Pedagogical principles and methods of teaching karate
The most important thing is the regularity of classes. There is no other way to master this or that art of combat. Day after day, month after month, year after year - the same gym, the same people, the same exercises. There are times when you want to quit everything. Such moments visit everyone without exception. But we also know very well that monotony is apparent, and we cannot imagine life without it.
Funakoshi Gichin
In the process of learning karate, one must be guided by pedagogical principles consciousness and activity, accessibility, systematicity and consistency, strength, connection between theory and practice, scientific character, rational combination of collective and individual learning.
The principle of consciousness and activity involves a meaningful mastery of karate techniques, a creative attitude and interest in learning, responsibility for the legitimate application of the learned techniques in everyday life.
For conscious mastery of the art of karate, it is necessary to teach students the ability to evaluate the results of their own actions, overcome difficulties associated with mastering the techniques and tactics of karate, independently work on improving the studied techniques, control their feelings and actions in class and in everyday life.
The principle of visibility provides for the use of various techniques and means in teaching karate: oral explanation, practical demonstration, display of video and photographic materials, drawings and diagrams, imitation, including with the help of various devices and simulators.
Training for each technique begins with its explanation and demonstration. The display should be clear and correct, accompanied by concise explanations, while the attention of students is focused on the most important elements of the technique. Each element of technique being worked out must be explained both in terms of its implementation and in terms of the semantic load that it carries. To make it easier for students to perform a new technical action, it is necessary to show its connection with previously studied techniques, emphasizing similarities and differences. In addition, each element of the technique, regardless of whether it is part of a kata or a combination of kumite, must be practiced in tandem with a partner, so that students can understand why this or that element is performed and what role it plays in kata or duel.
The principle of accessibility suggests that only feasible tasks are set for those involved, taking into account their age, gender, and level of physical fitness. As the Czech teacher J. A. Komensky defined, one should move from the easy to the difficult, from the known to the unknown.
Training in karate begins with the study of individual elements. At the same time, training for a specific element or combination of elements can be conditionally divided into three closely related stages.
First stage- initial training, when a general idea of the element is created, which underlies the conscious mastering of any motor action. As a result of obtaining primary information about a new element (shape, amplitude, direction of application of effort, etc.), general connections with already studied elements are established in the student's memory, which ensure the construction of a program of technical actions for its implementation.
Second phase- in-depth learning of a technical action, when, as a result of the active joint work of the Teacher and the student, the technique for performing the element is worked out. In the process of this development, the concept of the element is refined, errors are eliminated, and the possibility of independent performance of the technical action is provided.
Third stage- consolidation and improvement of the technique of performing an element, during which the degree of mastery of the element is brought to automatism, which allows performing this element in various conditions (in kata, kumite, etc.), without wasting time thinking about the order of its implementation.
It is necessary to ensure that from the very beginning the students perform this or that technique correctly. If there are errors common to the whole group or most of the students, you should stop the lesson and point out the shortcomings. At the same time, it is necessary to show how to correctly perform one or another technical element, check the correctness of its implementation several times, and then proceed to the implementation of the entire technique as a whole.
It is very important that during the lessons, the students not only correctly perform this or that technical action, but also monitor the correctness of its performance by their comrades and, if necessary, help them eliminate the noticed shortcomings. Such an active conscious attitude to the material being studied contributes to its more successful assimilation, since having noticed the mistakes that the partner makes, the student himself will try not to make them.
The principle of systematic and consistent involves teaching and mastering the techniques and tactics of karate in a certain order, system. It requires a logical construction of both the content and the learning process, which is expressed in the observance of a number of rules. For example, before starting to learn how to strike, one should teach the student how to stand correctly, and before teaching karate tactics, make sure that the student has mastered the basic technique, including stances, movements in stances, strikes and defenses.
The requirement of systematicity and consistency in teaching karate is aimed at maintaining the continuity of the content and procedural aspects of training, in which each lesson is a logical continuation of the previous one, both in content and in the forms and methods of exercises and technical actions performed by students.
“By repeating the old incessantly and, with each repetition, adding a little new, the child firmly learns a huge number of facts that he would never do without building the new on the solid foundation of the old,” wrote the great Russian teacher K. D. Ushinsky. The educational material is distributed in such a way that the techniques and tactics of karate are studied as if in a spiral: previously mastered techniques are repeated after a while, but in a more complex form. This makes it possible not only to teach those involved in individual technical actions and improve the techniques they study in general, but also to correct the mistakes and inaccuracies made in previous classes.
Strength principle requires that the knowledge gained be firmly fixed in the memory of students, become part of their consciousness, the basis of behavior. Psychological studies show that memorization and reproduction depend not only on the material being studied, but also on the attitude towards it. Therefore, for the qualitative assimilation of the technique and tactics of karate, it is necessary, first of all, to form the interest of students in classes, in martial arts in general. In addition, strong assimilation occurs if the material being studied is structured, if the number and frequency of exercises performed are correctly selected, individual characteristics of students are taken into account, and systematic monitoring of learning outcomes is ensured.
The strength of assimilation also depends on the cognitive activity of students, and their emotional state during classes. The improvement of the emotional state of students during karate classes is facilitated by the use of various, constantly changing general developmental and special exercises, the setting of various competitive tasks during classes (who is faster, stronger, higher), the use of game and sports-game exercises, optimal loads and their variation, correct selection of partners for exercises in pairs, good condition of the dojo, sports equipment, etc.
The teacher has a great influence on the emotional state of the students. From his ability to convince, find the right words to excite or, conversely, calm the students, the strength of the assimilation of the knowledge they receive, their success in mastering the art of karate, largely depends. The systematic manifestation of positive emotions, frequent stay in a good mood contribute to the qualitative assimilation of tactical and technical actions, form an optimistic attitude towards classes. On the contrary, constant negative states during classes have a negative impact on the level of training of students, mastering and fixing in their memory the studied technical actions, form indecision, self-doubt and lead to disappointment in karate. Therefore, for a solid assimilation of the knowledge gained in the process of studying, it is very important that an optimistic mood be maintained among the students all the time, a spirit of cheerfulness and self-confidence reigned.
Scientific principle lies in the fact that in the process of classes, the Teacher and instructors analyze the results achieved in the development of both their own skills and the skills of their students, draw reasonable conclusions, look for the most effective of the existing ones and test new exercises in order to improve the quality of teaching karate techniques and tactics, develop and use in practice the methods of an individual approach to learning, depending on the age, gender, intellectual and other characteristics of students.
However, in order to move forward, it is not enough just to observe and analyze the results of performing certain exercises and technical actions and then apply them in practice. You also need to be able to predict and anticipate. This is precisely what principle of connection between theory and practice .
The basis of scientific foresight is created by science, which cognizes the laws of the development of phenomena. In this regard, karate, like everything on Earth, obeys the laws of physics and mechanics. Funakoshi Gitin, the patriarch of modern karate, spoke about this at one time.
Modern scientific research has fully confirmed the results of the work of the old masters of karate, who created a technique of enormous destructive power in an empirical way. However, if in the past successes and errors in karate technique could be visually recorded in the event of the death of one of the fighters representing a particular school, then in modern conditions such experiments cannot be allowed. Therefore, the role of foresight in the practical development of the art of karate is exceptionally great. In order to teach karate, it is necessary to know the history of its development, and the existing theoretical and practical methods of transferring knowledge, and psychotechnics, and biomechanics, without which it is impossible to achieve pedagogical success in teaching.
The principle of rational combination of collective and individual learning involves the inclusion in the learning process by the Teacher and instructors of various types of training (general physical training, special physical training, technique training, tactical and technical training) as part of a group or with individual students, as well as the use of various ways of student interaction in the classroom: individual work, work in permanent and replaceable pairs, in small and large groups. This principle also provides for stimulating students to work independently on improving their tactical and technical skills, using mutual assistance and mutual training, creative implementation by students of the acquired technical and tactical skills in practice in free fights, and the development of their own “handwriting”.
The principles listed above form an integral unity, a system of elements closely welded together: the implementation of one principle is connected with the implementation of others. Activity and systematicity are associated with strength, accessibility with scientific character, etc. In general, these principles give the Teacher and instructors a set of instructions for organizing karate classes - from goal setting to analysis of results.
Main methods education of students in the process of karate classes are common methods widely used in pedagogy, such as:
Clarification and persuasion;
Encouragement and punishment;
Demanding and sensitive attention;
Individual approach and positive example.
However, along with the general methods of teaching in karate, specific methods for the development of certain qualities and abilities necessary for mastering the tactical and technical arsenal of karate.
In accordance with the studies conducted by Sh. K. Shakhov, the following specific methods can be used in the process of training in order to develop various special qualities of students [Shakhov Sh. K., 1998].
For the development of motor abilities, reactivity and speed:
Repeated;
With accelerations;
Variable;
Leveling;
Combined (relay races, games, etc.).
To develop strength:
Repeated;
? "to failure";
Maximum effort;
Great effort;
Isometric;
Dynamic;
short-term effort;
Variable influences;
synthetic influences.
For the development of speed-strength abilities:
Repeated;
With accelerations;
Variable;
Leveling;
Combined.
For the development of coordination abilities:
Variable;
Variable influences;
Conjugate;
Circular;
Combined.
To develop endurance:
Repeated;
Variable;
Uniform;
interval;
Circular.
In general, the methods listed above do not exhaust all their diversity. Each Teacher and instructor has his own set of the most appropriate, from his point of view, teaching methods, including his own. However, the choice of teaching methods cannot be arbitrary. Their set should be subordinated to the main idea of karate - the education of a physically strong, mentally and spiritually rich person. Based on these methods, the entire training process in karate is built.
This text is an introductory piece. From the author's bookPedagogical methods of prevention of disharmony There are not so many published materials that set out recommendations aimed at the pedagogical prevention of mental disharmony specific to professional applied activity. There is a minimum
From the author's bookTechnique and teaching methods Kendo technique is built on the basis of the doctrine of jugo no awase, otherwise the combination of "flexibility" with "hardness", in all its variety of tasks. Through jugo no awase, kendo becomes a highly efficient system for integrating human energy.
From the author's bookPedagogical methods of prevention of disharmony There are not so many published materials that set out recommendations aimed at the pedagogical prevention of mental disharmony specific to sports activities. Taking the majority
From the author's bookPedagogical methods of correction of disharmony Let's assume that some kind of disharmony has already been formed, has become strong and interferes with the athlete. For example, an athlete pushes the core in training to the area of 20 meters, but in competitions he can’t overcome the line of 19 meters in any way -
From the author's bookChapter 7 Combat Fitness Teaching Methods Training Sequence Combat fitness training begins with mastering the basics. This section of training includes the study of the combat position of the fist, the combat stance, the general concept of combat distances. At the beginning
From the author's book5. Principles, methods and means of training The formation of effective hand-to-hand combat skills, as well as other skills necessary for the survival of a fighter, occurs in the process of training. In the human survival system, the success of a person's actions in extreme conditions, including
From the author's book5.2. Training Methods The success of training military personnel in hand-to-hand combat largely depends on the correct application of training methods, which are understood as ways and means of developing relevant skills and abilities among those involved, development and improvement
From the author's book5.2.1. Methods of using the word (verbal teaching methods) Through the word, the leader of the lesson sets out the material, sets tasks, forms an attitude towards them, manages their implementation, analyzes and evaluates the results. The main varieties of this method:
From the author's book From the author's bookPedagogical methods of prevention of disharmony There are not so many published materials that set forth recommendations aimed at the pedagogical prevention of mental disharmony specific to professional applied activity. There is a minimum
From the author's bookCHAPTER 6 Muay Thai Teaching Methods Teaching Sequence Muay Thai training begins with mastering the basics. This section of training includes the study of the combat position of the fist, the combat stance, the general concept of combat distances. At the beginning
From the author's bookTeaching methods When solving pedagogical problems in teaching, the interaction between the teacher and students is of great importance. The paths that the teacher takes to achieve the solution of learning problems are called teaching methods. The above exercises (means)
From the author's book12 Principles, methods, means of teaching and training of the Thai boxer
From the author's bookChapter 4 Karate Schools and Styles (Techniques, Tactics and Teaching Methods) There are no good and bad styles, there are no good and bad tricks, there are good and bad performers! The motto of true masters of karate Nobody knows the total number of schools and styles of karate today. Are there several
keywords: research, physical education, karate, physical, scientific
One of the important and priority scientific areas of research in the field of physical education of schoolchildren is the search and justification of innovative technologies and methods built on sports-oriented forms of organization of physical and sports education, the expanded use of non-traditional means of physical culture and sports in the holistic process of child development (V.K. Balsevich, 1995; A. N. Kondratiev, 2005; L. I. Lubysheva, 1995, 2005; V. I. Lyakh, V. Ya. Kopylov, 1998).
