Means of physical culture in the regulation of working capacity. Abstract means of physical culture in the regulation of mental performance Means of physical culture in the regulation of students' working capacity

Introduction

Physical culture is objectively a sphere of mass amateur performance. It serves as the most important factor in the formation of an active life position.
A number of studies have established that students involved in systematic physical culture and sports and showing a fairly high activity in them develop a certain stereotype of the daily routine, increase confidence in behavior, develop prestigious attitudes, and high vitality. They are more sociable, express readiness for cooperation, enjoy social recognition, and are less afraid of criticism. They have a higher emotional stability, endurance, they are more characterized by optimism, energy, among them there are more persistent, decisive people who know how to lead a team.
These data emphasize the fundamental positive impact of systematic physical culture and sports on the characterological features of the students' personality.

1. Condition and performance of students
during the examination period

Examinations for students are a critical moment in educational activities, when the results of the academic work for the semester are summed up. The issue of the student's compliance with the level of the university, obtaining a scholarship, self-assertion of personality, etc. is being decided. An examination situation is always a certain uncertainty of the outcome, which makes it possible to evaluate it as a strong emotional factor. Repeatedly repeated examination situations are accompanied by emotional experiences, individually different, which creates a dominant state of emotional tension. Examinations are a certain incentive to increase the volume, duration and intensity of students' educational work, mobilization of all the forces of the body. In addition, all this happens in conditions of changing life activity: physical activity is sharply reduced, students manage to visit the fresh air for up to 30 minutes a day, sleep and nutrition are partially disturbed.
The combined impact of all these factors on students leads to the emergence of negative emotions, self-doubt, excessive excitement, fear, etc. Thus, when examining 637 students, it was found that 36.5% of them experienced strong emotional tension before the exam; 63.4% did not sleep well the night before. During the period of examinations, with an average duration of self-study of 8-9 hours a day, the intensity of mental labor increases, in relation to the period of study, by 85-100%.
Observations of students during examinations show that their heart rate steadily rises to 88-92 beats/min, against 76-80 beats/min during training sessions. On the day of the exam, the emotional mood, the mobilization of all the forces of the body are so great that before entering the auditorium where the exam is taking place, the heart rate increased to 118-144 beats / min. Arterial pressure increased to 135/85-155/95 mm Hg. Art., against 115/70 mm Hg. Art. during the study period. The psychophysiological state of students changes significantly even while waiting for an answer to the examiner. Thus, when waiting for a response within 30 minutes, blood pressure averaged 120.6/68.3 mm Hg. Art., pulse - 70.3 beats / min, tremor - 12.1, and when waiting for 60 minutes, respectively: 128.9 / 77.4, 82.7 and 18.3. At the same time, self-feeling also decreases from 0.94 to 0.68 conventional units.
It is noted that the stress on exams for students with poor academic performance is higher than for those who had good academic performance. In untrained, poorly performing students, as the stress state increases, vegetative shifts intensify. At the same time, with equal progress, students with a higher level of fitness demonstrate more economical functional shifts, which quickly returned to normal. Thus, the level of physical fitness to a greater extent determines the body's resistance to emotionally intense educational work.
During exams, the "cost" of students' educational work increases. This is evidenced by the facts of a decrease in body weight during the period of examinations by 1.6-3.4 kg. And to a greater extent, this is inherent in those students whose reactivity to the examination situation is increased.

2. Means of physical culture in the regulation of mental performance.

The most important factor in ensuring the high quality of professional training of university graduates is the active educational, labor and cognitive activity of students. This activity is a complex process in the context of objectively existing contradictions, which include:

contradictions between a large amount of educational and scientific information, and the lack of time for its development;

between the objectively current gradual, long-term process of the formation of the social maturity of the future specialist and the desire to assert oneself and prove oneself as quickly as possible;

between the desire for independence in the selection of knowledge, taking into account personal interests and the rigid framework of the curriculum and curricula.

