on the physical training ground: throwing a ball at a distance, running at distances: 10, 30, 90, 120, 150, 300 m, “shuttle run” 3 x 10 m.
The examination must be carried out over several days, in spring and autumn, during the warm season. Clothing should be comfortable, light and clean (not made of synthetics). It is better for children to exercise outdoors in a suit, shoes should have rubber soles, indoors the uniform is different - sports shorts, a T-shirt, sports shoes.
Physical fitness is measured by the teacher together with the physical education instructor. All examination data are entered into the diagnostic card for each age group separately.
Diagnosis of physical development of preschool children
DIAGNOSTICS OF PHYSICAL DEVELOPMENT.
To conduct anthropological measurements, it is necessary to provide a room in which the temperature of the comfort zone is maintained (22-24°C). All measurements are taken on the right side of the child's body. To carry out measurements you need: stadiometer - 1 pc., medical scales - 1 pc., measuring tape - 2 pcs.
Body length measurement . Body length is measured apical point on the head to the floor. The child being examined should stand with his right side facing the adult, on a flat horizontal surface of the floor, straight, with his heels together. The head is fixed horizontally. It is necessary to ensure that the anthropometer does not deviate from the vertical line. Measurement accuracy up to 0.1 cm. Measurements are taken in centimeters.
Body weight measurement . Body weight is measured using decimal scales (medical lever type, without outerwear and shoes). When weighing, the child stands in the middle of the platform, calmly. Before measurement, the scale must show zero. Measurement accuracy - 50 g.
Chest circumference measurement . To measure the chest circumference, a centimeter tape is used, which, when stretching is detected, is replaced with a new one (it is recommended to replace it after 200-250 measurements).
When measuring boys, the tape is placed behind the lower corners of the shoulder blades and in front along the lower edge of the nipple line. In girls - along the upper edge of the mammary glands. When applying the tape, the child raises his arms slightly, then lowers them and stands in a calm state during which the measurement is taken. Then the indicators are recorded during a deep breath and at the moment of full exhalation. Indicators are recorded in centimeters. (These tests were proposed by L.I. Abrosimova)
Diagnosis of physical development of preschool children
Indicative figures
physical fitness of children 3-7 years old
| Indicator name | 3 years | 4 years | 5 years | 6 years | 7 years |
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| Medicine ball throw | ||||||||
| Standing long jump | ||||||||
| Tilt of the torso forward from a standing position (cm) | ||||||||
| Running at a distance of 10 meters | ||||||||
| 30 meter run | ||||||||
| Shuttle run 3x10 meters | ||||||||
| Zigzag running | ||||||||
| Raising the body into a squat position in 30 seconds. (quantity) | ||||||||
| Jumping rope | ||||||||
| Running distances of 90,120,150 meters | ||||||||
| Leg raises while lying on your back | ||||||||
Diagnosis of physical development of preschool children
Use of diagnostic tests.
During testing, it is important to consider:
individual capabilities of the child;
features of testing, which should reveal even the most minor deviations in the motor development of the child.
Before performing control motor tasks, you should do a short warm-up (calm walking, turning into running, continuous running for 1.5 minutes, breathing exercises).
It is better to conduct tests in a playful way so that children enjoy the activities so that they can feel the “muscular joy” of physical activity.
It should be noted that older preschoolers are very interested in performing the above tests. Observations have shown that the majority (60%) constantly strive to compare their results with those of their peers. Some children (30%) even think about how to improve their performance, try to repeat the same task over and over again, turn to the teacher for help and strive to achieve good results. And only a small part of children (10%) remain passive and inert.
Diagnosis of physical fitness should be carried out at least twice during the academic year (September - May).
Children who completed all tests, with results within the age norms, can be classified as having an average level of physical fitness; above the indicative indicators (more than three indicators) - to a high level of physical fitness. If out of seven tests, a child has three or more indicators below the norm, then he has a low level of physical fitness.
Diagnosis of physical development of preschool children
DIAGNOSTICS OF PSYCHOPHYSICAL QUALITIES
Tests to determine speed and strength qualities.
Medicine ball throw. (1 kg.) with both hands from behind the head from a standing starting position.
The test is carried out on a flat area at least 10 m long. The child stands at the control marking line and throws the ball from behind the head with both hands forward from the starting position standing, one leg in front, the other behind, or legs apart. When throwing, your feet must remain in contact with the ground. Movement following the thrown is allowed. 3 attempts are made. The best result is counted.
Standing long jumpThe examination of standing long jumps can be carried out in the kindergarten area in the warm season, and indoors in the cold season. The jump is performed into a sand-filled jumping pit or onto loose soil (1x2 meters in area). In unfavorable weather conditions, jumping can be carried out in the gym; a physical training track can be used for this.
The child is asked to push off with both legs, with an intense swing of his arms, from the marked take-off line to the maximum distance for him and land on both legs. When landing, do not lean behind with your hands. The distance between the take-off line and the footprint (along the heels) upon landing is measured (in cm). 3 attempts are made. The best attempt is counted.
The test is intended for children from 3 to 7 years old.
Throwing a soft ball at a distance Throwing range testing is carried out on an asphalt track or physical training ground. The throwing corridor must be at least 3 meters wide and 15 – 20 meters long. The path is preliminarily marked with chalk with transverse lines every meter and the distance is numbered with numbers. The take-off line, 40 cm wide, is shaded with chalk. On command, the child approaches the take-off line, from I.p. standing, throws the ball (200 gr.), with one hand from behind the head, one leg is placed in front of the other at a step distance. When throwing, you cannot change the position of your feet. The best result out of three attempts is counted.The test is intended for children from 3 to 7 years old.
Diagnosis of physical development of preschool children
Tests to determine speed.
