METHODS OF GIMNASTICS EXERCISES PRIMARY SCHOOL CHILDREN TO SPORTS CLUBS

Maqsad: boshlang‘ich sinf o‘quvchilarining harakat faolligini oshirishning samarali faoliyat turlari, shakl va usullarini optimallashtirish bo‘yicha pedagogik tavsiyalar ishlab chiqish. Usullar: 1. Pedagogik test; 2. Pedagogik tajriba; 3. Qadam o‘lchash (pedometriya); 4. Xronometraj; 5. Matematik statistika usuli. Natijalar: bir o‘quv yili davomida tajriba guruhidagi birinchi sinf o‘quvchilarining kunlik harakat faolligi o‘g‘il bolalarda 2111 qadamga, qizlarda 2230 qadamga oshdi; yurish paytida bir daqiqadagi harakatlar jadalligi birinchilarida 12,2 harakatgacha, ikkinchilarida 10,4 harakatgacha ko‘tarildi; sport zalida o‘tkazilgan jismoniy tarbiya darsidagi umumiy harakatlar soni mos ravishda 742 qadam va 702 harakatgacha oshdi. Jismoniy tarbiya nazorat sinovlari natijalari yaxshilandi: 30 m yugurishda natijalar o‘g‘il bolalarda 1,2 s, qizlarda 1,23 s ni tashkil etdi; 3x10 m mokisimon yugurishda natijalar birinchilarida 1,4 soniyaga, ikkinchilarida 1,3 soniyaga yaxshilandi; joydan uzunlikka sakrashda mos ravishda 21,1 sm va 19,1 sm; 150 m yugurishda natijalar o‘g‘il bolalarda 9,9 soniyaga, qizlarda 10,2 soniyaga yaxshilandi; gorizontal muvozanatda birinchilarida 4,22 s, ikkinchilarida 4,19 s qayd etildi. Xulosa: kuzatuv davrida tajriba guruhidagi birinchi sinf o‘quvchilarining jismoniy ko‘rsatkichlari 13,1 kgm/min ga, qizlarda esa 11,4 kgm/min ga oshdi. Yurak-qon tomir tizimining o‘rtacha jismoniy yuklamaga (30 soniyada 20 marta o‘tirib-turish) reaksiyasi yurak urish tezligining pasayishi va tiklanish davrining 0,45 soniyaga qisqarishi bilan tavsiflandi. Tajriba yakunida tajriba guruhi o‘quvchilarining 80% ida yurak-qon tomir tizimining standart jismoniy yuklamaga ijobiy reaksiyalari kuzatildi. Bu tajriba guruhi bolalarida organizmning jismoniy yuklamaga moslashuvi va jismoniy tayyorgarlik darajasi yaxshilanganidan dalolat beradi.

METHODS OF GIMNASTICS EXERCISES PRIMARY SCHOOL CHILDREN TO SPORTS CLUBS Narmamatova S.G. Student of the Uzbekistan-Finland Pedagogical Institute https://doi.org/10.5281/zenodo.10065486 Abstract: Aim: Development of pedagogical recommendations for optimizing effective activities, forms and methods of increasing the motor activity of primary school students. Methods: 1. Pedagogical test; 2. Pedagogical experiment; 3. Pedometry; 4. Timing; 5. The method of mathematical statistics. Results: During one academic year, the daily motor activity of first-graders in the experimental group increased by 2111 steps in boys and 2230 steps in girls; the intensity of movements per minute when walking increased to 12.2 movements in the first and 10.4 movements in the second; the total number of movements during the physical education lesson held in the gym increased to 742 steps and 702 movements, respectively. Improved results in physical education control tests: in the 30 m run results were 1.2 s for boys, 1.23 s for girls; in the 3x10 m shuttle run, the results improved by 1.4 seconds in the first and by 1.3 seconds in the second; the long jump from a standing position is 21.1 cm and 19.1 cm, respectively; in the 150 m run, the results improved in boys by 9.9 seconds, in girls by 10.2 seconds; in horizontal equilibrium, the first recorded 4.22 s, the second 4.19 s. Conclusion: During the observation period, the physical indicators of first-graders in the experimental group increased by 13.1 kgm/min, and girls by 11.4 kgm/min. The reaction of the cardiovascular system to moderate physical activity (20 squats in 30 seconds) was characterized by a decrease in heart rate and a reduction in the recovery period by 0.45 seconds. At the end of the experiment, 80% of the pupils of the experimental group had positive reactions of the cardiovascular system to standard physical activity. This indicates that the adaptation of the body to physical activity and the level of physical fitness has been improved in the children of the experimental group. Keywords: primary class pupils, gymnastics clubs, activity, pedometry, motor activity, physical fitness, physical quality. МЕТОДИКА ГИМНАСТИЧЕСКИХ УПРАЖНЕНИЙ ДЛЯ ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА В СПОРТИВНЫХ СЕКЦИЯХ Абстрактный: Цель: Разработка педагогических рекомендаций по оптимизации эффективной деятельности, форм и методов повышения двигательной активности младших школьников. Методы: 1. Педагогическое тестирование; 2. Педагогический эксперимент; 3. Шагометрия; 4. Сроки; 5. Метод математической статистики. Результаты: за один учебный год суточная двигательная активность первоклассников экспериментальной группы увеличилась на 2111 шагов у мальчиков и на 2230 шагов у девочек; интенсивность движений в минуту при ходьбе увеличилась до 12,2 движений в первом и 10,4 движений во втором; общее количество движений на уроке физкультуры, проводимом в спортивном зале, увеличилось до 742 шагов и 702 движений соответственно. Улучшились результаты в контрольных тестах по физкультуре: в беге на 30 м результаты составили 1,2 с у мальчиков, 1,23 с у девочек; в челночном беге 3х10 м