These contradictions create a high neuro-emotional stress, which negatively affects the health and, especially, the psychophysical state of students.
Objective and subjective factors also affect the psychophysical state of students. Objective factors include age, gender, state of health, study load, the nature and duration of rest, etc. Subjective factors include learning motivation, level of knowledge, ability to adapt to new learning conditions at a university, psychophysical capabilities, neuropsychic stability, personal qualities (character, temperament, sociability, etc.), performance, fatigue, etc.
A serious test of the body is the information overload of students that occurs when studying numerous academic disciplines, the scientific level and information volume of which is constantly increasing.
Mental-emotional (nervous) strain of an increasing number of people involved in mental activity is a serious urgent problem. New methods, means, forms and principles of teaching have a significant impact on the intellectual activity and emotional sphere of students.
Particular attention should be paid to the fact that training very often comes down to only mental activity, it is almost always associated with emotional stress, achieving a goal and overcoming difficult situations, which can also contribute to the development of nervous strain.
The way of life and educational and labor activity have changed so much in recent years that the adaptive-compensatory mechanisms developed in the process of evolution can hardly cope with the new conditions of reality.
At present, the physiology of labor has many recommendations aimed at optimizing the regimes of work and rest, increasing efficiency in various educational and production conditions. In this regard, we will consider only some preventive and health-improving and therapeutic areas that are of direct importance for the prevention and elimination of overvoltage:

Improving professional skills contributes not only to improving the efficiency of a specialist, but also to reducing emotional tension. For example, sometimes failures in studies arise not from ignorance, but from inexperience, from the inability to gather and realize their knowledge.

Maintaining the rhythm of the training load. It has been established that nervous tension and neurotic reactions often occur in people who perform many tasks at the same time.

The development in people from childhood of a clear conviction that they can cope with stressful situations, negative emotions, difficult moments in life, study.

Proper psychohygienic, aesthetic and ethical education, which will largely prevent the likelihood of conflict stressful situations.

Creating conditions for the emergence of positive emotions. For example, to reduce the impact of chronic emotional stress, the nature of the rest, the way holidays are spent, vacations and their timeliness are of great importance.

Means of physical culture in the regulation of mental performance, psycho-emotional and functional state of students play a key role.

Physical exercises are of great educational value - they help to strengthen discipline, increase a sense of responsibility, develop perseverance in achieving the goal.
A high level of physical fitness determines a greater degree of body resistance to the effects of training loads, especially in conditions of emotionally intense educational work. There are also less energy consumption during the performance of work.
Among the activities aimed at improving the mental performance of students, to overcome and prevent psycho-emotional and functional overstrain, the following can be recommended:
- organization of a rational mode of work, nutrition, sleep and rest;
- giving up bad habits: drinking alcohol and drugs, smoking and substance abuse;
- physical training, constant maintenance of the body in a state of optimal physical fitness;
- teaching students the methods of self-control over the state of the body in order to identify deviations from the norm and timely correction and elimination of these deviations by means of prevention;
- the use of physical exercises as a means of active recreation;
- the use of "small forms" of physical culture in the mode of educational work of students, such as: morning exercises, physical culture pause, micropauses in the educational work of students using physical exercises (physical minutes). Now let's take a closer look at each of them.

2.1. Using exercise as a means
active rest

Distinguish between passive and active rest associated with motor activity. The physiological examination of outdoor activities is associated with the name of I.M. Sechenov, who first showed that changing the work of some muscles by the work of others is better for restoring strength than complete inactivity.
This principle has become the basis for the organization of recreation in the field of mental activity, where appropriately selected physical activity before the start of mental work, during and after it has a high effect in maintaining and increasing mental performance. No less effective are daily independent physical exercises in the general mode of life. In the process of their implementation in the cerebral cortex, a "dominant movement" appears, which has a beneficial effect on the state of the muscular, respiratory and cardiovascular systems, activates the sensorimotor zone of the cortex, and raises the tone of the whole organism. During outdoor activities, this dominant contributes to the active flow of recovery processes.