Running at a distance of 10 metersThe start and finish lines are marked on the asphalt track. A landmark (a bright object - a pin, a cube) is placed behind the finish line (6 - 7 m from it) so that the child does not make an abrupt stop when crossing the finish line. Two attempts are offered, with a 5-minute rest between them.
The child, on the command “to start,” approaches the line and takes a comfortable position. The teacher stands on the side of the starting line with a stopwatch. After waving the flag, the child takes a running start. At the moment of crossing the start line, the teacher turns on the stopwatch and turns it off when the child reaches the finish line.
The best result of two attempts is recorded.
The test is intended for children from 3 to 7 years old.
30 meter runThe task is carried out on a treadmill (length at least 40 m, width
at 3 m). The start line and finish line are marked on the track. Testing is carried out by two adults; one is with a flag on the line
start, the second (with a stopwatch) - at the finish line. A bright landmark is placed behind the finish line at a distance of 5 -7 m. At the teacher’s command “attention,” the child approaches the starting line and takes the starting position. Then comes the command “march” - waving the flag (it must
given at the baby's side). At this time, the teacher standing on the line
finish, starts the stopwatch. During a short rest (3 - 5 minutes)
Calm walking with breathing exercises is carried out.
Two attempts are offered and the best result is recorded. Attention! While running, you should not rush your child or correct his running.
Shuttle run 3X 10 metersThe child stands at the control line, at the signal “march” (at this moment the teacher starts the stopwatch) three times covers a 10-meter distance, at which cubes (5 pieces) are located in a straight line. The child runs around each cube without touching it.
The total running time is recorded.
The test is intended for children from 4 to 7 years old.
Agility tests.
Zigzag runningThe test is carried out on a sports ground or in a hall with a length of at least 15 m. A starting line is outlined, which is also a line
Diagnosis of physical development of preschool children
finish line From the “start” line, 2 large balls are placed at a distance of 5 m, from them at a distance of 3 m, 2 more large balls parallel to the first and 2 more balls at the same distance. Thus, the distance is divided into 3 zones. The distance between the balls is 2 m. It is necessary to indicate the direction of movement with arrows.
At the command “Start!” the child stands behind the starting line. On the command “March!” the child runs in a zigzag in the direction indicated by the arrow between the balls and finishes. The teacher turns off the stopwatch only after the child has covered the entire distance. Time is measured with an accuracy of 1/10s. The test is carried out by one child 2 times and the best result is recorded. If the child touches the ball or pushes it out of place, goes off course or falls, the test is repeated.
The child needs to be shown.
The test is intended for children from 4 to 7 years old.
Jumping ropeThe starting position is assumed: legs together, hands below, jump rope in hands. Then the child jumps forward through the rope. The teacher counts the number of jumps.
Two attempts are made, the best result is counted.
Attention! It is important to choose the right jump rope for each child. If the jump rope is chosen correctly, then when the child stands with both feet in the middle of the rope and pulls it, the ends of the rope reach the armpits.
The test is intended for children from 5 to 7 years old.
Tests to determine flexibility.
Bend the torso forward.
The test is carried out by two teachers. The child stands on a gymnastic bench (the surface of the bench corresponds to the zero mark). Assignment: bend down, trying not to bend your knees (if necessary, one of the teachers can hold them). The second teacher, using a ruler installed perpendicular to the bench, records the level to which the child reached with his fingertips. If the child does not reach the zero mark (bench surface), then the result is counted with a minus sign. While performing this test, you can use the “get the toy” game moment.
The test is intended for children from 3 to 7 years old.
Tests to determine endurance.
Diagnosis of physical development of preschool children
Running distances of 90,120, 150 meters.( depending on the age of the children )
The test is carried out with a small subgroup (5 - 7 people), formed taking into account the level of motor activity of children. There are two teachers and a nurse who monitors the well-being of the children.
The teacher needs to measure the distance of the treadmill in advance (in meters) and mark it - mark the start line and half the distance. The path can run around the preschool. Children approach the starting line. The group teacher gives the command “to start” and starts the stopwatch. The physical education teacher runs in front of the column at an average pace for 1-2 laps, the children run after him, then the children run on their own, trying not to change the pace. Running continues until the first signs of fatigue appear. The test is considered correctly completed if the child runs the entire distance without stopping.
The test is intended for children: 5 years - distance 90 m;
6 years - distance 120 m;
7 years - distance 150 m.
Tests to determine strength endurance.
Raising the torso into a squat (in 30 seconds)The child lies on a gymnastics mat on his back with his arms crossed over his chest. At the “start” command, the child rises without bending his knees (the teacher slightly holds the child’s knees while sitting on the mat next to him), sits down and lies down again. The teacher counts the number of lifts. The test is considered correctly performed if the child did not touch the mat with his elbows when rising, and his back and knees remained straight.
Of the two attempts, the best result is counted.
The test is intended for children from 4 to 7 years old.
Raising legs while lying on your back.
The child lies on his back in the “hands behind his head” position. On command, he raises his straight and closed legs to a vertical position and then lowers them to the floor again. The shoulders are fixed by another child. The number of lifts performed correctly in 30 seconds is counted.
The test is intended for children from 4 to 7 years old.
(These tests were proposed by N.N. Kozhukhova, L.A. Ryzhova, M.M. Samodurova)
Diagnosis of physical development of preschool children
Test to determine the increase in indicators of psychophysical qualities
To assess the growth rate of indicators of psychophysical qualities, we propose to use the formula proposed by V.I. Usachev:
where W is the increase in rate indicators in %
V1 - initial level
V2 - final level.
For example: Sasha D. jumped 42 cm from a standing position at the beginning of the year, and 46 cm at the end. Substituting these values into the formula, we get:
W= 100(46-42) = 9%
Is it good or bad? The answer to this question can be found in the scale for assessing the rate of growth of physical qualities.