результаты улучшились на 1,4 секунды в первом и на 1,3 секунды во втором; прыжок в длину из положения стоя – 21,1 см и 19,1 см соответственно; в беге на 150 м результаты улучшились у мальчиков на 9,9 секунды, у девочек на 10,2 секунды; в горизонтальном равновесии первый зафиксировал 4,22 с, второй 4,19 с. Заключение: За период наблюдения физические показатели первоклассников экспериментальной группы увеличились на 13,1 кгм/мин, а девочек – на 11,4 кгм/мин. Реакция сердечно-сосудистой системы на умеренную физическую нагрузку (20 приседаний за 30 секунд) характеризовалась снижением частоты сердечных сокращений и сокращением восстановительного периода на 0,45 секунды. По окончании эксперимента у 80% школьников экспериментальной группы наблюдались положительные реакции сердечнососудистой системы на стандартную физическую нагрузку. Это свидетельствует о том, что у детей экспериментальной группы улучшилась адаптация организма к физической нагрузке и уровень физической подготовленности. Ключевые слова: учащиеся начальных классов, кружки гимнастики, активность, шагомерия, двигательная активность, физическая подготовленность, физическое качество.

INTRODUCTION One of the main conditions for the full-fledged upbringing and personal development of schoolchildren is the correct organization of physical education. Physical education of primary school students is the primary link and the main component of physical education of school-age children. Currently, it is well known that the optimal organization of children's activities has a positive effect on their physical and mental health. Therefore, in the context of the reform of school education, the role of a properly organized movement regime with the use of various forms of physical exercises in the school hours is significantly increasing. Among the many factors (hygienic, socio-economic, demographic, cultural) that affect the health of primary school children, physical education and regulation of daily routines occupy an important place: One of the main tasks of physical education in primary school is the preservation and strengthening of the child's health, the development of motor and coordination abilities, the education of his physical and moral-volitional qualities, the formation of motor skills and skills necessary in the life of pupils. Of particular importance in solving these educational, educational and health-improving tasks is a rationally organized order of actions. Aim of the research: It consists in the development of pedagogical recommendations for optimizing effective activities, forms and methods of increasing the activity of primary school students. Research objectives: 1. To study the order of movement of pupils, to determine its compliance with modern requirements and to identify existing shortcomings in its organization, content and planning. 2. To study the motor activity of pupils and identify the causes that limit independent motor activity and lead to hypokinesia. 3. The introduction into practice of effective means of physical education (callanetics, bodyflex, stretching, yoga), forms and methods that contribute to increasing the physical activity of pupils and relieving educational loads. 4. Experimental verification and justification of the effectiveness of the use of moderate physical exercises in volume and intensity from the main section of gymnastics clubs in additional

physical education classes aimed at increasing the motor activity and working capacity of children. METHODS The following research methods were used in the study: the study and analysis of literature, questionnaires, surveys, conversations, pedagogical observations of educational activities and motor activity of children; timing and pedometry methods for determining motor intensity and physical activity during training; pedagogical tests (control tests) to assess the level of development of physical qualities and motor skills; step-by-step PWC-170 test for determining correctional tasks, mental and physical performance; functional test to assess the reaction of the cardiovascular system to physical activity (20 squats in 30 seconds); anthropometry for determining the level of physical development; expert assessment of the quality of physical exercises and motor activity; pedagogical experience and methods of mathematical statistics. Pedagogical experiment. In order to develop physical fitness and determine motor activity, experiments were conducted in 24th school for children aged 10-11years of the Samarkand city of the Samarkand region. The experimental program covered the means and methods of gymnastics clubs (callanetics, bodyflex, stretching, yoga) aimed at solving the problems of physical education of school children. In order to increase the physical, functional and adaptive capabilities of the body, a group (frontal) method of performing various running and jumping, dancing, outdoor games, gymnastic complex exercises has been implemented. Table 1. Comparative analysis of callanetics with other types of gymnastics and fitness clubs