2.2. "Small forms" of physical culture in the mode of educational work of students

The "small forms" of physical culture in the mode of educational work of students include morning hygienic gymnastics, physical culture pause, micropauses in the educational work of students using physical exercises (physical education minutes).
Morning hygienic gymnastics (UGG) is the least complex, but quite effective form for the accelerated inclusion of students in the study and work day. It speeds up bringing the body to a working state, increases the flow of blood and lymph in all parts of the body and speeds up breathing, which activates the metabolism and quickly removes decay products accumulated during the night. Systematic exercise improves blood circulation, strengthens the cardiovascular, nervous and respiratory systems, improves the activity of the digestive organs, and contributes to a more productive activity of the cerebral cortex.
Physical culture pause is an effective and accessible form. It is designed to solve the problem of providing active recreation for students and increasing their efficiency. Numerous studies indicate that after the second couple of hours of study, the mental performance of students begins to decline. After 2–3 hours after the completion of training sessions, working capacity is restored to a level close to the initial one at the beginning of the school day, and during self-training, its decrease is again noted.
Taking into account the dynamics of students' working capacity during the school day, a physical culture pause lasting 10 minutes. recommended after 4 hours of classes and a duration of 5 minutes. – after every 2 hours of self-training, i.e. during periods when the first signs of fatigue approach or appear. It should be carried out in a well-ventilated area. Physical exercises are selected in such a way as to activate the work of the body systems that did not take part in the provision of educational and labor activities.
Studies show that the effectiveness of the influence of a physical culture pause is manifested when it is carried out for 10 minutes in an increase in working capacity by 5–9%, with a 5-minute one - by 2.5–6%.
Micropauses in the educational work of students with the use of physical exercises (physical minutes) are useful due to the fact that in the mental work of students, due to the influence of various factors, there are states of distraction from the work performed, which are relatively short (1–3 minutes). More often this is due to fatigue in conditions of limited activity of skeletal muscles, the monotonous nature of the work performed, etc. Most often, such phenomena are observed during self-training of students, performed against the background of six, and sometimes eight-hour classroom lessons.
Under these conditions, micropauses filled with dynamic (running in place, squats, flexion and straightening of arms in emphasis, etc.) or postural exercises are useful, which consist of 5 cycles of energetic contraction and tension of the muscles - antagonists - the muscles of the flexors and extensors of the limbs and trunk.
With prolonged intense mental work, it is recommended every 30–60 minutes. use postural exercises, perform dynamic exercises every 2 hours, for example, running in place with deep rhythmic breathing. The use of "small forms" of physical culture in the educational work of students plays a significant role in improving its conditions, increasing efficiency.
etc.................

We all know the well-known provisions that physical culture has a healing and preventive effect, that systematic physical education is the surest way to eliminate the negative consequences of physical inactivity, that systematic sports should become an integral part of every person's life. However, we rarely think about what regular physical education can give us in everyday life.

It is obvious that in many respects the success of teaching students depends on their performance. The higher the efficiency, the greater the amount of knowledge a student is able to acquire, and in a variety of disciplines. So what is performance?

Working capacity - This is the ability of a person to perform a certain type of activity for a certain time without reducing efficiency.

Distinguish between potential and actual performance. Potential performance is one that is inherent in a particular person (determined on the basis of a number of indicators - see below). Real - one that is realized in the process of performing any activity. It depends on the external conditions of activity and the psychophysiological resources of the individual.

The definition of performance is based on three groups of factors:

1. Physiological (health, fitness, gender, nutrition, sleep, overall load, organization of rest);

2. Physical or external (these factors affect the body through the senses: atmospheric pressure, temperature, noise, illumination of the workplace, etc.);

3. Mental (well-being, mood, motivation).

The level of physical and mental performance is determined by the speed and nature of fatigue, i.e. a condition that occurs as a result of work with insufficient recovery processes in the body. The result of fatigue is a decrease in the efficiency of work, its productivity.

Currently, the only accurate measure of performance is the amount (amount) of work that can be done. When the amount of marginal work decreases, i.e. work performed "to failure" automatically reduces performance. With increasing efficiency, the amount of marginal work also increases.

It is customary to evaluate physical performance by the value of the maximum oxygen consumption achieved with a stepwise increase in the power of the work performed “to failure”. For each individual, the indicator of maximum oxygen consumption (it is also called the “oxygen ceiling”) is a characteristic of the functional capabilities of his body, the degree of perfection and coordination of the functions of the central nervous system, respiration, blood circulation, blood, muscular system, hormonal, etc. However, direct measurement of the value of maximum oxygen consumption is a rather complicated and difficult procedure for the studied individuals. Therefore, indirect (indirect) methods for determining this indicator have become widespread, for example, by recording the load power and heart rate.