Scale for assessing the rate of growth of physical qualitiespreschool children
| Growth rate (%) | Grade | How was the increase achieved? |
| Unsatisfactory | Due to natural growth |
|
| Satisfactorily | Due to natural growth and natural physical activity |
|
| Due to natural growth and a targeted system of physical education |
||
| Through the effective use of natural forces of nature and physical exercise |
Diagnosis of physical development of preschool children
Thus, the presented tests and diagnostic techniques
allow:
assess various aspects of children's psychomotor development;
see the dynamics of physical and motor development, the formation of coordination mechanisms and processes of their control;
widely use these tasks in the practical activities of preschool institutions.
BIBLIOGRAPHY
1. Loginova V.I., Babaeva T.I., Notkina N.A. “Childhood: Program for the development and education of children in kindergarten”
2. Kozhukhova N.N., Ryzhkova L.A. "Physical education teacher at a preschool educational institution." - M., 2004
3. Notkina N.A., Kazmina L.I., Boinovich N.N. “Assessment of the physical and neuropsychic development of children of early and preschool age.” – S.P., 2003
4. Polyakov S.D., Khrushchev S.V. “Monitoring and correction of the physical health of preschool children” Methodological manual. – M., 2006
5. Stepanenkova E.Ya. “Theory and methodology of physical education and development.” – M., 2005
6. Solomennikova O.A., Komarova T.S. “Pedagogical diagnostics of children’s development before entering school.” – M – 2007
7. Tarasova T.A. “Monitoring the physical condition of preschool children.” Methodological recommendations for managers and teachers of preschool educational institutions. – M., 2005
If you haven’t exercised for a long time, but then decided to fill this gap, you need to check the flexibility of your body. This way you can choose a load that is feasible at the moment and avoid injuries and sprains. After all, it is not enough to just be slim; it is important that your muscles are also in proper shape. This will keep your joints in good shape for a long time and allow you to lead a more active lifestyle. However, like all physical activities, such flexibility measurements must be done correctly, let’s figure out how.
Hip and shoulder flexibility tests
Good stretching and plastic surgery is an excellent prevention of osteochondrosis and radiculitis. It will be especially useful for those who lead a sedentary lifestyle and spend a lot of time at the computer.
- Flexibility of the shoulder joints. For this you will need an assistant. You need to: sit with your back to your partner, put your hands behind your head and clasp them in a lock. Tell your partner, with his knee against your back, to pull your elbows back. If you feel any discomfort, stop. What did you do? It’s good if the elbows pass the line of the shoulders, great if they form a right angle behind the back.
- There is another way to check your shoulder joints. Lie down on a bench (preferably in the gym) with your shoulders hanging slightly. Raise your arms and lower them straight behind your head.
If 2 palms “went” below the bench - good, if 2 elbows went down there - great, but if you reached the floor, just great and your stretching can be envied.
- You can also “measure” the flexibility of the hip joints and muscle stretching on the bench. Lie down on a bench with your legs dangling. Pull one leg towards your chest and press firmly with your hands. In this case, the position of the body on the bench should be level. All main points are pressed to its surface. Now try to lower your other leg down. It should be as straight as possible.
If the leg only reached the level of the bench - good, fell below its level - great, reached the floor - an excellent stretch. The same must be done for the other leg.
- Another hip flexibility test. Sit on a bench or mat. Stretch your legs. The back should be perfectly straight, and the legs too. Start leaning towards your leg, you don’t need to pull the toe, leave it in a position that is comfortable for you.
If you reached your heel with your fingers, good; if you were able to grab your foot, great. If at the same time you managed to lie on your leg, this is an excellent result. Do the same in the other direction.
- Take a stick so long that when you grab it, your hands are wider than your shoulders. Raise them above your head and move them a little further back than your shoulder line. Retract your shoulder blades as much as possible until there is slight discomfort. Fix your hands and try not to move them. Start doing a squat.
If you have an incomplete squat, and the stick does not budge, unpleasant sensations appear in the hip joint - a good result. If you get a full squat and there is discomfort in the lumbar region, great. If you do not experience any discomfort during a full squat, your preparation is beyond praise.
Ankle flexibility test
To test the capabilities of the lower leg and hamstrings you need to:
- Get into a push-up position;
- Place your palms and toes on the floor;
- Start moving your arms and legs towards each other;
If your toes and palms meet with straight legs, the result is excellent; if you could not do this, then you need to work on these zones.
Gluteal stretch test
If your gluteal muscles are not stretched enough, then during exercise you will unnecessarily strain your back muscles, which can lead to discomfort in this area, the site warns . So;
- Sitting on the floor, spread your legs with your knees bent;
- Start leaning towards one leg and lower the other knee to the floor, do not bring your legs together;
- Your hands should be on the outside of the leg you are leaning towards;
- Now lower your body as far as possible;
If you were unable to reach the floor with your knee or were unable to bend your body deeply enough, you need to work the gluteal muscle area.
The main criterion for assessing flexibility is the greatest range of motion that can be achieved by the subject. The amplitude of movements is measured in angular degrees or in linear measures, using equipment or pedagogical tests. Hardware measurement methods are: 1) mechanical (using a goniometer); 2) mechanoelectric (using an electrogoniometer); 3) optical; 4) radiographic.
For particularly accurate measurements of joint mobility, electrogoniometric, optical and radiographic methods are used. Electrogoniometers allow you to obtain a graphic image of flexibility and monitor changes in joint angles in different phases of movement. Optical methods for assessing flexibility are based on the use of photographic, film and video equipment. The X-ray method allows you to determine the theoretically permissible range of motion, which is calculated on the basis of an X-ray analysis of the structure of the joint.
In physical education, the most accessible and widespread method of measuring flexibility is using a mechanical goniometer - a goniometer, to one of the legs of which a protractor is attached. The legs of the goniometer are attached to the longitudinal axes of the segments that make up a particular joint. When performing flexion, extension or rotation, the angle between the axes of the joint segments is determined (Fig. 15, 9).