Conversional penetration of elements of sports culture into physical culture according to the concept of V.K. Balsevich (1995) creates objective conditions for the intensification of the psychophysical training of children and adolescents. At the same time, the installation on the formation of physical education as a complex of actualized values of physical culture, adequate to the interests, inclinations, needs, potential opportunities for improving schoolchildren in one form or another of sports or physical education, has a special methodological meaning.
According to scientists and practitioners, at present there is a significant decrease in children's interest in physical exercises, and in general, there is a decrease in motor activity in first graders (on average by 50% compared to preschoolers). The main negative points are: conservatism and authoritarianism of physical culture lessons, uniformity of physical exercises used, low motor density of lessons in general in the conditions of using various physical exercises aimed at developing physical qualities and motor-coordinating abilities, lack of the necessary training effect, classifications of children by typological groups, taking into account the level of development of physical qualities (V.K. Balsevich, L.I. Lubysheva, 2004).
Analysis of the results of studies conducted in the years. Surgut and Tchaikovsky, allowed us to suggest the possibility of modernizing the physical education of first grade students based on the inclusion in the content of the lesson (in the variable part of the program) of traditional karate tools, which are distinguished by a large arsenal of emotional, interesting and accessible movements and movements for both boys and girls. This will not only significantly increase the overall motor experience, but will also have an effective impact on physical and mental health, on the development of speed and speed-strength qualities and motor-coordination abilities.
For this purpose, we have developed a conceptual model of pedagogical health-forming technology based onthe use of elements of traditional karate in the lesson of physical culture of younger schoolchildren (Fig. 1).
Rice. one. Model of innovative health-forming technology of physical education of junior schoolchildren
This technology involved the development of the content and methods of organizing the activities of younger students.
Implementing the pedagogical health-forming technology of physical education of younger schoolchildren, we proceeded from the following methodological assumptions:
Innovative technology is considered by us as a qualitative systemic and dynamic process based on the general cultural development of the student; as a factor in optimizing the mode of the school day; as an integral part of the entire educational process of an educational institution, defining its cultural space, performing educational, educational and developing (health) functions;
- The main goal of the health-forming technology is the formation of the physical culture of the personality of a junior schoolchild.
In the experimental program, the processes of health improvement, education, upbringing are inseparable from each other, since the technology used is based on the idea of not only education, but also the strengthening of psychophysical health, the development of the moral, aesthetic consciousness of the child, instilling the skills of a culture of behavior, increasing the effectiveness of social interaction, through which is the socialization of thinking, the formation of personality.
The structural-logical analysis carried out by us made it possible to determine the functional content of the components of this technology, its practical use on the basis of municipal educational institutions - secondary schools No. 8 and No. 14 in Tula.
organizational component. The organizational measures of the experimental part of the work contained a set of appropriate effects on the conditions of educational activities and outdoor activities, which made it possible to solve issues related to the coordination of joint activities of teachers of various subjects, aimed at optimizing the educational process: ensuring an adequate educational regime, rationalizing educational and extracurricular activities, recreational activities etc.
Organizational measures within the framework of the pedagogical experiment include: scheduling lessons taking into account the time of the end of the school day, rationalizing the use of lesson time in order to include a volumetric component, conducting training sessions by a teacher who knows the methodology of traditional karate; purchase of a special uniform (kimono), control of the hygienic condition of the gym (floor surface, wet cleaning immediately before the lesson, proper air temperature).
methodological component. The methodological measures of the experimental part of the work were represented by a set of relevant influences that determine the content of the variable component of a physical education lesson, means and methods of teaching traditional karate with an optimal combination of the educational minimum.
The methodological measures within the framework of the pedagogical experiment include: the development of a curriculum for the physical education of younger students using elements of traditional karate, limiting the volume and intensity of training loads according to the age and physical condition of the subjects, determining the content of the variable component (selection of traditional karate techniques that are acceptable for studying and training at primary school age), development of a system for assessing technical readiness.
To implement the proposed technology, we have developed a curriculum based on the modern provisions of school pedagogy, developmental psychology and physiology, theory and practice of physical education, as well as the main components (basic and variable) of the current physical education program for grades 1-11 with directed development of motor abilities (A.P. Matveev, T.V. Petrova, 2002).
The educational material of this program was compiled taking into account the peculiarities of the development of younger schoolchildren, their mobility, the relative speed of recovery processes, the lack of development of inhibition processes and the incompleteness of the formation of organs, systems and the whole organism as a whole. At the same time, when choosing methods for teaching motor actions, we were guided by the scientific provisions of V.K. Balsevich (1992) about the priority of training as the most effective way to develop and improve physical qualities. This is especially important for a significant increase in the effectiveness of physical education of children and adolescents, in which until now the leading place has been given only to teaching motor skills and skills in the development of various physical exercises.
The organizational form of physical education remained physical culture lesson model as the best known to students. Considering the methodological aspect of mastering the innovative methodology, it should be noted that the training process in the conditions of the lessons during the academic year was determined by the tasks of mastering the program material, in the variable component of which all the priority means and methods of traditional karate were built as complete micro-, meso- and macrocycles.
As the main criterion that determined the content of the educational and training material, the target was chosen for the full development of physical education activities by students, reflecting the relationship of the health-improving, educational and educational orientation of the educational process.
Thus, the logic of the research made it possible to conduct a pedagogical experiment, the purpose of which was to test the effectiveness of the content of sportsized physical education classes with 1st grade students using traditional karate.
In the experiment, the method of parallel groups was used, 118 students of the 1st grade were selected, who, after control and pedagogical tests of physical development and physical fitness, were divided into relatively homogeneous groups - two experimental groups (EG): boys (n= 30) and girls ( n= 30) and two controls (CG): boys (n= 28) and girls (n= 30). In the CG, the lessons were conducted in accordance with the current program recommended by the Ministry of Education and Science of the Russian Federation for use in the work of school educational institutions (A.P. Matveev, T.V. Petrova, 2002). In the EG physical culture lessons were held according to the developed author's program (Tables 1, 2).
For the first time, the means and elements of traditional karate movements were introduced into the experimental program (in the variable component), which effectively affect the development of the speed of individual movements (arms, legs), speed-strength qualities, various manifestations of motor coordination, and the harmonious development of the child's personality.
A feature of the proposed health-forming technology is the possibility of using the means of traditional karate along with the fulfillment of the requirements of the mandatory educational minimum without increasing the number of hours. The implementation of these components is achieved using the following conditions:
1. In the basic curriculum of general educational institutions of the Russian Federation, 2 hours per week are allocated for the study of the educational field "Physical Education" in the invariant part, of which 10% is for the regional component.
2. The purpose of teaching the educational field "Physical culture" is the formation of the physical culture of the student's personality by mastering the basics of the content of physical activity with a general developmental focus.
In accordance with the goal of the educational area "Physical Culture", the objectives of the subject are formulated, which are largely similar to the objectives of the variable part we propose and are reflected in the content of the above program:
Expansion of motor experience by complicating previously mastered movements and mastering new, increased coordination complexity;
Formation of skills and abilities in performing physical exercises of various pedagogical orientations related to health prevention, physique correction, correct posture and movement culture;
Expansion of functionality of systems organism, increasing its adaptive properties due to the directed development of basic physical qualities;
Formation of practical skills necessary for the organization of independent physical exercises in their health-improving and recreational forms, group interaction through outdoor games and competition elements;
Focus on the implementation of the principle of variability.
Table 1.Distribution of the teaching load at the lesson in physical culture for first-graders according to the experimental program
Parts of the lesson | Time, min | Heart rate, beats/min |
|
First half |
|||
Preparatory | 132-140 |
||
Main | Formation of skills provided by the basic component, outdoor games, teaching individual elements of traditional karate, development of flexibility, speed | 144-156 |
|
Final | 130-135 |
||
Second semester |
|||
Preparatory | Combat drills, ORU, stretching exercises, running and jumping exercises | 136-142 |
|
Main | Formation of skills provided by the basic component, outdoor games, improvement of the studied elements of traditional karate, combination technique training, formalized fights, elements of competitive activity, development of flexibility, speed-strength and coordination abilities | 160-185 |
|
Final | Walking, breathing and relaxation exercises, debriefing, reporting the content of homework | 135-140 |
|
3. Expanding the content of educational material through the use of elements of traditional karate allows motivating students to engage in physical education, as a result of which it increases their efficiency and concentration in the lesson. These circumstances give the teacher the opportunity to increase the density of the physical education lesson by 15%.
Summarizing the above, we can draw the following conclusion. Using the time allotted for the regional component, the possibility of simultaneously solving similar problems of the basic and variable parts of the lesson, as well as increasing its density, the physical education teacher receives the necessary conditions for the implementation of the proposed technology. In percentage terms, the basic part of the lesson is 60% of the total time, the variable part is 40%, which is confirmed by the results of the timing of training sessions conducted using innovative technology. The elements of traditional karate are harmoniously distributed in all parts of the lesson and not only do not interfere with the fulfillment of the educational minimum, but, on the contrary, contribute to solving common pedagogical problems.
The developed technology made it possible to increase the physical activity of children, thereby actively motivating them to engage in physical education, and to improve the health level of younger schoolchildren.
The main results of the study and their discussion. Any pedagogical technology requires diagnostic targeting and objective quality control of the pedagogical process, aimed at developing the student's personality as a whole.
In connection with this, the criterion for evaluating the effectiveness of the experimental health-forming technology was changes in the indicators of physical development, physical fitness, psychomotor, development of mental processes and the motivational sphere of younger schoolchildren throughout the entire period of study.
Study of the physical development of 1st grade students. During the experiment, anthropometric measurements of younger schoolchildren were carried out (height, weight, chest circumference - CG). Individual and average values of the studied somatometric signs before and after the experiment corresponded to the average statistical data for Russia. During the experiment, the body length of girls and boys increased by an average of 5 cm, body weight - by 3 kg, chest circumference - by 1 - 1.3 cm.
Nevertheless, when comparing the arithmetic mean indicators of the physical development of children from the CG and the EG, no significant differences in weight and body length were found either before or after the experiment (p>0.05).
At the same time, it should be noted that the students from the EG compared with the children from the CG had a better dynamics of OGK indicators (Tables 3, 4). So, the boys of the EG, who hadbefore the experiment, significantly lower values of the studied trait, at the end of the experiment, leveled off in this indicator with their peers from the CG (from 59.78±0.06 to 61.15±0.05). The mean values of OGK of girls from both groups did not differ statistically before the experiment. However, after the experiment, the same indicator for schoolgirls who studied using the experimental technology became significantly higher by 1.03 cm (p<0,001).