Physical performance is one of the most important components of sports success. It manifests itself in various forms of muscle activity and depends on the ability and readiness of a person for physical work.

Performance is assessed based on performance criteria. They are divided into direct and indirect. Direct performance criteria include quantitative and qualitative indicators. Those. sports activities are assessed:

1. quantitatively (meters, seconds, kilograms, points, points, etc.);

2. qualitatively (accuracy, reliability, correct performance of specific physical exercises).

Indirect performance criteria include various physiological, biochemical, psychophysiological indicators that characterize changes in body functions in the process of work. In other words, indirect indicators are the reactions of the body to a certain load. They point out the physiological cost of this work for a person, i.e. how, for example, the athlete's body pays for the achieved seconds, meters, kilograms, etc. It has been established that indirect performance indicators in the labor process deteriorate much earlier than direct criteria. This gives grounds to use various physiological methods to predict human performance, as well as to elucidate the mechanisms of adaptation.

When evaluating the working capacity and functional state of a person, it is necessary to take into account his subjective state (fatigue), which is a rather informative indicator. Feeling tired, a person slows down the pace of work or stops it altogether. This prevents the functional exhaustion of various organs and systems and provides the possibility of a quick recovery of human performance. A.A. Ukhtomsky considered the feeling of fatigue to be one of the most sensitive indicators of a decrease in working capacity and the development of fatigue.

However, the severity of fatigue does not always correspond to the degree of fatigue. Those. it cannot serve as an objective indicator of performance. This discrepancy is based on the different emotional attunement of the worker to the work performed. So, with a high motivation of a worker who performs pleasant and socially significant work, fatigue does not occur for a long time. And, on the contrary, with aimless, uninteresting work, fatigue can occur when, objectively, fatigue either has not yet occurred at all, or its severity is far from corresponding to the degree of fatigue.

For the category of the population in which mental loads predominate (schoolchildren, students, scientists, etc.), physical education is of exceptional importance. Scientists have proven that a trained person can easily cope with significant physical and mental stress. A properly selected amount of physical activity contributes not only to the improvement of the body, increasing vitality, but also to increasing efficiency, not only when performing physical exercises, but also in the process of intellectual activity. The means of physical culture can be very different: any kind of physical activity in the gym, swimming pool, outdoor walks, running, cycling, skiing, etc. Everyone should choose the type of activity based on their own preferences and health status. The optimal number of classes is 3 times a week. The most effective type of load is medium, because. it is he who is the most balanced (with insufficient load, the training effect will be completely absent; with excessive load, overwork will occur).

Test questions:

· What types of mental activity do you know? Give a brief description of each of them.

· What factors affect the productivity of mental activity? What is this influence?

· What is performance? What types of performance do you know?

· On what factors is the definition of performance based?

· What performance criteria do you know? What metrics does each include?

Ministry of Education and Science of the Russian Federation

Federal Agency for Education

State educational institution

"Siberian State Geodetic Academy"

(GOU VPO "SSGA")

Department of Physical Culture and Sports

Lecture on the topic:

"Psychophysiological foundations of educational work and

intellectual activity. Means of physical culture in the regulation of working capacity"

For students of all specialties 1-4 courses

Novosibirsk

1. Basic concepts. 2

2. Objective and subjective factors of learning and the reaction of students' organisms to them. 2

3. Changes in the state of the student's body under the influence of various modes and learning conditions. 4

4. Efficiency in mental work and the influence of external and internal factors on it. 7

4.1. Influence on the efficiency of students of the periodicity of rhythmic processes in the body. 7

4.2. General patterns of changes in students' working capacity in the learning process. nine

4.3. The performance of students during the examination session. 10

5. Health and performance of students. eleven

5.1. Morbidity during study at the university and its prevention. 13

5.1.1. Cast-articular pathology. 13

5.1.2. Pathology of the organs of vision. fourteen

5.1.3. Mental-emotional overstrain. 15

5.1.4. Sleep and mental health. 16

5.1.5. Hypokinesia and physical inactivity, features of their manifestation. 16

6. Means of physical culture in the regulation of mental performance, psycho-emotional and functional state of students. 17

6.1. The use of exercise as a means of active recreation. eighteen

6.1.1. "Small forms" of physical culture in the mode of students' educational work. eighteen

6.1.2. Educational and independent classes in physical culture in the mode of educational and labor activity 19

7. Conclusion. 21

References.. 22

1. Basic concepts

The psychophysiological characteristic of labor is an associated characteristic of changes in the state of psychophysical and physiological systems and functions of the body under the influence of a certain labor activity.