The main pedagogical tests for assessing the mobility of various joints are the simplest control exercises (Fig. 15).
Mobility in the shoulder joint. The subject, holding the ends of a gymnastic stick (rope), twists his straight arms backwards (Fig. 15, G). The mobility of the shoulder joint is assessed by the distance between the hands when twisting: the smaller the distance, the higher the flexibility of this joint, and vice versa (Fig. 15.2). In addition, the smallest distance between the hands is compared with the width of the subject’s shoulder girdle. Active abduction of straight arms upward from a position lying on the chest, arms forward. The greatest distance from the floor to the fingertips is measured (Fig. 15, 5).
Mobility of the spinal column. Determined by the degree of forward tilt of the body (Fig. 15, 3, 4, 6). The subject, standing on a bench (or sitting on the floor), leans forward to the limit without bending his knees. The flexibility of the spine is assessed using a ruler or tape based on the distance in centimeters from the zero mark to the third finger of the hand. If the fingers do not reach the zero mark, then the measured distance is indicated by a minus sign (-), and if they fall below the zero mark, by a plus sign (+).
"Bridge" (Fig. 15, 7). The result (in cm) is measured from the heels to the fingertips of the subject. The shorter the distance, the higher the level of flexibility, and vice versa.
Mobility in the hip joint. The subject strives to spread his legs as wide as possible: 1) to the sides and 2) back and forth with support on his hands (Fig. 15, 8). The level of mobility in a given joint is assessed by the distance from the floor to the pelvis (tailbone): the shorter the distance, the higher the level of flexibility, and vice versa.
Mobility in the knee joints. The subject performs a squat with his arms extended forward or his arms behind his head (Fig. 15, 10, 11). A full squat indicates high mobility in these joints.
Mobility in the ankle joints(Fig. 15, 12, 13). Various parameters of movements in joints should be measured based on compliance with standard testing conditions: 1) identical initial positions of body links; 2) the same (standard) warm-up; 3) repeat flexibility measurements at the same time, since these conditions somehow affect mobility in the joints.
Passive flexibility is determined by the greatest amplitude that can be achieved due to external influences. It is determined by the greatest amplitude that can be achieved due to an external force, the magnitude of which must be the same for all measurements, otherwise the object cannot be obtained.
E J-K. Kholodov
tive assessment of passive flexibility. The measurement of passive flexibility is suspended when the external force causes pain.
An informative indicator of the state of the joint and muscular system of the subject (in centimeters or angular degrees) is the difference between the values of active and passive flexibility. This difference is called active flexibility deficit.
7.6. Motor-coordinating abilities and the basics of their education
In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept eatl ductility- a person’s ability to quickly ^ sho!5at1no, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Dexterity is a complex motor quality, the level of development of which is determined by many factors. The most important are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another. The basis of agility is coordination abilities.
Under motor-coordinating abilities understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, solve motor problems (especially complex ones and those that arise unexpectedly).
Combining a whole range of abilities related to the coordination of movements, they can to a certain extent be divided into three groups.
First group. Ability to accurately measure and regulate spatial, temporal and dynamic parameters of movements.
Second group. Ability to maintain static (posture) and dynamic balance.
Third group. Ability to perform motor actions without excessive muscle tension (stiffness).
Coordination abilities classified in the first group depend, in particular, on the “sense of space”, “sense of time” and “muscle sense”, i.e. feelings of effort.
Coordination abilities belonging to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements. Coordination abilities, which belong to the third group, can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is expressed in stiffness, confinement of movements associated with excessive activity of muscle contractions, excessive involvement of various muscle groups, in particular antagonist muscles, incomplete release of muscles from the contraction phase into the relaxation phase, which prevents the formation of perfect technique.
The manifestation of coordination abilities depends on a number of factors, namely: 1) a person’s ability to accurately analyze movements; 2) activity of analyzers and especially motor activity; 3) complexity of the motor task; 4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.); 5) courage and determination; 6) age; 7) general preparedness of students (i.e., a stock of various, mainly variable motor skills), etc.
Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics.
Thus, children 4-6 years old have a low level of coordination development and unstable coordination of symmetrical movements. Their motor skills are formed against the background of an excess of indicative, unnecessary motor reactions, and the ability to differentiate efforts is low.
At the age of 7-8 years, motor coordination is characterized by instability of speed parameters and rhythm.
In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, and the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 years are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of a functional sensorimotor system, the achievement of the maximum level in the interaction of all analyzer systems and the completion of the formation of the basic mechanisms of voluntary movements.
At the age of 14-15 years, there is a slight decrease in spatial analysis and coordination of movements. During 16-17 years, the improvement of motor coordination continues
dynamics to the level of adults, and the differentiation of muscle efforts reaches an optimal level.
In the ontogenetic development of motor coordination, the child’s ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period is defined by many authors as particularly amenable to targeted sports training. It has been noted that boys have a higher level of development of coordination abilities with age than girls.
Tasks of developing coordination abilities. When cultivating coordination abilities, two groups of tasks are solved: a) in terms of diversification and b) specifically aimed at their development.
The first group of these tasks is mainly solved in preschool age and basic physical education of students. The general level of development of coordination abilities achieved here creates broad prerequisites for subsequent improvement in motor activity.
A particularly important role in this is given to physical education in secondary schools. The school program provides for the provision of a wide range of new motor skills and abilities and, on this basis, the development of coordination abilities in students, manifested in the cycle personal and acyclic locomotion, gymnastic exercises”, throwing movements with a focus on range and accuracy, outdoor sports games.
Tasks to ensure further and special development of coordination abilities are solved in the process of sports training and professional applied physical training. In the first case, the requirements for them are determined by the specifics of the chosen sport, in the second - by the chosen profession.