Callanetics Bodyfley Stretching Yoga At the initial stage, a The method trainer is needed to Is special of exercises properly organize Can exercise Conducted with a trainer is easy to breathing and independentl trainer at the initial needed? master on monitor the y stage of training your own correctness of the exercises What Gymnastic carpet for Gymnastic equipment is Gymnastic full practice. But it carpet and Gymnastic carpet needed for carpet can be done without elastic bands training? any equipment. are needed The initial skills are Optimal The initial skills are easy, Required level Optimal training for training for easy, gradually gradually of training sedentary children very active becoming more becoming children complicated more complicated

It models the Strengthens the Joint body, mainly body, relieves The main flexibility the Helps to lose weight muscle spasms, effect and mobility abdominal calms the nervous improves muscles, system thighs, sides Effectively Effectively affects the The effect is enough affects the Partially helps to Forming the formation of to form the good formation of maintain the good shape the good figure the good figure figure figure During A complex Little Breathing is very Breathing training respiratory system, on attention is important. Differs in techniques quiet which the final result paid to each exercise breathing depends breathing The program is As a result of adjusted by the prolonged No Contraindicati Fatigue occurs during teacher individually, training, the contraindicati ons exercise depending on the muscles may ons state of health of strain each participant

The main task of callanetics is to ensure the work of deep muscles that do not participate in the daily movement of children in any way. Muscles are more like a thin web, weak and lifeless. By training these muscles, you can master the whole body in a very short time, easily achieve a comfortable physical position and the good figure. (see table 1). 1. The results of physical fitness control tests have improved: in the 30 meters running 1.2 s for boys, 1.23 s for girls; the results in the 3x10 m shuttle run among young men improved by 1.4 s in the first and by 1.3 s in the second; the long jump from a standing position is 21.1 cm and 19.1 cm, respectively; in the 150 m run, the results improved in boys by 9.9 seconds, in girls by 10.2 seconds; 4.22 s for the first and 4.19 s for the second in horizontal equilibrium. At the end of the school year, on all types of control tests, children of the experimental class showed significantly more positive changes than students of the control group. The method of mathematical statistics was used to determine the objectivity and reliability of the data obtained during the experiment, as well as to establish patterns and determine their specific values. After the experiment, changes in the statistical reliability of the test results were determined (p<0.05 and higher, 847 ±0,9, tct =1,55). RESULTS AND DISCUSSION In the course of the study, a comparative pedagogical experiment was conducted in order to determine and verify the effectiveness of the experimental and testing methodology. A total of 200 respondents aged 10-11years took part in the experiment, 40 of them were involved in the experiment. 20 participated in experimental and 20 in control groups. At the beginning of the experiment, a comparative analysis of the physical development and physical fitness of the respondents of the experimental and control groups was carried out.

In the experimental group of respondents, 40-minute workouts were conducted three times a week for six months according to a program consisting of modern gymnastics clubs. At this time, the pupils of the control group were engaged in a continuous traditional physical education program (the duration and time of classes are similar). The motor density of physical fitness in the experimental group ranged from 57-65% to 77-85%, depending on tasks and activities, and in the control group it was lower and 52-68%. In the experimental group, the effect of training on the body, the intensity of the exercise, and the heart rate were monitored. The effectiveness of the proposed method was evaluated by comparing indicators of physical development and physical fitness, as well as data on the physical and mental development of respondents in the experimental and control groups at the beginning and end of the experiment. After the 1st experiment, the results of somatoscopic examination of children of the experimental and control groups showed that the number of children with a tendency to diseases of the musculoskeletal system in the control group ranged from 17.5% to 14.5%, and in the experimental group 16 decreased from 0.5% to 10.5% (see figure 1). Comparing the traditional and research program, the experimental program had an effective impact on the prevention of various diseases of the musculoskeletal system in children with the help of special software methods and tools aimed at the formation of proper growth, as well as exercises aimed at strengthening muscles. At the beginning of the experiment, there was no significant difference in the results of physical development and physical fitness of the respondents of the experimental and control groups. During the experiment, the analysis of indicators of physical fitness of children of experimental and control groups was carried out (n = 60) (see table 2). Table 2. Changes in the indicators of physical fitness of first-graders during the pedagogical experiment Experimental group: 1st grade pupils (30 children)