Efficiency - the potential ability of a person to perform an expedient, motivated activity at a given level of efficiency for a certain time. It depends on the external conditions of activity and the psychophysiological reserves of a person. Distinguish between maximum, optimal and reduced performance.

Fatigue is a temporary objective decrease in performance under the influence of prolonged exposure to a load on the human body. It is accompanied by a loss of interest in work, a predominance of motivation to stop activities, and negative emotional reactions. The appearance of fatigue depends on the type of load, the localization of its impact, the time required for recovery. There are physical and mental, acute and chronic, neuro-emotional and other types of fatigue.

Overfatigue is the accumulation of fatigue due to an irrational mode of work and rest in the absence of timely recovery. It entails a decrease in working capacity and labor productivity, the appearance of irritability, headache, sleep disturbance, etc. Overwork can be incipient, mild, pronounced, severe.

Fatigue is a complex of subjective sensations that accompany the development of a state of fatigue. It is characterized by a feeling of weakness, lethargy, physiological discomfort, a violation of the course of mental processes (memory, attention, perception, thinking, etc.)

Recreation - rest necessary to restore the body's strength after physical and mental stress during labor activity, during physical exercises, sports and in other cases.

Relaxation is a state of rest and relaxation that occurs as a result of stress relief after heavy physical exertion, strong emotions, etc. It can be involuntary, for example, when going to bed and voluntary, caused by relaxation of muscles previously involved in various types of activity, the adoption of a calm poses, representation of the state of rest (auto-training), etc.

Well-being is a subjective feeling of an internal state of physiological and psychological comfort or discomfort.

2. Objective and subjective factors of learning and the reaction of students' organisms to them

Contradictions between a large amount of educational and scientific information, and the lack of time for its development;

Between the objectively current gradual, long-term process of the formation of the social maturity of the future specialist and the desire to assert oneself and prove oneself as quickly as possible;

Between the desire for independence in the selection of knowledge, taking into account personal interests and the rigid framework of the curriculum and curricula.

These contradictions create a high neuro-emotional stress, which negatively affects the health and, especially, the psychophysical state of students.

Taking into account and understanding by students of such contradictions is necessary for the normal course of their educational activities.

Student age is characterized by intensive work on the formation of one's personality, the development of a style of behavior. This is the time for young people to search for answers to various moral, ethical, aesthetic, scientific, general cultural, political and other questions.

Student age is also the final stage of progressive age-related development of psychophysiological and motor abilities of the body. Young people during this period have great opportunities for intense educational work, social and political activities.

The difficulties of studying at a university are connected not only with the need for the creative assimilation of a large amount of knowledge, the development of the skills and abilities necessary for the future profession, and their practical application. These difficulties are clear. But there are also hidden difficulties that sometimes have a very significant effect on the studies and the psycho-emotional state of students.

These include a number of circumstances of student life that seem insignificant when taken separately, but in the aggregate give a negative effect, which can be called students' unsuitability for studying at a university. Among the reasons for this phenomenon, the most significant are the following:

Teaching methods and organization that are sharply different from school ones, requiring a significant increase in independence in mastering educational material;

The absence of well-established interpersonal relationships, and therefore, group contact, which is typical for any emerging team;

Breaking the old life stereotype that has developed over the years of study at school or at work and the formation of a new, "university" one;

New worries accompanying admission to a university, which more often arise for students living in a hostel (self-service, independent budget management, planning and organizing their study and free time, etc.)

