The cumulative training effect is the result of summing up the immediate effects of training, realized in the acquisition or improvement of preparedness, which is characterized by the presence of significant adaptive rearrangements of the biological structures and functions of the body, morphofunctional changes in the organs and systems of the body.
With regular training, trace effects of each training session or competitions (competition is the most powerful training stimulus, and any competition or training in a competitive mode leaves serious morphofunctional changes... this should be taken into account by those who like to compete frequently), constantly overlapping each other, summed up, resulting in a cumulative training effect representing is a derivative of a combination of various trace effects and leads to significant adaptive changes in the state of the athlete’s body, an increase in his functionality and athletic performance. It is the general result of the integration of the effects of a regularly repeated exercise (or a system of various exercises, which is more relevant for functional all-around).
The degree and direction of these changes depend on the general content, design features and duration of the stages and periods of the training process. In all-around, planning and programming the strength block that follows the endurance block, we come to some results, on the contrary - to relatively different ones, mixing directions - to completely different ones (most often this is the “specialized functionality” that we need, but all three named paths , are applicable at different stages of preparation). Or, if you don’t know (don’t plan) what will be in your training plan in a couple of months, then you have a bad program, if you don’t know what you will do in a week, then you have you don’t have a program as a clock..
Thus, the cumulative effect has various manifestations.
Option one: with full content and structure of training, it is characterized by an ever-increasing level of fitness (for high-level athletes, wave-like fluctuations in the growth of fitness are possible, up to a decrease in the level of preparedness, relative to the initial one, at certain stages of training).
Option two: Frequent (constant) gaps in training programming can lead to the opposite cumulative effect - “overtraining.”
Hence one of the main tasks of theory and methodology sports training- optimization of planning and management of the cumulative effect.
When analyzing the connections between training sessions and their effect, it is fundamentally IMPORTANT to keep in mind that any training effect is NOT a mechanical consequence of the impact of training (the result of such an impact is possible only for a beginner, and this is a bad result, because an optimized training process would give this for a beginner there is a significantly greater increase). The human body, as a self-regulating and self-developing system, does not simply reflect training influences, but actively reacts to them and transforms their effect according to the laws of its functioning, adaptation and development.
Rational training should be built in relation to the internal patterns of the body's responses, patterns of interaction between fatigue and recovery, the transition of acute training effects into urgent ones, and urgent ones into cumulative ones, etc. - all these patterns form the natural basis for constructing sports training.
Considering the training process as a whole, it is necessary to move on to its larger and more complex structures; it is important here that the content and forms of constructing training sessions during the training process naturally CHANGE and, at the same time, PRESERVE repeating features over a certain period of time. A series of training sessions that make up a relatively complete repeating fragment of the training process forms a “microcycle” of training (small cycle). The combination of several microcycles of predominantly one type constitutes a “mesocycle” of training (middle cycle). A system of average cycles of different types, alternating according to the patterns of constructing a long-term training process, forms the basis for the structure of annual, semi-annual, or close in duration cycles of “macrocycles” of training.
It is known that the higher the functionality of the main systems, the more successfully the body tolerates the effects physical exercise, and the greater the level of tolerated loads, the more intensively the functional and energy reserves of the body grow. The effectiveness of a training session largely depends on how correctly the training means and their dosage are chosen in one session. A trainer (teacher) is largely working blindly if he does not know what effect a single exercise, a series of exercises, a separate lesson, one training day, or a stage of training has on the body. This applies equally to health activities physical exercise.
Currently, in order to clarify the impact of physical activity, it is customary to study immediate, delayed and cumulative training effects.
Under urgent The training effect refers to the changes that occur in the body directly during the exercise and during the immediate rest period.
Under retired The training effect implies changes in the later phases of recovery - after training, in the following days.
Cumulative The training effect is the changes that have occurred in the body over a long period of training as a result of the summation of the immediate and delayed effects of a large number of sessions.
Medical and pedagogical observations (MPN) are carried out in accordance with these types of training effects in the form of operational, current and stage examinations that are part of the structure of medical support for AF.
VPN is carried out during operational, current and stage examinations that are part of the structure of medical support for AF.