Indicators of motor At the beginning At the end Sex Difference activity Р (increase) М±m Q М±m о

M 7.40 ±0.10 0.26 6.19±0.12 0.34 1.20 0.001 Running 30 m, sec F 7.55 ±0.13 0.37 6.31±0.11 0.30 1.24 0.001

M 10.8 ±0.40 1.20 9.4 ±0.25 0.92 1.4 0.01 Shuttle run 3x10 m, sec F 11.2±0.39 1.18 9.9 ±0.28 0.95 1.3 0.01

Long jump from a place, M 108.2±3.77 11.9 130.4±2.4 7.96 21.2 0.001 cm F 106.4±2.50 8.12 125.6±3.8 12.2 19.1 0.001

150 m endurance run, M 44.2 ±1.38 3.90 34.5 ±1.20 3.44 9.9 0.001 sec F 45.4 ±1.32 3.74 35.2 ±1.18 3.16 10.2 0.001

Horizontal balance on M 3.33 ±0.18 0.60 7.55±0.16 0.56 4.23 0.001 one leg, sec F 4.40±0.20 0.67 8.59±0.14 0.42 4.2 0.001

Control group: 1st grade pupils (30 children)

M 7.55 ±0.15 0.48 7.12±0.13 0.36 0.44 0.05 Running 30 m, sec F 1.84 ±0.12 0.35 7.41±0.14 0.41 0.43 0.05

M 10.6 ±0.29 0.97 10.1±0.33 1.20 0.50 0.05 Shuttle run 3x10 m, sec F 11.0±0.40 1.27 10.4±0.32 1.17 0.60 0.05

Long jump from a place, M 104.9±3.50 10.2 114.9±3.80 12.2 10.0 0.05 cm F 103.1±3.90 12.6 112.1±3.6 11.6 9.0 0.05

150 m endurance run, M 44.5±1.42 3.86 40.4± 1.26 3.58 4.1 0.01 sec F 46.3±1.30 3.63 42.1±1.18 3.19 4.2 0.05 Horizontal balance on M 3.43 ±0.19 0.64 3.94±0.16 0.55 0.51 0.05 one leg, sec F 4.36±0.22 0.78 5.38±0.18 0.59 1.02 0.05

At the end of the pedagogical experiment, it was found out that in all types of control tests, the experimental group of first-graders showed more specific, statistically significant improvements. The results in the control tests of physical fitness in the 30 m run improved: 1.2 s for boys, 1.23 s for girls, in the 1st grade of the experimental group (P<0.001); during the 3 x 10 m shuttle run, the results improved in the first 1.4 seconds, in the second 1.3 seconds (P<0.01); 21.2 cm and 19.1 cm in the long jump (P<0.001); in the 150 m endurance run, the results were 9.9 seconds for boys and 10.1 seconds for girls (P<0.001); 4.22 seconds in the first group and 4.19 seconds in the second group in horizontal equilibrium (P<0.001). CONCLUSION Our research has had a positive impact not only on the physical indicators of children, but also on the indicators of mental intelligence. The analysis of the results revealed a high level of knowledge in all academic subjects among the pupils of the experimental group. Average growth results: from 3.44 to 4.30 points in the native language; in mathematics from 3.34 to 4.49 points; from 3.54 to 4.80 points in reading; in technology (technological education) from 3.70 to 4.90 points; in physical culture, an increase from 3.39 to 4.77 points. In all academic subjects, the students of the experimental group had higher quarterly and annual indicators than the control group. This is due to the fact that during the school year, the students of the experimental group had a low incidence rate, and the experimental group mastered the educational resources provided by the primary school program better than the children of the control group. Improved results in physical fitness control tests: experimental group first graders 30 m 1.2 sec for boys, 1.23 sec for girls (P<0.001); during the 3 x 10 m shuttle run, the results improved in the first 1.4 seconds, in the second 1.3 seconds (P<0.01); 21.2 cm and 19.1 cm in the long jump (P<0.001); in the 150 m endurance run, the results were 9.9 seconds for boys and 10.1 seconds for girls (P<0.001); 4.22 seconds in the first group and 4.19 seconds in the second group in horizontal