Undergraduate students are especially in a difficult position. On the one hand, they must immediately be included in hard work, requiring the use of all their strengths and abilities, on the other hand, overcoming the novelty of the conditions of educational work in itself requires a significant expenditure of body strength. The inclusion of students in a new system of life may be accompanied by nervous tension, excessive irritability, lethargy, decreased volitional activity, anxiety, etc. The occurring phenomena are associated with the difficulties of the adaptation process.

For the formation of the personality of a specialist, professional, socio-psychological and didactic adaptation is of particular importance. Let us consider these conventionally distinguished types of adaptation in more detail.

Professional adaptation means identification (identification) of oneself with the chosen profession, with the social role to be performed after graduation. This is the identification of personal qualities with the requirements of the profession and an actively positive attitude towards the chosen specialty. Of paramount importance in this adaptation is the formation of a professional orientation of the individual. At the end of the process of professional adaptation, the student should get a holistic view of the activity for which he is preparing. He should form a professional ideal as an indicative basis for his activities.

Socio-psychological adaptation means the integration of the individual with the student environment, the acceptance of its values, norms, standards of behavior, etc. This leaves an imprint on the individual, determines the change in the direction of needs.

The process of internal reorientation of the personality is influenced by factors of interpersonal relations, during which attitudes are formed that satisfy the student's personal status and form the level of his claims. As interpersonal relationships are strengthened, the student is actively involved in the activities of the study group team.

Didactic adaptation involves increasing the level of mental and intellectual readiness of students for the specifics of university education. A low level of this readiness when entering a university leads to mental fatigue, weakening of memory, thinking, etc.

Higher education requires a new type of learning behavior, more complex forms of mental activity. This idea is confirmed by the data of a survey of students and first-year students, which characterize the main reasons causing difficulties in the transition to university forms of education. Among the reasons noted: the need to organize independent work - 31% of the students surveyed; change in the performance monitoring system - 23.8%; change in the polling system - 16.4%; the need to take notes on lectures - 7.6%; the complexity of laboratory and practical classes - 6.9% (, 1993).

Objective and subjective factors also affect the psychophysical state of students. Objective factors include age, gender, state of health, the amount of study load, the nature and duration of rest, etc. Subjective factors include the motivation for learning, the level of knowledge, the ability to adapt to new learning conditions at a university, psychophysical capabilities, neuropsychic stability, personal qualities (character, temperament, sociability, etc.), performance, fatigue, etc.

A serious test of the body is the information overload of students that occurs when studying numerous academic disciplines, the scientific level and information volume of which is constantly increasing.

A critical and complex factor in students' overstrain is the examination period - one of the variants of a stressful situation, which in most cases occurs in conditions of time pressure and is characterized by increased responsibility with elements of uncertainty.

The negative impact on the body is enhanced by the combined effect of several risk factors, when they act simultaneously and become chronic.

3. Change in the state of the student's body under the influence of various modes and learning conditions

One of the reports of the Committee of Experts of the World Health Organization indicates that the increase in the number of diseases of the cardiovascular system and other functional disorders among students is a consequence of the ever-increasing intensification of mental work and neuro-emotional overload.

Risk factors that contribute to the emergence of cardiovascular, nervous and mental diseases also include social changes, life difficulties, misunderstanding by loved ones, impatience, a constant feeling of lack of time, hasty food, motivational conflict and conflict of an intimate-personal nature, change of work and profession, etc. . P.

Particularly intense mental work is reflected in the state of the central nervous system and in the course of mental processes. A large load on the central nervous system and its higher department - the cerebral cortex is manifested mainly in such mental processes as attention, perception, thinking, analysis, memory, emotions. In the brain, metabolic processes proceed with the greatest intensity, it makes up 2-2.5% of the total body weight, consumes 15-20% of the oxygen entering the internal environment of the body, and for the normal manifestation of its functions, the brain must have a high level of circulatory stability.

However, many factors associated with the mental activity of students reduce the efficiency of blood circulation in the brain, worsen its blood supply. These include: a long stay in a sitting position at the table, neuropsychic stress, negative emotions, hard work in conditions of time pressure, high responsibility for the results of learning, etc.