Operational examinations - provide for the assessment of the immediate training effect, i.e. changes that occur in the body during exercise and in the immediate recovery period. During operational examinations, attention should be paid to:
Recording various indicators directly during a training session (after the entire session, after individual exercises or after various parts of the session);
Studying the body’s reaction before a training session and 20-30 minutes after it (at rest or after additional load);
IN current observations, the delayed training effect is assessed, i.e. effect in the late phases of recovery (the day after the lesson and the following days). The specific time of these observations may vary:
Every day - in the morning during training camps or before a training session;
Every morning and evening for several days;
At the beginning and end of one or two weeks;
The next day after class (in the morning or before class, i.e. 18-20 hours after the 1st class), and sometimes on subsequent days.
Staged surveys are of great importance for improving the planning and individualization of the training process, because they evaluate the cumulative training effect over a certain period. They are recommended to be organized every 2-3 months (it must be borne in mind that previous physical exercise). The trainer (teacher) receives important information when analyzing the self-control data of the student. This information is compared with the materials of current examinations in case of acute mental illness and makes it possible to evaluate the effectiveness of the training process and timely identify the tendency towards the development of overtraining.
Purpose of the lesson: To create conditions for the effective acquisition of hygienic knowledge about favorable conditions for the development of the musculoskeletal system.
Educational objective: to expand students’ knowledge about the age-related characteristics of the chemical composition of bones, about the signs of correct posture and its importance for health, to form knowledge about the necessary conditions for its normal development.
Developmental task: to continue the development of scientific and practical skills as a result of interactive and training activities to determine the correctness of one’s posture and learn methods of maintaining and strengthening it.
Educational task: to form a cognitive interest in your body, beliefs about the need for physical activity to maintain health.
Lesson form: seminar-training.
Lesson equipment: computer, multimedia projector, educational films on biology, presentation ( Annex 1), printed manuals: “Correct sitting at a desk”, “Spinal curvatures”
I. Main content of the lesson
(The seminar is conducted by 11th grade students. They act as a lecturer, expert, doctor, physical education teacher).
Lecturer 1. The topic of my lecture is “The influence of food quality on skeletal development.”
You know that food contains water, inorganic and organic substances, and that the chemical composition of bones changes with age. In children, bones are richer in organic matter and therefore have less strength and greater flexibility. And adults have more inorganic substances, so they are fragile. The quantitative ratios of chemicals may also vary depending on the food. Experiments have been carried out in laboratories that clearly demonstrate the influence of food quality on the development of the skeleton and its chemical composition. Four groups of puppies under the same conditions received food of a different nature.
(Slide No. 2 is shown)
The influence of food quality on the chemical composition of bones and their propertiesThus, for the normal development of the skeleton of a growing organism, dairy food is the most complete, because, in addition to proteins, fats, carbohydrates, it contains vitamins and minerals. Milk is especially rich in calcium salts, which is necessary for the formation of the skeleton during growth.
Remember this!
Physical education teacher. Skeletal development is also influenced by human motor activity. In people who engage in sports or physical labor, bumps form on their bones. This contributes to the strength of the connection between the muscle tendons and the bone. When working, the muscles are better supplied with blood. And it brings more nutrients and oxygen to muscle cells. The body needs this for normal metabolism.
Open § 12 pages 43 -44. Read “The Importance of Muscle Training.” Answer the question: How and under what conditions does the training effect occur?
So, the training effect will not always appear. Physical education lessons at school teach the correct, economical movements when walking, running, and jumping. It is rare to get a training effect in a lesson. Therefore, the main physical activity should be transferred to sports. The sport must be chosen according to ability, health and interest.
Physical exercise develops the chest, respiratory muscles, strengthens the heart, and improves the functioning of the digestive system.
What is useful to do?
Swimming is very useful. This is a kind of body massage, an excellent hardening agent.
Running is an excellent relaxation for the nervous system.
Skis. When skiing, the circulatory, respiratory and nervous systems are strengthened.
A variety of physical labor is also useful. But moderation is needed in everything.
Lecturer 2. I will tell you about the features of the human spine. Goal: to equip you with knowledge about the age-related characteristics of the spine, so that you take this into account and protect yourself from unwanted deviations, for example, scoliosis.