Table 2.The content of the sections of the basic and variable components of the lesson of physical culture using elements of traditional karate
Base Component Tools | Variable Component Tools |
Fundamentals of Knowledge | Theoretical Foundations of Traditional Karate |
What is physical culture | Traditional karate as a kind of oriental martial art |
Rules of conduct in physical education lessons | Historical overview of the development of traditional karate |
How to take care of your posture | Terminology of traditional karate |
Means and methods of hardening | Rules of conduct in traditional karate classes |
Personal hygiene rules | Fundamentals of Traditional Karate Techniques |
Athletics | Kihon (basic technique) |
Running exercises | Dachi-waza (stand technique) |
jumping exercises | Te-waza (hand technique) |
Throwing | Geri Waza (foot technique) |
Outdoor games | Kata (formalized technical complexes) |
"Hunters and Ducks" | Heans (student kata) |
"Salki" | Bunkai (deciphering kata) |
"Day and night" | Kumite (sports match) |
"Shootout" | Kihon-gohon kumite (training-formalizedfive-movement fight) |
"Carp and pike" | Kihon-sanbon kumite (training-formalized three-movement duel) |
Gymnastics with the basics of acrobatics | |
Drill exercises | |
General developmental exercises | |
Acrobatic exercises | |
Applied Exercises | |
ski training | |
Walking skiing | |
Gliding skiing | |
Stepping turns | |
Descent in the main rack | |
Climbing |
Table 3
The results of testing boys on the main parameters of physical developmentResearched | indicators | Group | Before experiment | After the experiment |
||||
M±m | M±m | |||||||
Somatometric signs | Height, cm | EG | 122.82±1.46 | 1,54 | 127.4±0.89 | 1,14 | ||
KG | 120.32±0.78 | 125.82±1.06 |
||||||
Weight, kg | EG | 23.83±0.51 | 0,07 | 26.36±0.54 | 0,64 | |||
KG | 23.92±1.08 | 27.20±1.24 |
||||||
WGC, cm | EG | 59.78±0.06 | 2,32 | 0,05 | 61.15±0.05 | 0,58 | ||
KG | 60.31±0.23 | 61.01±0.23 |
||||||
Physiometric signs | VC, l | EG | 1199.33±5.7 | 0,05 | 1645.7±7.43 | 21,62 | 0,001 |
|
KG | 1198.89±7.8 | 1413.75±7.7 |
||||||
Brush strength, kg | EG | 9.1±0.08 | 10.19±0.08 | 7,87 | 0,001 |
|||
KG | 9.17±0.09 | 9.24±0.09 |
||||||
Table 4
The results of testing girls on the main parameters of physical developmentResearched indicators | Group | Before experiment | After the experiment |
|||||
M±m | M±m | |||||||
Somatometric signs | Height, cm | EG | 120.43±1.1 | 1,39 | 125.07±1.08 | 1,49 | ||
KG | 122.67±1.17 | 127.57±1.29 |
||||||
Weight, kg | EG | 23.46±0.54 | 0,28 | 26.21±0.47 | ||||
KG | 23.76±0.9 | 26.7±1.13 |
||||||
WGC, cm | EG | 59.88±0.09 | 0,39 | 61.43±0.1 | 4,56 | 0,001 |
||
KG | 59.79±0.2 | 60.46±0.19 |
||||||
Physiometric signs | VC, l | EG | 1229.83±7 | 0,59 | 1613.13±6.6 | 20,49 | 0,001 |
|
KG | 1223.2±8.65 | 1418.73±6.8 |
||||||
Brush strength, kg | EG | 8.48±0.06 | 0,19 | 9.68±0.08 | 8,71 | 0,001 |
||
KG | 8.5±0.08 | 8.63±0.09 |
||||||
From physiometric indicators, we studied the strength of the hand of the leading hand and the vital capacity of the lungs (VC). Before the experiment, these indicators in children of both groups did not differ significantly. During the experiment, in girls and boys from the CG, they did not change significantly, while their peers from the EG showed noticeable increases: VC - by 446.37 ml in boys, by 383.3 ml in girls; hand strength - by 1.09 kg for boys, by 1.20 kg for girls.
In our opinion, the higher increases in the indicators of WGC and VC in schoolchildren from the EG compared with students from the CG are due to the use of breathing exercises in the process of teaching the elements of traditional karate.
The influence of health-forming technology on the physical fitness of junior schoolchildren. Comparison of the dynamics of motor abilities of junior schoolchildren from the EG and CG showed that in children studying according to the experimental program, the increase in results characterizing the development of flexibility, speed-strength, coordination abilities is significantly higher (p< 0,05, p < 0,001).
Statistically significant changes in both boys and girls in the EG compared with the CG were observed in the tests: "Throwing a stuffed ball", "Strength of the abdominal muscles", "Bending the torso from a standing position", "Split", "Pulling up on a low crossbar ", "Stepping over a gymnastic stick", "Long jump from a place". The smallest increase was noted in motor tests: "Running 30 m", "Running to numbered balls" (p > 0.05).
This is consistent with the literature data that primary school age is a sensitive period for the development of flexibility, speed-strength qualities, and coordination abilities.
In the course of control measurements, a significant scatter of individual indicators of the development of motor abilities, especially coordination ones, was recorded, which indicates the role of the genetic factor in the development of children of primary school age.
The results of changes in the physical fitness of children of primary school age during the experiment are given in Table. 5 and 6.
It can be seen from the tables that a significant increase in the indicators of schoolchildren from the EG compared to the CG occurred in seven tests out of nine.
High growth rates of flexibility indicators in the EG, in our opinion, testify to the effective impact of the experimental technique. Purposeful selection of exercises for flexibility in each karate lesson ensured sufficient development of the above abilities of younger students.
In the exercises that characterize the speed of running and the ability to orientate in space, there were no significant differences in the increase in average results in the EG and CG in boys and girls. However, even in these motor tasks in the EG, a higher result was observed at the end of the year, which, in our opinion, can be explained by a rationally selected and distributed load of a certain nature in the EG.
Does your child know how to achieve success in life? How to improve school performance? How to protect yourself from drugs? How to develop physically and spiritually to make the most of your abilities?
Children who attend our classes are simply destined to achieve success in life, because from an early age we teach them such concepts as PURPOSE, DETERMINATION, DISCIPLINE, RESPECT, PERSISTENCE and STRONGLY. And most importantly, the character traits that your children will acquire as a result of our classes will help them for the rest of their lives!
Dear Parents:
Parents always want the best for their children, but how do you prepare them for the challenges they face in today's world? What are you doing to motivate the child, accustom him to discipline and proper attitude to any business? But this is the most necessary thing for achieving success in life. It is not easy to teach all this to a child, because this kind of education is not given in our schools. The street will not give such knowledge. And to our shame, the old ones have been destroyed, but new public organizations have not appeared, which are called upon to unite our children and prepare them for the future life. In fact, this is simply a crime, since teaching children from an early age skills such as the ability to set a goal and then strive to achieve it, developing character traits such as self-confidence and self-esteem from a young age, will have the greatest impact on a child's achievement in later life.
Over the years, we have seen hundreds of children who have recovered
benefit from our activities.
- Overweight kids who have lost a couple of pounds with self-discipline and exercise, and in return have gained self-confidence and self-respect.
- Smart kids who didn’t get bored in school, but we taught them to set new goals and achieve even more.
- Unbridled children who have learned to focus and direct their energy in the right direction.
- And the introverted, shy kids we managed to get out of their shells.
All of these children and hundreds of others who attended our school through our unique program have laid the foundation for future success in life. Just as it is impossible to forget how to swim and ride a bicycle, the skills to achieve success once invested in a child will forever remain with him. And the fruits of this knowledge will be reaped by them for the rest of their lives. A life filled with joy and pride in your accomplishments, backed by good health and well-being. Where will your children be taught such wonderful things?
The answer to this question is our special program called "Towards Leadership And Life Skills Through Karate" which is taught at our Karate school. As a father of a child myself, I feel that I have a huge responsibility to ensure that my child becomes self-confident, persistent and disciplined, which will lead him to success in school, in sports and in life.
Through our unique Karate School program, which includes body and mind development, wellness and lots of fun, your child will acquire all the key character traits necessary to succeed in life. And while the more traditional aspects of martial arts, such as self-defense and self-defence, are certainly important in today's world, perhaps the most important aspect of our program is not so much its physical part as it is spiritual.
Our Towards Leadership & Life Skills Through Karate program will develop in your child the basic traits necessary for success and happiness in the future, namely:
- The self-confidence and self-esteem to raise your hand in class and ask questions and thus learn when others are shy.
- We will teach your child how to make an effort and be persistent in achieving a goal. Our students say “I CAN” when faced with a new problem or difficulty instead of saying “I CAN'T”
- We teach children the importance of pursuing knowledge and teach them the most important skill they need to be successful: goal setting.
- Studying with us, your child will learn to focus, concentrate, he will become more disciplined, which will help him improve his grades at school.
- Classes at the Karate school will help your child develop physically. Our program develops mobility, endurance and strength in children. They improve coordination, balance and reaction, and as a result, the child manifests himself better in a wide variety of activities.
- In conclusion, I will say that we are trying to interest the child, develop a desire in him, teach him to focus on the goal, and this is the most important thing for success not only in school, but also outside it.
Perhaps the most terrifying problem for parents today is the thought that their child may be affected by drugs. Children begin taking drugs at an increasingly young age. These children are mostly from wealthy families. And the number of such children is amazing. At our karate school, programs are designed to develop a child's self-confidence and self-esteem, which will give him the courage to say NO to all bad suggestions and resist peer pressure. Recent studies have shown that activities that focus on personal achievement, which is what martial arts are, are much more effective in combating this problem than any other activity.
Our classes will teach your child to notice and avoid danger.
There is another reason for attending our school… Unfortunately, we live in a world full of bad people. Karate School will teach your child how to see and avoid danger. What to do in an emergency, how to provide first aid and, if necessary, how to protect yourself from danger. These invaluable skills will not only boost a child's self-confidence, but may even save their life. And the best part about our program is that classes and learning are FUN and JOY.
Our Karate school is the only place where the environment itself makes classes interesting, varied and fun!
The environment in the hall will help your child develop physically, spiritually and socially. Due to the fact that your child will be surrounded by other children with similar goals and aspirations, he will make real friends and join a healthy team.
Personal attention to each child and
pedagogical skill of instructors is the basis
training in our karate school.
Remember what Tigger said in Winnie the Pooh: “The most wonderful thing about tigers is that I am the one and only tiger!” It is this particular attention to the unique personality and needs of each child that sets the instructors at our Karate school apart from all others. Everyone in our school is given personal attention, and the basis of all this is the pedagogical skill of the instructors. Keeping all this in mind, it is not surprising that the guys studying at our school confidently go through life and succeed in everything!
Let not only our words convince you of this.Just listen to what other parents have to say about our Karate school program.
Hundreds of parents have already experienced the positive impact of our classes on their children. And the best way for you to get to know our program is to experience it for yourself.
Having embarked on the path of self-improvement, you must clearly realize that achieving the most insignificant result will require you to concentrate your spiritual and physical strength, and, of course, a lot of time.
The formation of the most superficial idea of the school takes about one month. Indeed, in 3-4 trainings it is impossible to get acquainted with those sections of Karate that will be studied, it is impossible to test different methods and types of the training process, to get acquainted with those who are engaged with you in the same group. And, of course, it is impossible to get an idea of our Federation, to be imbued with its traditions and learn about its glorious history. If, however, set a goal to enter into a friendly family of students of Kyokushinkai Karate, then measuring time in weeks or even months does not make sense.
The entire methodology, tested by 12 years of work of our Federation, consists of monthly, semi-annual and annual training cycles. The leadership of the Federation believes that this technique is exactly the foundation on which it has been possible to bring up more than one generation of champions not only in sports, but also in life.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
INTRODUCTION
1. FEATURES OF RECEPTIONS AND APPLICATIONS OF SHOTOKAN KARATE TECHNIQUE
1.1.4 Good manners
2. METHODS, ORGANIZATION AND RESULTS OF OWN RESEARCH
2.1 Research methods
2.2 Organizing your own research
2.3 Results of own research
2.3.1 Survey results
2.3.2 Methodological substantiation of own research and their discussion
2.3.3 Interim results
2.3.4 Final control results
2.3.5 Results of expert evaluations at the end of the experiment
CONCLUSION
LIST OF USED LITERATURE
ATTACHMENT 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
INTRODUCTION
Shotokan refers to one of the main directions in karate. The Shotokan style (Shotokan) was founded by Gichin Funakoshi, or his son (different sources say differently). The master of karate Funakoshi had a literary pseudonym, which sounded like "Seto", it was he who was taken as the basis for the name of the new direction in karate "Setokan-kan". Literally translated from Japanese, "Seto" means "house for swaying pines" or "house of the sea and pines." The particle "kan" is the hall. That is, “Setokan” is a place, a hall for studying this type of art. In Russian, Shotokan sounds very close to Shotokan (Gorbylev A.M. Master Motobu.Dojo, 2003. - No. 3.S.16-19).
Funakoshi Gichin at one time devoted himself to teaching the styles of "Okinawa tote" - formerly known as Okinawa karate. These are the styles of Serei Ryu and Shorin Ryu. Shotokan has become a modification of these two combined directions. The names Serei Ryu and Shorin Ryu are Okinawan names that were changed to Japanese by Funakoshi himself. There were other changes - within the technology itself. As for the name, being under the influence of the founder of the direction of judo Jigoro Kano Funakoshi changed the reading of the term as "The Way of Karate". This approach emphasizes that Shotokan is not just a martial art, but a whole system of education - spiritual and physical. This is the main difference in the direction of Shotokan, since most of the schools founded in recent years are just hand-to-hand combat systems.
A distinctive feature of Shotokan, expressed in movement, is movement in a straight line, that is, the linear direction of force. In Setokan, stances are most often practiced - wide and low, blocks - hard, punches - with the inclusion of hip strength in it. Thus, in Setokan, it is customary to adhere to the peremptory rule: “Absolutely with one blow” (in Japanese “ikken-hisatsu”) (Travnikov A.I. Karate for beginners. M .: Eksmo, 2012. S. 48-69).