In sports where the subject of competition is the movement technique itself (artistic and rhythmic gymnastics, figure skating, diving, etc.), the ability to form new, increasingly complex forms of movements, as well as differentiate the amplitude and time of execution is of paramount importance movements in various parts of the body, muscle tension in various muscle groups, t^/ The ability to quickly and expediently transform movements and forms of action during competitions is most required in sports games and martial arts, as well as in sports such as downhill skiing, mountain and water slalom, where obstacles are deliberately introduced into the action environment, which force one to instantly modify movements or switch from one precisely coordinated action to another.
In these sports, they strive to bring coordination abilities that meet the specifics of sports specialization to the highest possible degree of perfection.
The development of coordination abilities is strictly specialized in professional and applied physical training (PPPP)
Many existing and newly emerging types of practical professional activity in connection with scientific and technological progress do not require significant expenditure of muscular effort, but place increased demands on the human central nervous system, especially on the mechanisms of movement coordination, the functions of the motor, visual and other analyzers.
The inclusion of a person in a complex “man-machine” system sets the necessary condition for rapid perception of the situation, processing of received information in a short period of time and very precise actions according to spatial, temporal and power parameters with a general lack of time. Based on this, the following tasks of the PPPP for the development of coordination abilities have been identified:
improving the ability to coordinate movements of different parts of the body (mainly asymmetrical and similar to working movements in professional activities);
development of coordination of movements of the non-dominant limb;
development of abilities to proportion movements according to spatial, temporal and power parameters.
I ^Solving the tasks of physical education for the targeted development of coordination abilities, primarily in classes with children (starting from preschool age), with schoolchildren and with other students, leads to the fact that they:
They master various motor actions much faster and at a higher quality level;
constantly replenish their motor experience, which then helps to more successfully cope with tasks of mastering motor skills that are more complex in terms of coordination (sports, labor, etc.);
acquire the ability to economically use their energy resources in the process of motor activity;
They experience psychologically feelings of joy and satisfaction from mastering new and varied movements in perfect forms.
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Flexibility test
The most important physical quality is flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of approximately 11 - 14 years. With a properly organized process of physical education in subsequent years, it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention is paid to the development of flexibility in the school physical education curriculum. This quality is not reflected in the indicators of physical development of schoolchildren. But a non-flexible person looks like a lump. A flexible person learns various physical exercises faster and grasps the most complex labor operations more easily. Therefore, they propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:
Shoulder flexibility test
1. Determine flexibility in the shoulder joints by twisting with a gymnastic stick in centimeters of grip width:
Girls
Rating “5” - shoulder width (in cm) X2
“4” - shoulder width X 2+10 cm.
“3” - shoulder width X2+20 cm.
Boys
“5” - shoulder width X 2+.10 cm.
“4” - shoulder width X2+20 cm.
“3” - shoulder width X2+30 cm.
Test to determine flexibility in the spinal column
2. Check flexibility in the spine by bending forward in a sitting position with your legs apart on the floor:
Girls
“5” - chest touching the floor.
“4“ - touching the chin to the floor.
“3” – forehead touching the floor.
Boys
“5” - touching the chin to the floor.
“4” - forehead touching the floor.
“3” - touching the forehead with a fist placed on the floor.
3. Flexibility during bending back is assessed by performing a “bridge” from a supine position:
Girls
“5” - arms vertical, legs straight.
“4” - shoulders above the ends of the fingers.
“3” - arms are inclined to the floor at an angle of 45°.
Boys
“5” - shoulders above the ends of the fingers.
“4” arms are inclined to the floor at an angle of 45°.
“3” - arms at an angle of 45°.
Hip flexibility test
4. Check mobility in the hip joints by performing splits. Students perform three splits: straight, left in front, right in front. The average score for three splits is given:
Girls
“5” - full contact with the floor.
“4” - touching the floor with your fingers with your torso vertical.
“3” - touching the gymnastic bench.
Boys
5" - fingers touching the floor.
“4” - touching the gymnastic bench.
“3” - touching the gymnastic bench with your fingers with your torso vertical.
Rufier's test.
The Ruffier test allows you to evaluate your physical fitness using simple calculations and even less complex exercises. To carry out this test, you only need a watch or a stopwatch, the main thing is that the watch can cut off 15 seconds. Well, you may also need a pen and paper to write down all the data at once.
To begin with, we count the pulse at rest for 15 seconds (in the formula we substitute this value instead of P1). Then we do 30 squats in 30 seconds. After finishing the squats, immediately count your pulse for the same 15 seconds (in formula P2). After 1 minute, we again count the pulse for 15 seconds (P3). As a result, we get 3 values, which are then used in the formula for calculating the Ruffier index:
Ruffier index = (4*(P1+P2+P3)-200)/10
index value physical condition
index< 0 - вы в отличной форме;
you are in very good shape;
you are in good shape;
you are in satisfactory shape;
you are in bad shape;
index > 14 - no good
Bend the torso forward. The child stands in the basic position on the bench. When your knees are straight, your upper body leans forward. It is necessary to lean forward as far as possible beyond your toes. The extreme position should be held for 2 s.
A measuring scale in centimeter divisions is mounted vertically on the front edge of the bench. The zero mark - the level in a standing position - is at the level of the legs.
The maximum amount of inclination for the child is measured. If the child leaned over the zero mark, then the result (in cm) is given with a “+” sign; if the child did not reach the zero mark on the bench, then the result (in cm) is given with a “-” sign.
Required equipment: gymnastic bench, vertical measuring scale. The test is intended for children from 3 to 7 years old.
Test to determine the increase in indicators of psychophysical qualities
To assess the growth rate of indicators of psychophysical qualities, we propose to use the formula proposed by V.I. Usachev:
Thus, the presented tests and diagnostic methods allow: 1) to assess various aspects of the psychomotor development of children; 2) see the dynamics of physical and motor development, the formation of coordination mechanisms and processes of their control; 3) widely use these tasks in the practical activities of preschool institutions.