So, in children, the cartilaginous spaces are large and the vertebral bodies are poorly developed. In an adult, the thickness of the cartilaginous plates between the lumbar vertebrae is 1/3 of the body of the adjacent vertebra. In children 10-11 years of age - ?, in a newborn it is equal to the thickness of the vertebral body. Now it is clear why the spine in children can be curved.
/Slides No. 3, No. 4 are shown. Types of spinal curvature/
The process of ossification of the skeleton ends by the age of 20-23. Consequently, at school age the skeletal system remains unformed. If the body position is incorrect (posture, gait, sitting at a desk, body position during sleep), curvature may occur spinal column: to the side - scoliosis, back (round back) - kyphosis, forward (no spinal bends) - lordosis. They cause change chest, which affects the position and shape of the lungs and heart, and this, in turn, affects their activity. Scoliosis is difficult to treat. Preventive measures are of great importance.
Remember this!
Doctor. One of the necessary conditions for the normal development of the musculoskeletal system is correct posture, which makes a person’s figure slim and beautiful. Posture is a skill that ensures that the body maintains the correct position in space. Let's move on to training exercises.
Training1.
Signs of correct posture
(Based on the “doctor’s” comment, one of the seminar participants demonstrates. The whole class, standing next to the couple, repeats):
- Hold your head and body freely and straight.
- Keep your shoulders at the same level, lower them slightly and pull them back.
- The stomach is tucked.
- The chest protrudes slightly forward.
Techniques for checking the correctness of your posture:
(Demonstration of a fragment of a film on determining correct posture.
Several students come out to the wall.
Follow the commands of the “doctor”)
1.Stand against the wall, pressing tightly with the back of your head, shoulder blades, buttocks, calves and heels.
2. Raise your chin slightly.
3. Move away from the wall, maintaining body position.
Walking is so difficult, but if you control your body position in this way 2-3 times a day, it will help you form correct posture and, most importantly, maintain health.
(Training 2.”)
Demonstration of types of incorrect seating at a desk according to the table
Doctor: It’s very harmful to sit like this:
1.Sit sideways to the table with your left hand down.
2. Sit with your head constantly bent and bowed low.
3. Sit on the edge of a chair with support on one hip.
4. Sit with your chest pressed against the edge of the table.
5. Sit with one leg under you.
How can this affect your health?!
The internal organs are positioned incorrectly, are in a compressed position, and their work is difficult. A curvature of the spine may develop in the thoracic spine - arcuate kyphosis. In this case, one can see shoulders pushed forward and down, and a slightly saggy belly.
(Training 3.
- Techniques for checking the correctness of your seat at your desk:
- all students repeat)
Place your elbow on the desk, the tips of your outstretched fingers should touch your temple.
A palm should pass between the desk and the chest.
(II. Consolidation
Teacher: Now let's check our knowledge of factors that can spoil or preserve the musculoskeletal system. Let's do the test on pieces of paper in duplicate. Give one copy to your teacher. Using the second copy, immediately check the correctness of your answers and give yourself a rating according to the scale.
The test is shown on slide No. 5.)
Test
(choose several correct answers)
1.What is included in the musculoskeletal system?
G. Tendons
2. At what age does the formation of the musculoskeletal system end?
A. 17-19 years old
B.20-23 years old
3.What reasons can cause a disturbance in the development of the skeleton in a growing organism?
A. Balanced nutrition
B. Incorrect sitting position at the table
B. Poor nutrition
D. Lack of self-control
4. What is posture?
A. Habitual body position
5.Which food is the most complete for a growing body?
A. Vegetable
B. Dairy
B. Mixed
6.What types of spinal curvature are there?
A. Lordoz
B.S bends
G. Scoliosis
7.Which sports in childhood and adolescence are most useful for the proper formation of legs?
B. Rhythmic gymnastics
G. Figure skating
(After students have submitted their work, slide No. 6 is shown with the grading scale and correct answers.)
III. Homework. ( Select one of the tasks.)
1.Prepare a report about the life of famous athletes and their sporting achievements.
2. Compose a syncwine “Musculoskeletal system”.
3. Make a list of sports for development:
a) lower legs and feet;
b) muscles of the chest and arms.
In this article we will look at the basic principles of health training, answering the following questions:
Why and under what conditions does systematic physical education increase our physical performance?