Choosing the style and techniques for "his direction", Funakoshi studied the work of the masters Azato and Itosu. Their school practiced quite sophisticated fighting techniques - strikes from close range and strikes (mostly kicks) at a level below average. Funakoshi, together with his students, supplemented the existing techniques with strikes at the upper and middle levels, and fighting began to be carried out almost always only at the middle level. A system was also created that allows for sports fights. Nane Setokane is a mixture of old and new techniques (Aksenov E.I. Karate from a white belt to a black one. Ed.: AST, Astrel, 2007. P. 28-32).
The purpose of the work is to identify the features of teaching children of primary school age to strike foot techniques in Shotokan karate.
The objectives of this study:
1. Consider the classification of Shotokan karate techniques.
2. Learn the features of Shotokan karate techniques.
3. Designate the scope of the Shotokan technique.
4. Consider the mental and ethical side of the issue.
5. Classify tricks.
6. Consider the age characteristics of children when studying techniques,
7. Consider the peculiarities of perception of information when teaching children of primary school age the techniques of Shotokan karate.
8. Learn how to practice techniques.
9. To study the means of working out techniques.
The object of the WRC is the techniques and techniques of the legs of Shotokan karate.
The structure of the work is determined by the goals and objectives of the study, consists of an introduction, two chapters, a conclusion and a list of references.
CHAPTER 1 FEATURES OF TECHNIQUES AND APPLICATIONS OF SHOTOKAN KARATE TECHNIQUE
1.1 Techniques of karate Shotokan, their classification
1.1.1 Features of Shotokan karate techniques
Shotokan has its own, characteristic only for this direction, features - a child (or adult) involved in this sport must have a fairly good level of physical fitness. In addition, it is necessary to clearly know all the techniques of the direction and be able to work with the utmost dedication.
Since the Shotokan karate technique is exclusively linear movements and the same linear application of force, it differs sharply from many other types of karate and Chinese fighting styles - there is predominantly the use of movements in a circle (Nakayama M. Best Karate. Volume 2-M .: Ladomir, 1997.S.12-14).
The low, wide, strong stances are characterized by dynamic and clear transitions. The hip strikes with a powerful energetic movement, the fight is accompanied by complex hand movements. This creates a feeling of conciseness and economy of movement. Each attack is preceded by an indeterminate number of feints, followed by an accurate and quick strike that achieves maximum efficiency in the shortest possible time with the minimum expenditure of energy.
For defense in battle, hard blocks are used, which discourage the enemy from attacking again. Breathing, as in many sports practices, is given great attention in Shotokan. Breathing must be correct. As far as movements are concerned, they must be under control - the strike and the clear end of the strike. In combat, the maximum amount of available power and speed must be applied in the minimum amount of time.
Shotokan karate teaches the mastery of fighting techniques against several opponents at once. Shotokan focuses on the technique of kata and teaches the technique of fighting without rules. Where the application of such techniques begins, the scope of sports competition ends. Naturally, there are also age restrictions (Pfluger, A. Shotokan karate-do: 27 kata in diagrams and drawings for certification and competitions. Novosibirsk: Fair-Press, 2002. P. 77-99).
Throwing technique is the forte of Shotokan karate. These are fast and powerful movements of the enemy's body in space, as well as effective undercuts, due to which the enemy is unbalanced. The sweep technique provokes the opponent to fall on his own, allowing you to avoid getting bogged down in the struggle with the capture - this is necessary in order to withstand the fight with several opponents. Shotokan karate also allows the carrying and use of weapons in a duel.
It is possible to acquire knowledge and put into practice blocks, punches and kicks in a jump or from a static position in 6-7 months (we are talking about adults). Subject to daily many hours of training. At the same time, it will still not be possible to achieve absolute perfection (Lee, Bruce, Uehara, M. Bruce Lee's Fighting School. Beijing, Aist, 1996. S. 13-28).
Sending a child of primary school age to Shotokan classes, it is necessary to prepare him mentally, laying in him several postulates of this martial art. This is, in addition, that the child must already be physically prepared and be familiar with one or another direction of karate (which is necessary, but not necessary). In improving Shotokan, it is necessary to take into account the center of gravity of the body in movement and the speed of blocks and strikes. In addition, the athlete must constantly control his body.
1.1.2 Putting Shotokan Techniques into Practice
Balance plays an important role in combat. As the position of the body changes, the center of gravity also changes. The most important skill in Shotokan is the ability to choose the right stance in various combat situations without losing the center of gravity. The correct position in the stance will ensure that balance is maintained even in cases where it seems impossible (Nakayama M. The best karate. Volume 4 Kumite. M .: Ladomir, 1997. P. 87-88).
The correct position of the legs largely determines the outcome of the battle. To ensure a harmonious movement in space, a fighter must think about his legs. Too wide a stance will provide good stability, but will not allow you to move easily and quickly enough. If the legs are set narrowly, a small push will be enough for the opponent to ensure you lose your balance.
Since the center of gravity in battle is constantly moving, as the position of the arms, legs, and the body itself changes, the loss of balance can play into the hands of the enemy. Mastery - to transfer the weight of the body from foot to foot, change the position of the body and not lose the center of gravity - is acquired and practiced over the years.
In striving for victory, it is necessary to strive for the harmony of strength and speed of impact. These things are interconnected. Victory in a duel cannot be achieved by strength alone - the philosophy of Shotokan: speed is an assistant to strength.
Children must be taught to concentrate in one movement all their strength and speed. Concentration is produced with the participation of the body and consciousness. The center of concentration of the energy of the body is located just below the navel - tanden. What it is, concentration is rather an aspect of volitional, in which, previously relaxed muscles, instantly tighten to strike. Tension at the last moment provides more powerful force to the blow.
The Shotokan technique consists in the ability to tense and relax the muscles, alternating, if necessary, these skills. For greater effectiveness, alternating training is necessary constant. And constant self-control helps in this process. Because the faster the tension mechanism is activated, the more effective the blow will be. A kick that is delivered correctly will be "invisible" to the opponent - that is, he will only feel it, and, of course, must be thrown (Pfluger, A. Shotokan Karate-do: 27 kata in diagrams and drawings for certification and competitions. S. 56-62).
1.1.3 Shotokan and mental state
When organizing classes with children, it is necessary to prepare their psyche. ability to regulate it. All techniques are only effective when the fighter is completely detached from reality. When he is closed in the inner world and feels integrity within himself. This skill was discovered by ascetics. In Shotokan, this skill means - honing each movement to the absolute using the special energy "Ki". This energy is given to every person, but not everyone knows how to use it. With the help of “Ki”, internal tension is eliminated, and movements are made consciously (that is, without this very internal tension). All ligaments of the combat interaction of muscles, and any movement in general (block, kick) in execution becomes rigid and concise, like lightning and like a sword strike.
Shotokan teaches us to use the energy of the stars, which, flowing through us, opens up new possibilities and facets. The Shotokan fighter is part of the universe, and the universe is inside him. And the strength of a fighter and the effectiveness of his battle depends on a serene, devoid of any emotions state, that is, on the energy of "KI" (the ability to use it correctly) (Lee, Bruce, Uehara, M .: Bruce Lee's Fighting School. S. 78-90).
Three states are important in combat:
1) calmness (anxiety will distort reality,
2) anger paralyzes and will lead to fear, make you commit rash acts),
3) spontaneity (akin to improvisation - it is owned by people who never lose their presence of mind),
4) susceptibility (this is the ability of a superman - the ability to predict the opponent's action by external state and other signs. It is achieved in the process of hard training).
kick leg karate shotokan
1.1.4 Good manners
Starting classes, it is necessary to give children the understanding that from now on they will touch the ancient culture of martial arts, get acquainted with the ancient knowledge of civilization. It is necessary to remind children about such concepts as "honor" and "courage" and "nobility". Introduce the concept of "Doje", which means a community, a place for training, a sacred place for samurai. In Dodge it is forbidden to walk in shoes, you can’t laugh and talk loudly here. If we talk about the past, then according to tradition, no outsider could get into this place, since all the knowledge in the martial arts school was secret. In addition, hierarchical relations are established in Dodge - the younger one obeys the older one, and everyone who has set foot on the path of improvement must honor and respect the mentor (teacher, instructor). The violator is usually expelled. The doje must be carefully selected (is it a hall or part of the garden), cleared of debris and washed.
The fighter's clothing must also be special. Guillet - always clean, of a certain color, tied with a belt. The belt, according to the rules of good manners, cannot be worn out of rank - such a violation is also expelled. The ends of the belt should be tied at the same level. Strength means the end of the belt on the right, while fighting spirit is the end on the left. Clothing should be carefully monitored, and after class, the guillé is also folded in a special way.
As a sign of respect before class, it is necessary to make a standing bow (Gitsu Rei), and in case of being late, it is a kneeling bow (Sezan Rei). And no matter how many times he leaves the karate hall, every time his appearance should be accompanied by a bow.
Talking during training is prohibited - only the teacher can speak. But if he addresses someone specifically, it is necessary to bow, listen and bow again (Tsunemoto Hagakure Ya. Hidden in foliage. St. Petersburg: Eurasia, 1996. P. 111-117).
1.1.5 Classification of Shotokan techniques (Kata)
The Shotokan karate training program consists of three compulsory sections: kihon, kata and kumite.
Kihon are the basic varieties of kata and attack and defense moves.
Kata are whole complexes that are performed according to the standard.
Kumite is fighting or exercising with an opponent.
We will focus on kata in more detail.
Kata is a formalized sequence of movements connected by the principles of waging a duel with an imaginary opponent or a group of opponents, in fact - the quintessence of the technique of a particular style of martial arts.
Receptions (kata) in Shotokan-karate are about 25 - 27 pieces. The number depends on the federation and direction. Basically, in Setokan, techniques are divided into two levels (Funakoshi, G. Karate-do: my way of life. M .: Sofia, 2000. 112 p.):
1) Shitei Gata (mandatory kata).
2) Jiyu Gata (additional kata).
Shitei Gata are further divided into two categories of kata: Sentei Gata (Bassai Dai, Jion, Empi, Kanku Dai) and Kihon Gata (five Heyans + Tekki Shodan).
The Jiyu Gata group includes all other forms of kata found in Shotokan Karate. (Funakoshi, G. Karate-do: my way of life. M .: Sofia, 2000. P. 212.).
JKA (Sanga direction), uses Shotokan karate, 25 forms of Kata are included in their program.
Removed Taikyoku Shodan from the original list of kata (since there is a strong resemblance to Heian Shodan) and Jiin (there is a resemblance to Jion and similarities in technique to other kata).
A complete list of Shotokan Karate kata practiced by the JKA:
Shitei Gata:
1. Kihon Gata: Heian Nidan, Heian Shodan, Heian Sandan, Heian Godan, Heian Yondan, Tekki Shodan.
Empi: One of the most popular kata in Shotokan, it focuses on developing power.
Jion: Kata originated in China, named after the Buddhist temple of Jion. This form of kata can be found not only in Setokane, but also in Wado-ryu karate.
Kanku Dai: Kata containing many movements. The founder of Setokane Funakoshi was very fond of this kata. Kata is also found in other directions, such as: "Kusyanku" or "Shikoku-Shanku".
Bassai Dai: This is the traditional Akinawan form of kata called "Passai". Its use is that it helps to work out the basic Shotokan techniques well.
Jiyu Gata:
Hangetsu: This kata in Shotokan is the only one that responds to focusing the breath. With its help, the ability to use CI energy wisely and effectively is practiced.
Jitte: This Kata helps in learning how to defend against weapons.
Tekki nidan: This kata is taken from Tekki Shodan. There is an opinion that sensei Motobu perfected and knew only this one kata, and that he mastered the whole essence of karate on the basis and practice of it and no other kata.
Gankaku: This kata is likened to a crane sitting on a rock. This kata is very useful for the ability to balance in space. Technique is important here, both legs and arms.
Bassai Sho: A kata that teaches weapon defense (Bo staff). This kata is based on the ability to block the enemy in different ways.
Tekki Syandan: The kata used to be called Naihanchi. The name was changed by Funakoshi, in addition, he also replaced the naihanchi-dachi stance, taking kibo-dachi instead.
Kanku Sho: Or Kanku Dai. This kata almost disappeared from use after Itosu sensei changed it, but it was retained by a student of Chibana sensei.
Sochin: A powerful enough kata is like an explosion. It is practiced to increase the strength of the upper body without the use of hip movement.
Chinte: A kata that does not require a lot of energy, therefore it is recommended and used mainly by women (children).
Nizushiho: This kata is based on a combination of slow techniques with strong and flexible techniques. The kata has its own characteristic rhythm.