DETERMINING THE LEVEL OF MATURITY OF NERVOUS PROCESSES
There are several ways to determine the functional maturity of neural processes. Let's consider one of the most accessible - tapping test.
A sheet of paper is divided into 6 identical squares, which are numbered as follows:
The movement is carried out in accordance with the specified numbering. The essence of the task is that children must place dots in each of the squares at the maximum pace (“pour grains to the birds”). The beginning and transition from square to square are carried out at the command of the teacher. The duration of marking points in a square is 10 s. The results of this task allow us to judge the maturity of the nervous system (strength, endurance, performance). The greater the number of points indicated in the first square, the higher the levels of maturity of the nervous system.
Cessa; The longer the initially set pace is maintained (1 square), the stronger the nervous processes, the more resilient the nervous system. If a child not only maintains a given pace, but also increases it, this indicates the strength of the maturity of the nervous system. To identify the mobility of nervous processes, you can use another version of this task (“the bird pecks the grains”). At the same time, in the 1st, 3rd and 5th squares the maximum tempo is set, and in the 2nd, 4th and 6th squares - a comfortable, optimal tempo. The greater the difference, the higher the ability to switch nervous processes.
Thus, the results of the tapping test speak not only about the level of development of the nervous system, but also indicate the typological characteristics of the child. A weak type of nervous system is characterized by a significant decrease in the number of points in the last squares and the presence of some peaks. The strong type of nervous system includes children whose tempo remains stable or increases.
The level of maturation of the nervous structures of the brain, the maturity of nervous processes determines the ability to control voluntary actions. Therefore, it is no coincidence that already in the 30s of the 20th century, attempts were made to determine the level of psychomotor development of children using voluntary movements. The most informative, from our point of view, were the methods proposed by N. Ozeretsky and M. Gurevich.
Tasks for children 4 years old
Estimation of the equilibrium function
AND. p.: - the heel of the right (left) foot is adjacent to the toe of the left (right) foot; The feet are positioned in a straight line, the arms are along the body; this position must be maintained for 15 seconds with eyes closed. Shifting the legs from the original position, getting out of place, balancing are regarded as a minus.
Motor coordination assessment(“Finger and nose say hello”) After the preliminary demonstration, invite the child to close his eyes and touch with the index finger of his right hand: a) the tip of the nose, b) the left earlobe. The task is repeated in the same sequence for the other hand. If a child makes inaccuracies or mistakes (touches the middle or upper part of the nose or ear), this indicates the immaturity of coordination mechanisms and non-compliance with the age norm of development.
Assessment of fine motor skills of the hands(“Put the coins in the box”) A cardboard box measuring 10x10 cm is placed on the table, in front of which 20 coins (2 cm in diameter) are laid out in a disorderly manner at a distance of 5 cm. At the teacher’s signal, the child must put all the coins, one by one, into the box as quickly as possible. The task is performed alternately with the left and right hands. Execution time for the leading hand is 15 s, for the second hand - 20 s.
Finger motor assessment(“Draw circles with your fingers”) For 10 minutes, with the index fingers of your hands horizontally extended forward, describe circles in the air of any size, but the same for
both hands. The task is not completed if the child rotates in one direction at the same time or makes circles of different sizes.
Assessment of mechanisms for automating the movements of the leading hand("Let's say hello")
Invite the child to shake hands one by one - right, left, and then with both hands. In this case, it should be noted the presence of unnecessary movements (squeezing the opposite hand, raising the shoulders, reducing the size of the facial muscles, opening the mouth, etc., which indicate a low level of control of voluntary action).
Tasks for children 5 years old
Estimation of the equilibrium function
Fine motor assessment("Roll the balls")
Invite the child to roll tissue paper balls measuring 5x5 cm. The arm is extended forward, there is no help from the other hand. For the leading hand the norm is 15 s, for the second - 20 s.
Assessment of spatial motor automatisms and balance function
Invite the child to cover a distance of 5 m by jumping on one leg (the other leg is bent at the knee), maintaining straightness of movement. Deviations from a straight line should not exceed 50 cm.
Hand motor assessment("Wind up a ball")
Invite the child to wind a thread (2 m) onto a spool. For the leading hand the norm is 15 s, for the second - 20 s.
Assessment of fine motor skills of the fingers
There are 2 matchboxes on the table and 10 matches next to them. At the teacher’s signal, you must quickly place matches in each box with both hands at the same time. The task completion time is limited to 20 s.
Tasks for children 6 years old
For 10 seconds, ask the child to stand on one leg, the other leg bent, with the foot placed on the knee and abducted at an angle of 90°. After 30 seconds of rest, repeat the same with support on the opposite leg.
Assessment of accuracy and coordination of movement
Invite the child to hit a 25x25 cm target with a ball with a diameter of 8 cm from a distance of 1.5 m.
Assessment of fine motor skills of the hands
Offer the child 36 cards, which must be divided into 4 piles. The norm for the leading hand is 35 s, for the second - 45 s.
Tasks for children 7 years old
Static balance assessment
Dynamic Equilibrium Assessment
Invite the child to jump on one leg to cover a distance of 5 m, pushing a box of matches in front of him. The deviation from the straight line should not exceed 50 cm.
Assessment of the general level of psychomotor development
Invite the child to run 5 m, take 4 matches from a matchbox, lay them out into a square on the table, fold a sheet of paper in half and return back to the starting position.
The task completion time is 15 s.
Thus, the selected test tasks make it possible to collect fairly accurate and versatile information about the state and level of maturity of the central mechanisms of the organization of children’s psychomotor skills at different age stages.