A person’s physical performance is determined by many factors, including it greatly depends on the level of physical activity. To answer the question why and under what conditions does a change in physical performance occur during systematic training, let’s consider several graphs that explain the reasons for changes in a person’s performance during physical education.
The graph shows that when starting classes, a person’s performance is at a certain initial level. During the training process, the body becomes fatigued and, as a result, performance decreases. After stopping the exercise, the recovery stage begins and, what is very important, physical performance and many of the body’s functions that determine it during the recovery period after intensive work not only reach the pre-work level, but can even exceed it, passing through the re-restoration phase. After some time, increased performance returns to its original level. We examined changes in a person’s physical performance during and after one training session. Now, in order to analyze the reasons for changes in the level of physical fitness during systematic exercise, let’s consider what can happen to our performance during subsequent training. Let us analyze three possible options using graphs.
It can be seen that if classes are not held regularly, at long intervals, then all the positive effects of the training have time to smooth out, as a result, when starting the next training, you have to start all over again. Of course, with this approach there will be no harm to health, but there is very little benefit from such work.
If the frequency of exercise is such that each subsequent workout is performed at a time when the body is in the stage of super-recovery (performance above the initial level), then the positive effects of the training will accumulate and physical performance will gradually increase.
How many times a week should you exercise?
From all of the above, it becomes clear that the frequency of classes and the rest time between them are one of the determining factors. Let's try to figure out how often we need to train. The number of workouts per week is determined by factors such as the volume and intensity of the session, your level of physical fitness, and the goal set for you. In physical education, the same effect can be achieved by relatively short (intensive) daily training and long (but less intense) training 2-3 times a week. The optimal frequency of training for endurance training is 3-5 times a week, for strength training – 3 times a week. Depending on the length of training and the level of physical performance, the frequency of training can be 1-2 times a week at the initial stage, 2-3 times a week for people with average and below average physical fitness and 4-6 times a week for people who are well trained and adapted to sports. If the purpose of training is only to maintain physical fitness, then training up to two times a week will be quite enough.Training intensity and duration
In different types of physical activity, intensity is determined by different parameters. For example, in aerobic training the main indicator of intensity is heart rate (HR), and in strength training the amount of weight and the number of repetitions. In this material we will look at how intensity is determined in aerobic training, and we will outline the principles of strength training in another article. Determining the intensity of the load by heart rate is that there is a maximum heart rate (HRmax) for each person, which is determined by the formula: 220−age. Aerobic exercise intensity is measured as a percentage of your maximum heart rate. For example, for a person aged 30 years, the maximum heart rate is 220−30=190. If he performs a load at a heart rate of 160 beats per minute, then this will correspond to a load of 85% of heart ratemax. Depending on the nature of the energy supply, all aerobic training can be divided into 5 intensity zones (see table).|
Intensity zone |
% of heart ratemax |
Maximum load duration |
Type of energy supply |
general description |
|
Maximum aerobic power |
3−10 minutes |
Muscle glycogen |
Not used in health training. |
|
|
Near-maximal aerobic power |
10−30 minutes |
Can be used periodically by well-trained people to develop speed endurance. It is also not used in health training. |
||
|
Submaximal aerobic power |
30−110 minutes |
Muscle glycogen, fats and blood glucose |
Used to develop general endurance and strengthen the cardiovascular system. |
|
|
Average aerobic power |
110−180 minutes |
Used to maintain and develop general endurance levels. Recommended as a weight loss method. |
||
|
Low aerobic power |
>180 minutes |
Fats, muscle glycogen, blood glucose |
Used as a method of rehabilitation after illnesses. |
As can be seen from the table, each intensity zone has its own maximum duration of the lesson, which can vary depending on the level of physical fitness of the student. If you train in a certain intensity zone for longer than the maximum permissible time, then it is very likely that after several such trainings the body will become overtired and interest in the exercise will disappear. If training is carried out for less than the allotted time, the effectiveness of the training will be very low,
which also contributes to the loss of interest in classes. The choice of one or another training intensity zone is determined strictly by the level of physical fitness and the purpose of the training. How to determine your level physical development and how to choose the optimal training intensity for yourself will be discussed in the following articles.