Gojushiho Sho: Kata uses Kokutsu-dachi and greatly increases the strength of the right leg.
Gozushiho Dai: The original name of the kata was Gozushiho - "Hotaku". This kata, unlike the previous one, enhances the strength of the left leg using Nekoashi-dachi.
Wankan: This is a very short kata in Shotokan. With only one "kiya".
Unsu: A very special Kata. The title is taken from an old karate book, Ryukyu Kempo Karate, published in 1922.
Meike: Or Rohai, or Nanko and Meike. Works against Bo.
In short: all the elements of the modern Shotokan kata are elements of the cube (although there are 26 elements in the structure of the cube).
So: six pairwise parallel faces of the cube are 6 Dai-Sho kata: kanku, bassai, gojushiho, eight peaks are 5 heian and 3 tekki, twelve edges correspond to the rest of the kata (Oyama M. Classical karate. Ed.: Eksmo, 2006. S.87-95).
1.2 Features of teaching children of primary school age the techniques of Shotokan karate
1.2.1 Features of the perception of information when teaching children of primary school age the techniques of Shotokan karate
Before talking about the peculiarities of teaching Shotokan karate techniques to primary school age, let's see how a child differs from an adult, and whether he is able to overcome "such a sports science" as Shotokan.
The practice of Shotokan karate has been formed and transformed into a martial art for quite a long time. She, like many types of karate, is a synthesis of philosophy, historical, cultural, ethnic and aesthetic principles. But the most basic principle is teaching technique (Dolin, A.A. Kempo - a tradition of martial arts. M .: Nauka, 1991. P. 132-188).
The whole Shotokan technique (both for children and adults) is based on the combination of the sharpness of movement with the concentration of power at the right moment.
Such movements are energy-efficient and are developed only with an understanding of the impact mechanism itself. And since by the time the classes begin, the mechanism of motor stereotypes has often already developed (even among children), it will need to be broken.
The Shotokan training program for any age consists of: kihon (base), kata (complex) and kumite (combat with the enemy). These are three sections of Shotokan karate, which are studied at the same time. In addition, there is a level for beginners (student), a level for more prepared and a master level. At the same time, it is possible to step over the level of a student if the child is well prepared physically (that is, trained) and has a well-developed intellect. In addition, it is necessary to possess certain character traits. This is called "sobriety of mind", prudence and so on. And effective and quick learning occurs only if the student demonstrates a high level of memorization, the ability to analyze and the ability to correct their movements (Kashtanov N.A. Canons of karate. Formation of spirituality by means of karate do. Ed.: Phoenix, 2007. S. 122-134).
Let's take a closer look at what children of 7-10 years old (children of primary school age) are able to learn for sure, taking into account the peculiarities of children's perception.
For the most part, children are not capable of complex analytical and logical constructions. The level of their thinking is therefore called prelogical. This means that children up to a certain age perceive only specific things, specific tasks - simple and understandable. In order for the child to remember all the details, so that his perception can cope with this without interference, it is necessary to offer information in training in small portions, built logically.
The child remembers information figuratively, so it should be presented to him in a form that is convenient for this, understandable to the child. And in which one, it depends on the way of perception of each particular child (remember the ways of perceiving information: visually, with the help of sound and with the help of touch). For greater efficiency in working with a child, it is necessary to pre-experimentally and by observation (you can also use special testing) to identify how he perceives and remembers information. That is, before physical training, theoretical training is necessary. This is the ideal option (Nakayama, M. Dynamics of karate: a textbook of the legendary master. St. Petersburg: Zlatoust, 2004. S. 26-49).
When gathering groups of children of primary school age for classes, you need to be prepared for the fact that among them there will be all types (visuals, kinesthetics and auditory), there will also be mixed types - this is also worth considering. What does it mean? In Shotokan classes, showing each movement - how it is done in practice - needs to be explained in words (describe) what is happening and, of course, let the children practice, immediately after the explanation and demonstration. When explaining in words, it is worth using images that are understandable and familiar to children (It is not for nothing that some kata in translation mean such common names as, for example, “Crane”. But with a demonstration of the kata “Peace” and “Peace”, children may have problems). If the child still understands little and still does everything wrong - most likely, this is a kinesthetic. In this case, you should instruct him personally - go up to him and put your legs (and arms too) as needed, then together (synchronously) make movements with your legs (and arms) so that the child feels how his muscles and muscles of the instructor work. Be sure to give the opportunity to feel the meaning of what is happening - why you need this or that movement.
If a kinesthetic child feels the movement well, he will remember it even better than auditory and visual children. And this is despite the fact that, at first glance, it seems that it comes to him much longer and worse.
The difference in the perception of reality is one of the reasons why a productive Shotokan karate lesson with children is possible only in small groups. This means that Shotokan groups for elementary school age should not exceed ten people per instructor. This is due, first of all, to the fact that each child needs an individual approach and a sufficient amount of attention.
It is much easier to teach an adult whose conceptual apparatus, logical thinking and the ability to structure material are developed, and the level of self-awareness and self-organization is at a high level. But children who have not yet learned to control their attention are more difficult, because their attention has to be controlled and returned to its place all the time (often the child is distracted by other (extraneous) things). In addition, in primary school age, and even in middle-level children, the motivation to learn (anything, including Shotokan or any other art) is absent, not formed or not formed well enough. In the absence of motivation, parents usually come to the rescue (unless, of course, they themselves are motivated), who find the right words and arguments to ensure that the child attends classes. For the child himself, if he does not go to classes, it depends on him, at any moment he can “get sick”, he can “change his mind”, be afraid of difficulties, retreat when something does not work out, does not come out the first time and quit. This suggests that volitional control in children is completely absent, there is no consciousness and responsibility (Travnikov A.I. Karate for beginners. M .: Eksmo, 2012. P. 205).
For this, when training them, you should be prepared. That is, a lot of children will begin to study, but by the end of the year there will hardly be half of them left. The reason for the "disappearance" of children may be the situation with the parents - they get tired of motivating the child and forcing him to walk. Of course, the instructor needs to make every effort to ensure that the children stay, that they are interested, so that the motivation does not cool down until the next lesson (Lee, Bruce, Uehara, M. Bruce Lee Fighting School. p. 1-30).
Returning to an adult: he is always ready to memorize, he knows what to do for better memorization, and he already has his own memorization technique, it has already been developed. The development of a way of remembering in an adult occurs intuitively, and also according to the peculiarities of his perception. An adult, unlike a child, can be offered large-sized material (many different movements) for memorization and assimilation in one lesson, and you can manage to hone all this material in practice. It won't work with a child. That is why a lesson with adults can last up to two hours a day, and with children one will be more than enough. At the same time, almost the entire lesson should be organized in a playful way (this is especially true for children of primary school age). And the information load will have to be introduced and increased gradually. For many reasons: one hour is not enough for a large material, it is impossible to give a child a large amount at a time - he will not learn (Nakayama, M. The best karate. Volume 1. Full review. M .: Ladomir, 1997. P. 42-50).
And more about perception. Any child perceives the speech of an adult (information) as a whole. For example, if an adult utters a rather long monologue, then the child is likely to understand the general meaning of his entire speech, but will not understand the meaning of many or some words separately (Lee, Bruce, Uehara, M. Bruce Lee's Fighting School. S. 113 ).
What is it connected with? The main flow of information is assimilated by the child non-verbally, that is, it passes, as it were, through him, past him. With adults - the same thing, but they already have extensive experience in verbal communication (unlike a child), therefore, during communication (during the perception of someone else's speech), first of all, they comprehend the words - but what do they mean? Kids, on the other hand, perceive information, and above all, through facial expressions, postures, body movements, by sight, timbre, voice, and smile. This is called reading by "body hieroglyphs". Thanks to this skill, children understand some things even earlier than adults. Intuitively. Subconsciously. An adult, just before understanding, needs to realize (Kochergin, A.N. Introduction to the school of combat karate. Nizhny Novgorod: Leks Star LLC, 1995. P. 2-47).
The experience of adults dominates intuition, but is it good or bad - let's figure it out.
Children feel good when "uncle pretends to be strict and angry" - they know for sure that he is actually "kind and good", but this "aunt - on the contrary - pretends that she is kind", but in fact "she is bad ". Feelings are important for a child - something that an adult has long ceased to pay attention to and betray meaning, something that he has forgotten how to do. And the child is able to analyze this particular layer of information (non-verbal) best of all, and not understand the order and correctness of performing kata, for example, if in the flow of information at the moment we are talking about kata. What conclusions can be drawn from all this.
Firstly, if the instructor allows himself to conduct a lesson in a bad mood or when he feels unwell, when he himself has problems with concentration, when he is overcome by negative emotions, the children will instantly feel it. It will become impossible to manage a group of children of primary school age. What can be advised in this case? Away - bad mood, away - bad emotions, all domestic problems - outside the hall. In addition, the instructor must have the highest level of self-control - he must be a master in using the energy of his own body "Ki" in the classroom. And, it should be noted, he should also set an appropriate example for children - to teach them to control emotions.
Secondly, it is necessary to teach children exclusively individually - taking into account their peculiarities of perception, personal characteristics, the already existing level of physical fitness and age characteristics. Each child needs to be given enough attention - only then will there be an effect and a result (Bishop, M. Okinawan karate. M .: Iris-press, 1997. P. 69-120).
What is the difference between a child's perception and an adult's perception. Children's perception, unlike an adult, is characterized by brightness, that is, freshness (non-soapy). What does this phenomenon mean? And the fact that the child still does not have any embedded pictures of the perception of the world that came from outside - and therefore, he does not have templates. The child has not yet established connections between the perceived pictures (actions, phenomena), so the world is unusual for him, amazing and somewhere even strange. Absolutely any new images of the child capture, he is incredibly interested in everything that happens around him - simple and complex. Any images that arose in front of the child are literally "imprinted" in his memory - firmly and firmly.
For comparison: remember yourself - what is remembered, cuts into memory best of all? What strikes, surprises, impresses - something unusual, non-standard, out of the ordinary. And that is accompanied by a strong emotion. As for the child, literally everything surprises him, and all this is accompanied by violent emotions. That is why any new impressions in a child are bright. And if something has already been explained to him, if he already knows something, then it is this phenomenon that arouses interest in him to a lesser extent, or does not arouse at all. In children's perception, patterns are strung in memory very quickly and firmly (Mikryukov V.Yu. Encyclopedia of Karate. St. Petersburg: Ves, 2013. P. 112-136).
It has been noticed: classes are unproductive for those instructors who do the same thing every time in the classroom - they work out the same movement in the same way, in the same sequence, in the same form, and so on. With children, this is unacceptable, because it is unproductive. Although, later, when teaching Shotokan, it will still be necessary to work out movements to automatism, but this is already in older children and, rather, in adolescents, and not in elementary school students. At the stage of working with children of primary school age, no pattern work will be beneficial - children will stop walking because they will lose interest. Or they will walk, but they will do everything formally, not in the right way, because it will seem to them that they “already know all this”, they will be bored.
And yet - this also needs to be said - with children it is constantly necessary to return to the past, otherwise there will be no memorization and consolidation. But what has been passed each time must be presented in some new form, with some changes, so that it looks new, and so that it evokes an emotional response and surprise again and again. The instructor of children of primary school age will have to try very hard to achieve results with such children.
Thirdly, you should always check whether this or that pattern has been laid down correctly in the child. If the template is laid incorrectly, this is a big hindrance in further work. How to check? It is necessary to put the child in such conditions that when performing a particular movement (hit or block), he was forced to control his actions. The wrong template will lead to incorrect execution (Kochergin, A.N. Introduction to the school of combat karate. S. 77-110).
For example, if a child, demonstrating “mae-geri keage” (straight forward punching kick), does not bend his knee, it is recommended to create an obstacle in front of him (for example, put a bench), or put another person next to him (at some distance). partner child. And so that the child, fearing an obstacle, does not step back, there should be a wall behind him. That's when he will be forced to bend his knees properly, waving his leg.
This is called "breaking the template and laying a new one." As already noted, Shotokan is not just a kind of martial arts, it is a philosophy that requires reflection. Only comprehension will speed up the execution and create a situation of correct memorization. A well structured thought process in a person allows him to be successful in Shotokan. Children who have a more developed perception of "technical" are easier to teach than "humanities", since Shotokan requires accuracy of thinking. Approximateness in karate is unacceptable (Zakharov O.E. Technique of striking. Ed.: LitRes, 2012. P. 45-76).