Tapping method
I. The child sits down at the table; in front of him lies a sheet of white unlined
no paper; into the right hand, lying completely freely on the table
(leans on his elbow), he takes a pencil with a dull one, I don’t see much
melting graphite. At the sound signal, the subject begins with the highest
tap the pencil on the paper faster, without placing it
this next point to the previous tapping location. In a relationship
method of placing dots, the test subject is given complete freedom
action, make sure only that one point does not fall on
the place is different and so that when striking, the whole arm does not act, but only the hand.
After 15 seconds, a sound signal is heard indicating that operation has stopped.
After the 30th break, the same is done with the left hand. For under
When considering research results, it is best to draw a series of lines to
divide the surface of the sheet into separate segments in which it is more convenient
count the dots.
The test is considered completed if the child makes less than 90 taps (dots) with the right hand and less than 75 with the left within 15 seconds. For left-handed people the numbers are reversed. If the task is completed for only one hand, the test as a whole is considered failed and is assessed as a minus. The protocol must indicate for which hand the task was completed.
II. The child is asked to wrinkle his forehead. Make sure there is no
excessive accompanying movements (oscillations of the wings of the nose, grinning
teeth, opening the mouth, squinting the eyes, etc.), if present
which the test is considered failed.
The child is asked to close his right eye without closing his left eye; after a 5-second break, they suggest doing the same for the other eye. Make sure that when closing one eye, the other does not close, and that there are no unnecessary accompanying movements (squinting of the eyes, twisting of the face, lowering the corners of the mouth, opening the mouth, etc.), in the presence of which the test is considered failed. If the subject is able to close one eye, but when closing the other, excessive accompanying movements are noted, the test as a whole is regarded as failed.
III. They suggest stretching both arms forward as far as possible, facing them
palms down, after which the right hand is clenched into a fist. By sound
signal, the child must unclench his right hand and at the same time squeeze his
fist the left hand and in the future, without waiting for other words of command,
must, within 10 seconds, perform simultaneously as quickly as possible
alternate clenching and unclenching of the right and left hands.
Make sure that there are no unnecessary accompanying muscle movements
persons in whose presence the test is considered failed.
The test is also considered failed if the subject simultaneously clenches or unclenches both hands into a fist, or if during this manipulation he bends one or both arms at the elbow joints - “rowing with his hands.” If unsuccessful, the test may be repeated, but no more than three times.
IV. The child is asked to extend both arms as much as possible, facing them
palms up, left hand clenched into a fist, right hand,
remaining open, bends at the wrist joint and turns to the
finger tips to the little finger of the left hand. By sound signal child
at the same time he must move his left hand to the position of his right (unclench
" fist and bend the hand at the wrist joint, turning its tips \ fingers to the little finger of the right hand).
V. Determination of motor maturity:
Test for dynamic praxis “fist-edge-palm”(A.R. Luria). The child is asked to reproduce a series of nine movements based on the model, consisting of a three-time repeating series of the three above-mentioned movements. If the child fails to complete the task, the sample is shown again up to five times. It is assessed by the number of presentations required for correct reproduction. The task is accessible to most healthy children 6 years of age and older. According to observations and literature, selective difficulties in this task (making long pauses between movements, confusing the sequence of movements or missing some of them) are typical for children with specific difficulties; in mastering school skills (dyslexia, dysgraphia, dyscalculia). Presumably, difficulties in this task can be associated with left hemisphere insufficiency.
Praxis is ideational and ideomotor. Actions with real objects. The subject is asked to comb his hair; unbutton and fasten buttons, take off and put on a jacket, etc. Actions with imaginary objects: show how to brush teeth, saw wood, stir sugar in a cup, etc. Performing symbolic actions: saying goodbye, silently calling someone, giving a military salute, etc.
Oral praxis. Simple movements of the lips and tongue, for example, sticking out the tongue; puff out your cheeks; place the tongue between the teeth and lower lip, etc.
Actions without objects, for example, showing how to blow out a burning match, depicting a kiss, spitting.
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25. Anokhin P.K. Selected works: Philosophical aspects of the theory of functional systems. - M., 1978.
26. Bernstein N.A. About dexterity and its development. - M., 1991.
27. Bernstein I.A. Physiology of movements and activity. - M, 1990.
28. Krasnogorsky I. I. Works on the study of higher nervous activity. - M, 1964.
29. Zatsiorsky V.M. Physical qualities of an athlete. - M., 1970.
30. Motylyanskaya R. E. Ways to study the problem of endurance development in young athletes. Endurance in young athletes / Ed. R. E. Motylyanskoy. - M., 1969.
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32. Kornienko I.A. Age-related changes in energy metabolism and thermoregulation. - M., 1979.
33. Danko Yu.I. Fundamentals of age-related physiology of muscle activity // Children's sports medicine / Ed. S.B. Tikhvinsky, S.V. Khrushchev. - M., 1980.
34. Yurko G. P. Functional capabilities and physical performance of preschool children // Mental and physical performance of preschool children. - M., 1977.
35. Matveev L. P., Novikov A. D. Theory and methods of physical education. - M., 1982.
36. Farfel V.S. Methodology for determining the symmetry tone of the trunk muscles. - M., 1960.
37. Hannah T. The art of not growing old: How to regain flexibility and health. - St. Petersburg, 1997.
38. Doman G., Doman D., Hagi B. How to make a child physically perfect. - M., 1998.
39. Koltsova M.M. Motor activity and development of child brain functions. - M., 1973.
40. Sechenov I. M. Selected philosophical and psychological works. - M., 1947.
\ 41. Golubeva L.P. Gymnastics and massage for the little ones. - M., 1996.
42. Dubrovsky V.I. All types of massage. - M., 1992.
43. Turner R., Nanayakkara. Massage for children: A practical guide to massage at home. - M., 1998.
44. Galperin P. Ya. On the question of human instincts // Questions of psychology. - 1976. - No. 1.
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49. Ivanitsky M. F. Movements of the human body // Anatomical essays. - M., 1938.