When working with children, the method of gradual comprehension that occurs in the process of implementation is quite effective. Gradual comprehension is the result of repeated repetitions. But, again, repetitions should be with some kind of novelty. Therein lies the difficulty. Therefore, of course, it is much easier to teach teenagers than preschool children and even children of primary school age. And sometimes you have to devote a lot of time to breaking old patterns.
In order for the child to start learning some more or less complicated actions, the child must be able to:
Control your own attention
Control your own actions, which, by the way, should be coordinated with the actions of the instructor,
Understand what he is doing (and the formation of the conceptual apparatus depends on experience),
Think logically (for this skill, by the time of training, the cerebral hemispheres must already be formed, and the instructor teaches the ability to think, and not use ready-made templates),
To be able to control the will and intentions (such skills are achieved exclusively by education and self-education).
Without all these skills, learning will be impossible, so it is necessary to work with the child, forming in him everything necessary for the assimilation of complex material later. And this process, it is worth noting, is quite lengthy and laborious (Ivanov-Katansky S.A. Practical combat karate. M .: FAIR-PRESS, 2001. P. 143-199).
1.2.2 Development of techniques for children of primary school age in Shotokan karate
Shotokan is called an art, but a child doing Shotokan is more likely to practice it than to master the art. That is, in the classroom, the child masters the exercises that form this martial art and masters the exercises that lead to the study of more complex kata. This is the acquisition of basic knowledge, fundamental principles. At the same time, not a single Shotokan master fights with the help of basic techniques - other speeds, a different rhythm, and other trajectories are used for the fight. It turns out that the child a priori is not yet a fighter - he does not have enough information.
It is known that the technique in Shotokan is not associated with "natural movements" - those that are performed in everyday life, which are based on habitual coordination (Kochergin, A.N. Introduction to the school of combat karate. P. 77).
Children are poorly coordinated - it’s not for nothing that they spill food, drop things, break their foreheads. There are very few naturally smart children. And the Shotokan karate technique is especially unusual for children - their bodies. Although, from the point of view of biodynamics, the movements of this art are optimal. Any shots in Shotokan are the result of long training, but in no case are natural movements. Percussion technique in Shotokan needs to be developed, and for greater efficiency of this process, special lead-up exercises are needed. What children learn in the classroom (Bishop, M. Okinawan karate. S. 15-48). All techniques, when working with a child, must be “set”. Kicking technique, blocking technique, movement technique and stance technique. This is quite hard work, but when coordination becomes a thing of the past, all movements will look like they are natural, not trained. Thus, naturalness is a consequence of training (Enoeda, K. Higher kata Shotokan. St. Petersburg: Zlatoust, 2003. P. 19).
As already mentioned, stereotyped is a big hindrance and "enemy" of Shotokan karate. And there are many more problems with children at this moment than with adults. Why? Because an adult is able to recognize his patterns, but a child does not have such a skill. Here the instructor comes to the rescue, who does everything for the child. The instructor has to use a number of special exercises that will help form new types of movement. The danger is that "wrong movements" tightly and instantly "stick" to the child - then the movement is no longer conscious and uncontrolled. It is quite laborious then to wean the child from the wrong movement that has become habitual. In this regard, all the basic movements in Shotokan must be learned with the guys separately. It is also necessary to arrange control of the trajectory of movement in the intervals. Special exercises are used to synchronize all parts of the body.
It should be noted that for children of primary school age, the most difficult is volitional control over the movements of such peripheral parts of the body as hands and feet. In many children, the limbs (starting from the wrists - arms and below the lower leg - legs) seem to exist on their own, children do not know how to control these parts of the body, they do not feel them. And if the instructor does not pay enough attention to this moment, then many basic techniques will become inaccessible to the child or he will master them incorrectly.
The task of the instructor is to teach children that there is a well-established scheme for performing movements, but there are also specific options that depend on a particular situation. If this is not understood, the child may have problems with the variable application of various techniques that differ from the basic version.
This approach also applies to kata, which should never be confused with patterns. They are often compared with hieroglyphs. A hieroglyph is something that includes several semantic layers. Kata also has Exactly many semantic layers. To cope with kata technically correctly, meaningfully and competently, you need to practice Shotokan for a sufficient amount of time.
1.3 Means of teaching children of primary school age striking foot techniques in Shotokan karate
1.3.1 Foot technique in Shotokan karate - types. General concepts
Before talking about the means of teaching children of primary school age the shock techniques of the legs of Shotokan karate, let's consider these techniques in more detail.
Geri (i.e. kicks) are the strongest techniques in Shotokan Karate. Any other martial arts and sports differ from karate in that there are no kicking techniques in their program. Meanwhile, Geri is needed in battle, since with their help a blow produces a more powerful effect than a blow with the hands. Provided that the foot techniques are refined to automatism, a lot of time and effort has been spent on them.
There are two types of kicks: Kekomi and Keage - they differ in the way the movement is performed. Kekomi is a kick with leg extension at the knee, and Keage is an upward movement of the foot (Bishop, M. Okinawan Karate. S. 1-35).
Now in more detail about the differences in kicks.
If we talk about technique, kicks can be divided into penetrating, knocking and swing,
There are differences in the level of raising the leg - high (to the level of the head and neck), to the average level (to the level of the torso) and low (at the level of the legs and hip bone),
There are also differences in the direction of the strike - to the side, back, forward, circular back and circular forward, in an arc outward and inward,
Kicks are performed:
a) from a low position - that is, from a prone, sitting or kneeling position,
b) standing on one leg
c) in a jump.
In addition, kicks can be divided into kicks at the place of delivery: shin, knee, outside of the heel, base of the heel, outside and inside of the foot, base of the foot.
As already mentioned, kicks have more power than punches, this is primarily due to the greater muscle mass of the legs.
When kicking (as opposed to punching), the balance of the body is of great importance, this is due to the fact that the weight of the body is transferred from one leg to another. If during the transfer of the body the balance was lost, the impact force is reduced by a factor of three. Moreover, the enemy can take advantage of your sluggishness and grab your leg, and then perform a throw. And all - you are defeated. When working with young children in the future, given that sooner or later - at an older age and with better training - they will take part in combat, you need to work on their ability to transfer body weight correctly. As for the correctness of the blow: the body must be in a vertical position, then the blow will be strong and fast enough.
To teach children of primary school age to maintain balance, it is necessary to teach them to keep the ankle and foot of the supporting leg in tension, and close the armpits. Not the last role in kicking is played by the thigh, which gives an additional load to the leg and foot. And the knee should straighten like a spring. To teach how to neutralize the push, you need to work on the ability to place the supporting leg on the ground completely, and strain the ankle of the supporting leg as firmly as possible. It is also necessary to work out so that the push is absorbed by the ankle, thigh or knee of the supporting leg. The body must be in balance with respect to the ground (Malyavin, V.V. Martial arts: China, Japan. M .: Agraf, 2005. P. 155-200).
For maximum effect from kicking, it is worth striking with the whole body, and not just with one foot. In order for the child to understand how it is, it is necessary to explain in words and show with an example. The visual and auditory learn it this way, but the kinesthetic will have to make an effort and, as previously advised, go and do the exercise with him in unison. To achieve the best effect, it is necessary to push the thigh completely forward throughout the blow.
And it is imperative to teach, after a strike, to sharply return the foot back in order to prevent the enemy from capturing it. After returning the leg, it should instantly be ready for the next attack. A trainer also works on this skill (Malyavin, V.V. Martial arts: China, Japan. P. 136).
1.3.2 Most popular kicks in Shotokan
Mae Geri - Forward kick. Such a strike is carried out in three stages. First, a leg swing is performed, which is necessary in order for the fighter to avoid injury himself - not to damage his own fingers when hitting the opponent's knee or thigh. The next step is to transfer the knee. The blow itself can be made to the solar plexus, stomach, in case of a good stretch - to the head of the enemy. This is a fairly powerful blow that children of primary school age cannot afford.
Mawashi Geri - Side kick. There are twenty types of such blow (options). It all depends on the height of the strike and the condition of the muscles (how stretched they are). Depending on this, a blow can be applied to the head, thigh or body. In Mawashi Geri, there are no circular movements characteristic of other Chinese styles - the movement and application of force are linear. Such strikes are characterized by hard blocks and dynamic transitions, all movements, at the same time, are economical (and the economy of movements is characteristic of all Shotokan karate techniques).
Yoko Geri - back kick. For such a strike, it is necessary at the time of its execution to almost completely press the knee to the chest. If this condition is not met, the impact will not get power.
In addition, the hip also takes part in the blow. The blow can be applied to the very highest point (up to the level of the head) - this is with a good stretch (Gorbylev A.M. Master of karate in black Moscow. Dodze, 2003. - No. 5. P. 28-32).
1.3.3 Percussion training tools
To teach children of primary school age the kicking techniques of Shotokan karate legs from improvised means, very little is needed. Firstly, a good and convenient place for training. Secondly, and this should be given special attention, a well-trained trainer is needed for effective assimilation of the material. A coach who takes into account the age, personality and other characteristics of the child. Flexible and skilled coach. In addition to perfect knowledge of the Shotokan striking techniques themselves, the coach must also have sufficient knowledge of child psychology (Funakoshi, G. Introduction to Karate-do. M .: Eksmo, 2009. P. 12).
In his work on teaching such martial arts as Shotokan, while working out the technique of legs, the main pedagogical task is the formation of a harmoniously developed personality. To solve such a high task, the coach himself needs to be a moral ideal for the child. The technique of the legs is not studied as a separate component, but in a series of all other techniques. So it is better for the child to assimilate the material. We also do not forget about the “novelty effect” and the constant repetition of the past.
Other means of teaching young children Shotokan footwork are perseverance and motivation (with which children do not yet get along very well), respect for the opponent and for the coach. Thus, almost all means for learning are intangible.
With the help of the special qualities of the character of the coach, spiritual and moral qualities are formed in the child, which, as a rule, are ahead of the physical development of the child. While doing footwork with him, you must first of all put into his mind and heart that kicks are a powerful and effective “weapon” in Shotokan, which, in this regard, should not be used to harm outside of sports hall.
As martial arts master Masutatsu Oyama said: “Karate is the way of life, and the purpose of such a way is to realize the potential of a person - physical and spiritual. If the spiritual side has not been taken into account, it is pointless to engage in physical education.
Since Shotokan karate declares itself as a "philosophy of the human life path", great attention is paid to the spiritual and moral development of the child in the process of comprehending it. "House of swaying pines" - as translated by Shotokan - is a combination of three unities: a symbol of light (pine), strength of character and creative power (fruits of a tree). What is the philosophy of "swaying pines"?
Even Confucius attributed to the pine extraordinary resilience in all situations and natural disasters. A swaying pine is both flexibility and stability, and durability - which causes respect. And there is nothing surprising in the fact that in Shotokan karate classes, special attention is paid to the technique of kicking, since it is when performing these techniques that there is a high probability of losing this very stability inherent in a pine tree - you can fall or allow the enemy to plunge you.
In addition to stability, Shotokan pays attention to strength, dexterity, speed and endurance, and without the formation of such qualities as respect, compassion, cordiality, kindness, the use of Shotokan knowledge can lead to its use for evil. Incorrect comprehension - for which knowledge of Shotokan is necessary - can lead to the incorrect construction of children's relationships with the world around them and with their peers.
One of the means of mastering the Shotokan technique by children of primary school age is the assimilation of the twenty commandments, which were laid down by the founder of the Gitchin direction Funakoshi. These are, in a way, the moral principles of the whole doctrine, which children should learn first of all.
Here are some of the Ni-Ju-Kun precepts (Enoeda, K. Shotokan Higher Kata, p. 109):
1. Karate Shotokan and aggression are incompatible.
2. Walk the path of justice.
3. First know yourself, then you will be able to know others.
4. Spirit - first of all, and only after - technique.
5. Mind in the minute of the battle must be free.
6. Any trouble from thoughtlessness.
8. Try on the place of the opponent.
The coach needs to instill in students from a very young age the understanding that, doing Shotokan, they not only master the technique of legs or some other technique, but, in addition, they also learn such concepts as nobility, fortitude and striving for beauty.
Among the latest means of teaching the Shotokan techniques is the Code of Ethics or the Fighter's Code, which in one of the paragraphs states: "Training should begin and end with a bow of courtesy to the opponent." Fundamental in the education of a karateka is the education of a polite, courteous and respectful fighter. This is the Shotokan etiquette (Pfluger, A. Shotokan karate-do: 27 kata in diagrams and drawings for certification and competitions. P. 13).
Thus, the peculiarities of teaching children of primary school age the kicking techniques of the legs in Shotokan karate are that a thorough and multi-step approach is necessary during training. First of all, even before the start of training, it is necessary to help the child feel the spirit of this art form, it is necessary to give him theoretical information, some concepts. Such, for example, as respect for the opponent, empathy, respect for the coach, respect for the laws and rules in Shotokan, and more. And the work on mastering kicking techniques should be very careful, reminding children how dangerous such techniques are if they are not used for their intended purpose (Nakayama, M. Dynamics of Karate: a textbook of the legendary master. P. 105).
The coach himself needs to be an order of magnitude higher in his skills and knowledge, as well as in moral and ethical education. It is necessary to have an idea about the features of the development of children of primary school age, about the features of their perception and assimilation of information. In addition to the fact that the coach develops the physical talents given by nature, for example, flexibility, joint mobility, he works on their intellectual development.
One of the fundamental tools in teaching Shotokan foot techniques to primary school children is the imagination of the trainer. A good coach will show variety in his classes, preparing such a program for the guys so that they are always interested. So that each movement evokes a sea of new impressions and emotions - only then will the classes become effective. It should be borne in mind that it is impossible to study (comprehend) Shotokan in compressed periods of time - Shotokan will have to devote several years of life. Well, primary school age is the time when the child is open to everything new, and this is the time when you need to invest in him the basic knowledge of Shotokan - that is, the fundamental principle of art.
Similar Documents
The most effective means and methods for developing coordination abilities. The program of tactical and technical actions from martial arts. The method of modernizing the physical education of students on the basis of the inclusion of karate means in the content of the lesson.
term paper, added 01/17/2014
Status and trends in the development of sports karate. Determination of the proportion of effective kicks in competitions. Analysis of available training methods in karate. The need to develop a methodology for improving and maintaining the level of flexibility of karatekas.
control work, added 12/16/2013
Labor behavior and determination of belonging to the profession of a karate coach to a certain type of employment. The meaning of the term "freelancer" and its applicability to coaches, as well as role analysis, its features and applicability, competency assessment.
thesis, added 10/13/2016
Energy supply of competitive and training activities in karate. Characterization of biochemical changes leading to fatigue in training and competition. Recovery after muscle work. Motor qualities of athletes.
term paper, added 07/26/2011
Influence of the aquatic environment on the human body. The content and principles of the theory of obesity. Swimming teaching methodology and criteria affecting its effectiveness. Features and stages of development of children of primary school age, as well as their motor skills.
thesis, added 02/12/2015
Development of innovative health-forming technologies in the modern practice of physical education of children and adolescents. The content of the health-forming technology of physical education of students based on the use of elements of traditional karate.
thesis, added 01/24/2018
Indicators of strength abilities, classification and methods of development. Features of the mental and anatomical and physiological development of children of primary school age. Control of loads in the process of development of strength abilities in primary school age.
term paper, added 01/28/2016
The main elements of tactics and techniques used by young kyokushinkai karate athletes in competitive activities. Development of a rational structure of training means of various directions at the stage of sports improvement of young karatekas.
thesis, added 08/23/2011
Technical devices and simulators, their concept and types. Methodology for the use of special technical devices and simulators for developing the strength and accuracy of impact in the training process of karatekas. Features of the use of shock absorbers in training.
abstract, added 07/13/2010
The specifics of conducting training sessions with children of primary school age, taking into account their anatomical and physiological characteristics. Analysis of the effectiveness of exercises using yoga asanas for the development of flexibility in swimmers of primary school age.
Current page: 1 (total book has 10 pages) [accessible reading excerpt: 7 pages]
Font:
100% +
Evgeny Vasilyevich Golovikhin, Sergey Vladimirovich Stepanov
Organization and methods of training in martial arts
About authors
Stepanov Sergey Vladimirovich, Doctor of Pedagogical Sciences, Professor, Honored Worker of Physical Culture of the Russian Federation, Honored Coach of Russia, Head of the Department of Combat Sports, 5th Dan Kinushin-Kun Karate.
Golovikhin Evgeny Vasilyevich, Doctor of Pedagogical Sciences, Master of Sports of International Class, Honored Coach of Russia, 4th Dan Shidokan.
Reviewers:
Rapoport L.A., Doctor of Pedagogy, Professor, Head of the Department of Physical Culture and Sports Department of the Institute of Physical Culture, Social Service and Tourism, USTU-UPI.
Rosenfeld A.S. – Doctor of Biological Sciences, Professor
1. Explanatory note
The work is intended to prepare IFC students for practical work as teachers-trainers in kyokushin karate (sports section). It provides for the study by students of martial arts specialization of the course of wrestling in various areas: general and special pedagogy, general and sports psychology, theory and methodology of physical culture and sports, hygiene, physiology, practical development of general and special physical qualities, study and improvement of the technique and tactics of kyokushinkai karate , participation in competitions, organization of the training process and competitions, etc.
This discipline is studied by students for 10 semesters (1-5 courses) in a total of 456 hours of classroom and practical classes, 476 hours of self-study.
For students specializing in Kyokushin Karate;
At the seminars, students are provided with basic theoretical information on the sections of the course. In seminars, students learn to express their knowledge on specific issues. In methodical classes, students master the methodology of teaching and applying the knowledge gained in practical activities. In practical classes, students master and improve the skills of performing basic and auxiliary exercises. Training practice is carried out with the aim of improving the professional and pedagogical skills and abilities necessary for the activity of a Kyokushin Karate coach. These skills and abilities are further improved in the process of coaching practice in the 4th year.
The solution of educational tasks provides for the education of the qualities inherent in a coach-teacher. Improving tasks allow you to control the development of the forms and functions of the body, maintain and strengthen health through the use of restorative and medical measures.
Control and correction of the educational process is carried out in the form of test lessons, independent work, abstracts, preparation of reports, delivery of control standards that allow you to assess the quality of the educational work, successes and shortcomings in the level of preparedness of future specialists.
Scientific - research work by students is planned in all areas of theory and methodology, psychology, sociology, physiology and biomechanics of the chosen sport.
Competitive practice is also mandatory as a method of improving and developing students in their professional activities.
Participation in competitions for students of specialization is a prerequisite, regardless of the qualifications of athletes.
Diploma work is carried out from the 2nd to the 5th course according to the hours allotted for each course, and is controlled using individual plans.
2. Introduction
National security is to ensure the physical, economic and spiritual survival of the nation while maintaining the optimal parameters of its development. (A nation in this case is understood as a set of ethnic groups that make up the population of a given state.)
Mass physical training is, first of all, the realization of such an important parameter of the development of the nation as the state of health of the population, and the health of the population is undoubtedly an important component of national security.
The health of women of reproductive age is the basis for solving the demographic problem that is acute for modern Russia. And this is not just a task of eliminating the negative balance between fertility and mortality. The gigantic expanses and vast natural wealth of the country require adequate human potential for their development. The discrepancy between the size of the population and the territory occupied by it has always served as a justification for the forcible seizure or fragmentation of the physical space of states by their opponents.
It is not enough to master the territory - you also need to protect it. One of the components of the military power of the state is a combat-ready army. In turn, the combat effectiveness of the army is determined both by the physical health of the servicemen and their high morale. The health of boys and young men is, among other things, the state of the army contingent, its ability to endure physical, psychological and intellectual stress. In this sense, martial arts are very important, because they develop in young people such moral and volitional qualities as the ability to overcome difficulties, a sense of collectivism, and a mood for victory.
A paradoxical but real side of the development of political systems as structures for ensuring national security is the physical health of not only the population, but also the political elite.
The increase in the incidence of somatic and mental disorders is one of the reasons for the tightening of the political regime. Psychologically unstable people usually strive not for democratic, but for authoritarian forms of government. The situation of constant choice, characteristic of democratic development, is difficult for them, they want unambiguousness. Unambiguity in the political market is usually offered only by extreme left or extreme right parties.
Moreover, in the general sense of the word, the healthier the nation as a whole, the healthier its part - the political elite. The serious illness of the tsar’s heir at the beginning of the 20th century, Lenin’s persistent health disorder, Stalin’s paranoia alleged by the great scientist Bekhterev, the late Brezhnev’s “inadequacy”, the constant illnesses of President Yeltsin - these phenomena, at least, give rise to the flowering of the so-called shadow forms of power. The latter is already the actual transformation of the political regime without its legal change, and this transformation is directed towards “escape from freedom”, towards moving away from the ideal of the rule of law and democracy.
Martial arts, which include karate, bring up an orientation towards success in life, form the psychology of a winner. In the process of education and training, young people develop high moral and volitional qualities, which is directly related to the psychological capabilities of the survival and development of the nation.
Sports, mass physical culture objectively form a natural, not imposed, project of a national idea based on the desire for victories, especially since Russians are truly a nation of winners. At one time, the vast expanses of Eurasia were conquered and united into the Russian state. Russia would not have survived either geographically or politically if it were not for the constant victorious repulse of numerous aggressions aimed at conquering our richest territories. The Russians made a decisive contribution to the victory over Hitler's fascism, which aspired to world domination. Russia was the first to send a man into space, a Russian citizen for the first time in history carried out an exit from a spacecraft into outer space. “Remembering” these real national achievements of world significance helps, among other things, the sport of high achievements.
Thus, the development of sports, in particular the training of karate, is one of the aspects of ensuring national security and prestige of modern Russia.
3. Karate as a scientific and educational discipline
Vivid images of fighters who skillfully, powerfully and effectively demonstrate attack and defense techniques, find a way out of any difficult situations, deal with many enemies, fight for justice - this is usually the first stereotypical image when the word KARATE is used. The media quite specifically conveys to the consumer the images of karatekas. In fact, karate is the oldest system of specialized knowledge, skills and abilities, which were mainly accumulated empirically. For more than five centuries, the experience of practical activity in karate has been acquired and generalized. The best and most effective were selected, and despite the lack of theoretical justification in the training of karate masters, the results of training the mind and body were impressive.
At present, karate is the most popular type of social activity that combines a healthy lifestyle, sports, professionally applied skills, and philosophy. The possibilities of personal development through the system of karate classes are unlimited. Accordingly, karate can be considered as a scientific and educational discipline, representing a way of organizing knowledge about the role and place of karate at various life stages of a person, the features and general patterns of his functional development.
object The study of karate is the physical, mental capabilities and abilities of the individual, which change with the systematic impact of karate means.
Subject studies favor the general patterns of the process of karate classes. In karate, there are three areas where these patterns manifest themselves: professional-applied, sports, health-improving.
The professional and applied direction includes questions about the causes of karate, its role and place as a social subsystem in the life of a person and society at the present time, the relationship of karate with other subsystems (training, education, work), development prospects in connection with ongoing changes in the life of modern society, the search for adapted forms of training in accordance with the goals of karate classes. Using the possibilities of karate to form the spiritual culture of society. Formation of aspects of life safety. Practical application in extreme situations.
In the sports direction, the general foundations of sports training, the patterns of management and development of karate (motivation for self-improvement, sport, professional activities of trainers, teachers, the impact of sports on a healthy lifestyle, applied orientation, personal development) are studied.
In the health direction, the influence of karate means on the process of vital activity of the human body is studied; optimal selection of exercises for the development of the necessary motor and coordination qualities; adaptation processes to physical and mental stress; directed development of character traits and personality traits; general physical development of those involved; increase of working capacity, vitality and health level, long-term programs of comprehension of possibilities of development of the personality in the spiritual and physical plan through karate lessons.
The main tasks of karate as an academic discipline are the generalization of practical experience, a didactic description of the development of the subject, understanding the essence of the training system, the development of optimal methods for managing and organizing the educational process, and the formation of health-saving technologies.
Be sure to note the specific influence on karate classes of a number of sciences: philosophy, psychology, pedagogy, anthropology, acmeology, sociology, physiology, biochemistry, biomechanics. Their laws and patterns directly affect the development of karate in all its manifestations.
4. Factors causing the emergence and development of karate
A careful study of karate as an activity raises the question of what determined its appearance, provides high interest and functioning at the present time and will contribute to development in the future.
The phenomenon of karate is an unusually multifaceted, multi-complex and multifunctional phenomenon that occupies a very special place in the cultural space of modern civilization. An objective and impartial assessment of its enormous creative potential, so far only partially and most often spontaneously realized in the life of the overwhelming minority and not used by the vast majority of the population of our planet, allows us to identify the main features and essence of this phenomenality and exclusivity.
Firstly, karate classes and (or) physical activities close to it in nature are an indispensable and irreplaceable way of organizing a natural, natural balanced process of maintaining homeostasis, as a vital condition for the formation, preservation and strengthening of physical, spiritual and moral health of a person.