50. Gonikman E.I. Taoist healing gestures. - Minsk, 1999.
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52. Turdzhiev G. Stop exercises // Science and religion. - 1989. - No. 9.
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Kistyakovskaya M. Yu. and others. Physical education of preschool children. - M., 1978.
Kistyakovskaya M.Yu. Development of movements in children of the first year of life. - M, 1970.
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Preface........................................................ ........................................................ ............ 3
Part one. General questions of the theory of physical education of a child... 5
Chapter 1. Theory and methods of physical education of a child.................. 5
1.1.1. The subject of the theory of physical education and its basic concepts 5
1.1.2. Relationship between theory and methods of physical education
with other sciences........................................................ .................. 8
1.1.3. On the unity of the organism and the environment................ 11
1.1.4. Research methods in the theory of physical education 14
Chapter 2. Development of the theory of physical education of a child.................. 17
1.2.1. Foreign systems of child physical education 17
1.2.2. Development of the theory of physical education
child in Tsarist Russia......................................................... ..... thirty
1.2.3. Child physical education system
during the Soviet period........................................................ ................. 36
Chapter 3. Objectives and means of physical education.................................... 39
1.3.1. The purpose and objectives of physical education.................................. 39
1.3.2. Means of physical education................................... 42
1.3.3. Physical exercises are the main means of physical education 43
Part two. Methods of physical education and child development.... 52
Chapter 1. Age-related features of child development
from birth to 7 years................................................... ........................... 52
2.1.1. Peculiarities of development of a young child...... 52
2.1.2. Peculiarities of development of a preschool child.................... 59
2.1.3. Characteristics of physical education programs 62
Chapter 2. Basics of learning and development of a child in the process
physical education........................................................ ................. 64
2.2.1. The unity of training, education and development of the child in the process of physical education 64
2.2.2. Principles of physical education................................... 66
2.2.3. Methods and techniques for teaching a child.................................... 72
2.2.4. Formation of motor skills
and education of psychophysical qualities ........................... 87
2.2.5. Patterns of formation of motor skills in a child during the learning process 96
2.2.6. Stages of learning motor skills.................................... 98
2.2.7. Methods of education of psychophysical qualities.... 102
Chapter 3. Physical education of a young child.................. 128
2.3.1. Physical education of the first child
years of life................................................... ........................... 128
2.3.2. Physical education of the second child
and third year of life......................................................... .......... 138
Chapter 4. Gymnastics for preschool children.................................. 142
2.4.1. Gymnastics as a means and method of physical education of a child 142
2.4.2. Types of gymnastics and their characteristics.................................. 143
2.4.3. Basic gymnastics in the system of physical education of preschool children 145
Chapter 5. Outdoor games as a means of harmonious development
child. Sport games................................................ .......... 188
2.5.1. Outdoor game, its definition and specifics........... 188
2.5.2. Outdoor play as a means and method of physical education 192
2.5.3. Theory of outdoor games........................................................ ....... 194
2.5.4. Classification of games................................................... ............. 201
2.5.5. Methods of conducting outdoor games.................................... 201
2.5.6. Russian folk outdoor games.................................... 210
2.5.7. Development of creativity in outdoor games.................................... 219
2.5.8. Developing expressiveness of movements
in outdoor games........................................................ ............... 227
2.5.9. Sports games for preschoolers.................................... 231
Chapter 6. Sports exercises for preschoolers.................................... 247
2.6.1. Characteristics of sports exercises................... 247"*
2.6.2. Learning to ski................................................................... 248
2.6.3. Ice skating training.................................................... 249
2.6.4. Roller skating.................................................... 253
2.6.5. Sledging............................................... ............... 254
2.6.6. Riding on rocking chairs, swings, carousels.................................. 254
2.6.7. Biking............................................... ....... 255
2.6.8. Swimming lessons................................................................... .......... 257
Chapter 7. Forms of organization of physical education
in preschool educational institutions................................... 262
2.7.1. Physical education activities for preschoolers.................................... 262
2.7.2. Morning exercises in kindergarten.................................... 280
2.7.3. Physical education ......................................................... ............... 285
2.7.4. Hardening activities in combination
with physical exercise................................................... 286
2.7.5. Outdoor games and physical exercises
on a walk................................................ ........................... 290
2.7.6. Organization of excursions and tourist walks......... 291
2.7.7. Individual work with a child.................................... 295
2.7.8. Organization of independent motor activity of a child 296
2.7.9. Active recreation for preschoolers.................................................... 297
Chapter 8. Planning and organization of physical work
education in preschool institutions ................................... 302
2.8.1. Physical work planning
education of preschoolers......................................................... 302
2.8.2. Organization of work on physical education in preschool institutions 311
2.8.3. Medical and pedagogical control over the physical education of preschool children 315
2.8.4. Medical supervision......................................................... .......... 316
2.8.5. Medical and pedagogical observations in the process of physical education of preschool children 320
2.8.6. Control over sanitary and hygienic conditions and clothing of children 324
2.8.7. Sanitary education work................................... 325
2.8.8. Physical education of a child in the family.................................... 326
2.8.9. Equipment and supplies for physical exercise 328
Part three. Work of a methodologist in a preschool institution............................... 335
Chapter 1. Job responsibilities of a physical methodologist
child's culture................................................... ............................... 335
3.1.1. Basic qualities of a physical education specialist 335
3.1.2. Design of the methodological room.................................... 336
3.1.3. Forms of work of a child physical education methodologist with teaching staff 337
Chapter 2. Teaching the course “Methods of physical education”
and Child Development" at the Pedagogical College................................. 339
3.2.1. The main tasks of professional training of specialists in preschool education 339
3.2.2. Methodology for conducting educational work............................. 342
Applications........................................................ ........................................................ .... 346
References................................................ ........................ 360
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