Secondly, human communications formed in the course of karate classes become natural and adequate to the needs and capabilities of the individual as an incentive for its socialization, the formation of its own style of behavior in society, which is necessary to achieve success in life orientation, audacity and restrictions.
Thirdly, the world of karate, in general, is increasingly becoming a serious factor and constantly increasing incentive for the formation of universal human values of the culture of modern civilization in its most diverse components: from the general culture of life to numerous aspects of social life, including science, art, business, politics. , information, human emotions, ethics, law, etc.
At present, karate is an integral part of the general culture and belongs to the martial arts. The integrity and diversity of social life is determined by the interconnections of subsystems, where one of these subsystems is the activity and practice of karate.
The history of martial arts goes back thousands of years. Karate, in all likelihood, could not have existed for so long if it were not for something more than a set of wrestling techniques. His vitality and universal respect for him arise from the organic fusion of formal techniques with a deeper spiritual meaning of techniques as a means of self-development and self-affirmation in the highest sense, as a way and means of improving the character and developing the personality.
Since ancient times, when people had to survive in extreme conditions, martial arts had only practical applied value. Their successful application ensured victory in a deadly battle. With the development of the productive forces, the economic foundations of society changed. Wars have taken on a different character. But the need for the training of physically developed, courageous, courageous, disciplined fighters has only increased. And in their preparation, the martial arts system played a huge role. Let us recall examples of the development of states: Sparta, Rome, Byzantium, England, France, China, Mongolia, Japan, etc.
It is known from the history of martial arts that the ancient Greeks were one of the first to introduce martial arts into sports and called them pankration. Having given the status of social significance to the victories and winners in the martial arts pankration, they became the property of society and firmly entered its culture as the culture of the nation.
Since then, martial arts, including karate, have been the property of society and part of its culture.
As the founder of karate-kyokushin, the famous Masutatsu Oyama, writes: “Karate is an unarmed fight, and we have advanced quite far from that war, when peoples waged wars without weapons. In a battle, karate is a weak substitute for weapons, even a staff or an arrow. The ultimate goal of karate is rather the development of the best qualities of human character than the mere development of the strength of people to resist physical enemies.But karate, of course, develops devotion, courage and other qualities inherent in warriors.
When analyzing the influence of society's living conditions on karate, several groups of factors arise: general cultural and socio-economic conditions, personal factors, national, geographical and climatic conditions of the regions, the population's time budget,
General cultural factors. Socially significant values and the mentality of each nation and people leaves its mark on karate as a kind of general cultural activity. Any style of karate is patented and is private property. The international requirements of the Kyokushin style are determined by special regulatory requirements. The language of general style movements is clear to every karateka. But each country has its own attitude to karate. The ideology and politics of different countries leaves its imprints on the development of any sports activity. In the USSR, there was a period of a ban on karate classes with administrative and criminal liability. Culture affects the activities and how they are perceived by the public. The level of culture determines the values and priorities for the development of a particular sport. In some countries, karate is developed with the help of public organizations and private structures, without state support.
In Russia, since 1991, karate has been introduced into the state programs of physical education of the population and included in the unified All-Russian classification as a sport.
In 2005, in order to improve the quality of work and provide state support, the Russian Union of Martial Arts was created, which brought together the most popular martial arts. The main goal of the RSBI is the unification and state support of all martial arts in Russia. They include all known styles of karate. Which before that developed specifically, and independently adapted to survive in difficult economic conditions, on the full cost-accounting of the financial and economic activities of each organization or federation.
Socio-economic factors. Undoubtedly, the conditions and quality of life affect the life of the individual. At present, most of the All-Russian Karate Federations are public organizations and operate on full self-support. Usually such a system of financial support for public organizations, karate federations works. An All-Russian public organization is registered by the Ministry of Justice of Russia if it has more than 40 regions of the Russian Federation. Each region annually pays membership fees and other forms of payment for participation in the federation's calendar events (competitions, training camps, seminars). The economic opportunities of the regions of Russia are different, as well as their sports potential. The levels of development of the regions are clearly manifested at the competitions.
In Russia, the existing classification provides for the presence of sports categories and titles. The international classification provides for a belt system of distinctions and achievements in karate. Such concepts as black belt, first dan, sensei are understandable for a narrow circle of people. And the titles of master of sports, honored coach, specialist with higher physical education are accepted by all state educational structures. Law on physical culture and sports of the Russian Federation Art. 28 states that sports activities can be conducted by specialists with a special physical education secondary or higher education. In practice, this law is implemented only in state bodies, in private or public sports organizations that develop karate, people who do not have a special physical education often work.
Karate as a sport does not require large material costs. The study of techniques can be practiced in any sports halls, playgrounds, park areas and other public places. Especially at the initial stages of learning karate. Further sports specialization, participation in competitions, in training camps require additional financial costs. The equipment of sports halls with high-quality equipment and equipment effectively contributes to the growth of sports results.
Karate has its own positive feature that contributes to the growth of popularity. This is the technical level involved. To increase it requires the efforts of personal labor and free time. Everyone can improve their technical level, but not everyone can successfully compete in competitions. A form of improving the technical level is surrender to belts.
The rapid development of karate in Russia is explained by the following:
Technical actions in karate are unusual and spectacular;
The training of athletes is multifaceted; in the physical sense, all muscle groups develop;
The health-improving possibilities of karate are multifunctional and contribute to the prevention of various diseases;
Features of the educational process in karate make it possible to successfully master technical skills for various categories of people, regardless of age;
The prospect of personal growth through karate classes is growing every year, as the art of waging a duel can always be improved. So age doesn't matter;
The range of movements in karate is extremely large, novelty and variety guarantee a high interest of those involved;
A variety of types (kata, kumite, temi-shiwari) allows people with different physical and mental abilities to practice karate;
The applied possibilities of karate in the field of self-defense became available to various categories of citizens.
The negative side of the existing styles of karate is the lack of a single competition for everyone. The principle of sportiness for all those who want to try their hand at karate competitions, as in other sports, is absent. Each federation has its own calendar plan. Despite the similar competition rules (all federations of Kyokushin, Ashihara Karate, Oyama Karate, etc.), there is still no common sports practice in the regions for selection for competitions for everyone, as in other sports. That is, competitions are held within the federation with no further prospect of participation in top-level competitions for athletes who are not part of this organization. The use of the practice of unified starts for everyone will significantly increase competition among the participants and, as a result, the level of the event and the sports result.
Influence of personal factors. All activities in the study of karate come down to influencing the personality. It has been proved that successful activity is important for every person, where there is a positive dynamics in the development of all his capabilities and abilities: anatomical, physiological, mental and social.
Karate is more than a sport. The system of values and traditions makes it possible to effectively educate and develop not only physical qualities, but also the inner content of each athlete.
The path of a student of the Kyokushinkai school begins with high discipline, intense training and education of moral and spiritual qualities. A kind of spiritual oath, developed by the center of the International Kyokushinkai Organization, includes seven commandments that determine the path to achieve physical perfection and spiritual stamina.
In the training program for beginner karatekas, these commandments were as follows:
"one. We will train our hearts and bodies to achieve a firm and unwavering spirit.
2. We will firmly follow the true meaning of the chosen path, so that our feelings are always ready.
3. With true perseverance, we will strive for self-affirmation in the art of karate.
4. We will strictly observe the rules of etiquette, respect for elders and refraining from violence. We will never attack first, but we are always ready to defend against an attack by the available means allowed by the karateka.
5. We will strictly follow the commandments of our high mentors and never forget the true virtue - modesty.
6. We will strive for wisdom and strength, not knowing the desires of evil and violence.
7. Throughout our lives, through the comprehension of karate, we will strive to fulfill the true purpose of the Kyokushin path.
In these commandments, the idea of refraining from violence is constantly carried. In a situation of self-defense, when an unexpected attack violates the harmony of the mind and body of a karateka, he, committing retribution in accordance with the degree of disturbance of his peace, acts without any selfish motives. The karateka restores the harmony of spirit and body that he has found, violated by unprovoked interference from outside.
The principle of refraining from violence is associated with the ethics of social behavior, the moral code established in the karate system. These are the principles of social behavior developed by a rigid system of classical training and life of high-class masters in the initial training of karatekas, the main task of which is physical and spiritual improvement while maintaining and increasing potential health reserves.
Karate as a whole, as a type of martial arts, has now established itself as one of the most reliable self-defense systems. According to the prevailing technique and tactical features, karate is developing as an antipode to one of the oldest types of wrestling - jiu-jitsu (our analogue of this system is traditional sambo). Mostly, striking technique is simpler and more accessible than, for example, grab-and-throw techniques, which require lengthy preparation for their execution. In the application of karate techniques, the advantages of the opponent are of less importance - weight, height, which, with a lack of skill in performing captures, throws, and holds, can become a serious obstacle for a fighter. The high speed of combat in karate, the swiftness of movements, withdrawals, change of distance allow you to effectively confront several opponents, quickly stop dangerous actions and resolutely seize the initiative. It is also significant that, by tempering the whole body and turning it into a weapon, karate allows you to naturally expand the capabilities of a fighter through the use of various objects and edged weapons, as if continuing and strengthening the human body.
The shock-protective technique performed with bare hands is interconnected with the one in which various objects are used.
It is clear from psychology that a person's behavior is determined by his needs. Needs are conscious or unconscious stimuli to action. Dissatisfaction with the needs in social life can lead to the satisfaction of needs in the field of karate. Conscious personal needs (motives, aspirations, goals) can also act as incentives for karate classes: health promotion, preparation for work and military service, communication, the acquisition of specialized skills and abilities. A motive is a conscious reason for a person's activity, aimed at achieving a goal.
Karate classes are influenced by two groups of factors: internal and external.
External factors affecting the personality during karate classes can be divided into macro-social - social external, distant environment (insufficient propaganda of karate from government agencies; existing anti-social values from the environment, etc.);
Microsocial - family inner circle (lack of contact between the coach and parents; lack of a positive example in the family; lack of money for a normal existence. No money for normal food, travel, appropriate clothing for the season; difference in relations between the sports team and the family, especially during the period of adaptation ).
Internal factors are divided into:
Individual congenital (poor physical development; poor health; low level of motor activity; low level of development of mental qualities; limited resource of physical activity of those involved);
Personally acquired (children's lack of knowledge about the correct behavior in training or class; a small amount of knowledge in the field of physical culture; lack of work habits; possible bad habits. Possible use of drugs, alcohol and tobacco; lack of positive experience in physical education or sports activities; lack, any goals in life; lack of socially useful authorities; lack of proper interest in studies, misunderstanding and unwillingness to improve one's health; lack of elementary theoretical knowledge in anatomy, hygiene, healthy lifestyle; low level of basic educational skills. Hence the fear of being misunderstood or ridiculed by comrades ; the ability to express oneself, build relationships with other people is poorly developed or deformed; the stereotype of thinking about future martial arts does not correspond to reality).
Unlike other sports and sports specializations where nature plays an important role, in karate there are levels of compensation.
Compensation levels - the effective use of one's physical and intellectual abilities in the process of practicing karate.
For example: an athlete, in the presence of strength qualities, can use a powerful blow to defeat; in the presence of a high level of speed, use the technique of attacking and counterattacking actions; in the presence of a high level of special endurance, build a duel on the tempo of constant striking. This concept has something in common with the tactics of conducting a duel.
Time budget as a factor for karate practice. The economic level of a society determines the material income of its members. High advanced technologies of developed countries can significantly improve the financial situation of citizens. The policy of developed countries is aimed at improving the quality and safety of life of all its members.
In Russia, the main contingent of those involved are students of general education schools and students. The studies conducted by the authors revealed that out of 100% of those involved in karate, 62% are schoolchildren, 26% are students and 12% are other categories of citizens.
The category of adult citizens of Russia does not have a sufficient budget for active karate classes, due to a number of emerging problems: material support for the family, low wages, a small number of specialized sports bases and premises, insufficient administrative resources to promote the development of martial arts.
Geographic, climatic, and national conditions. Millions of people around the world practice karate. Many of them are black belt holders and take part in various competitions. The most prestigious Karate Championship is the Kyokushin World Championship. The history of the Kyokushin Karate World Championships begins in 1975. It is held every four years and is called the "Olympic Games" in karate. The geography of participants in the World Karate Championships is extensive. The Kyokushin World Championship brings together more than 120 countries. Statistics of sports results shown by athletes reveals the leading countries. In the world - this is Japan (the birthplace of the Kyokushin style and sport), Brazil, Canada, England, Russia, America, Holland. In Europe, Russia, Holland, England.