Prolonged intense mental work also reduces the body's ability to continue its qualitative continuation, fatigue sets in, as a normal reaction of the body. Fatigue can cause a state of fatigue, which appears before the onset of fatigue and is a subjective feeling of a person. Fatigue increases with a lack of understanding of the meaning of the work performed, dissatisfaction with its results. On the contrary, increased interest, successful completion of work reduces the feeling of fatigue. Fatigue is not always found in the simultaneous weakening of all aspects of activity. A decrease in working capacity in one type of educational work may be accompanied by the preservation of its effectiveness in another form. So, for example, having got tired of performing computational operations, one can successfully engage in reading. Such fatigue, of a partial nature, is characteristic of certain types of mental labor and is a reversible process. Fatigue is removed by timely effective rest, especially associated with DA.

The degree of development of fatigue can be determined by some external signs (Table 9.1). But there may also be such a state of general fatigue, in which, for example, neither doing mathematics, nor reading literature, nor even simple conversation are beyond our strength - you just want to sleep uncontrollably. Under such conditions, an increase in mental performance due to functional overstrain is very dangerous for the body and, as a rule, causes a long-term adverse effect.

With a systematic overstrain of the nervous system, overwork occurs, which is characterized by a feeling of fatigue before starting work, lack of interest in it, apathy, increased irritability, decreased appetite, dizziness and headache.

Table 9.1

External signs of fatigue in the process of mental work of students (according to)

Object of observation	Fatigue
Minor	Significant
Attention	Rare distractions	Scattered, frequent distractions	Weakened, there are no reactions to new stimuli (verbal instructions)
	Unsteady, stretching the legs and straightening the torso	Frequent change of postures, turning the head in different directions, leaning on, supporting the head with hands	The desire to put your head on the table, stretch out, lean back in a chair
movements		Uncertain, slow	Fidgeting movements of the hands and fingers (deterioration of handwriting)
interest in new material	Lively interest, asking questions	Weak interest, no questions	Complete lack of interest, apathy

Objective signs of overwork are: weight loss, dyspeptic disorders, increased tendon reflexes, lability of heart rate and blood pressure, sweating, severe dermographism, reduced body resistance to infections, diseases, etc.

The assessment of the degrees of overwork is presented in Table. 9.2.

Table 9.2

Brief description of the degrees of overwork (according to)

	The degree of overwork
I-beginning	II - light	III-expressed	IV - heavy
Decreased performance		Noticeable	Expressed
The appearance of previously absent fatigue during mental stress	With increased load	Under normal load	With light load	No visible load
decrease in working capacity by will	Not required	Fully	Not completely	Slightly
Emotional shifts	Temporary loss of interest in work	Mood instability at times	Irritability	Oppression, sharp irritant -
	Difficulty falling asleep and waking up	Difficulty falling asleep, waking up	Daytime sleepiness	Insomnia
Decreased mental performance		Difficulty concentrating	Forgetfulness at times	Noticeable loss of attention and
Vegetative shifts	At times heaviness in the head	Often heaviness in the head	Occasional headaches, loss of appetite	Frequent headaches, loss of appetite
Preventive measures	Streamlining recreation, physical culture, cultural entertainment	Recreation, physical culture	Organized rest, provision of vacation

Thus, mental activity associated with mental stress places high demands on the body and, under certain unfavorable conditions, can cause serious illnesses.

4. Efficiency in mental work and the influence of external and internal factors on it

Efficiency is defined as a person's ability to perform a specific mental activity within given time limits and performance parameters. The basis of working capacity is made up of special knowledge, abilities, skills, as well as certain psychophysical features, for example, perceptions (perception is a psychological term meaning perception, direct reflection of objective reality by the senses) of memory, attention, thinking, etc .; physiological - the state of the cardiovascular, respiratory, muscular, endocrine and other systems; physical - the level of development of endurance, strength, speed of movement, etc .; a set of special qualities required in a particular activity. Efficiency depends on the capabilities of a person, adequate to the level of motivation and the goal.

At each moment, performance is determined by the influence of various external and internal factors, not only individually, but also in combination. The interaction of some of them is shown in Fig. one.

Efficiency in educational activities to a certain extent depends on personality traits, typological features of the nervous system, and temperament. Along with this, it is influenced by the novelty of the work performed, interest in it, setting to perform a specific specific task, information and evaluation of the results in the course of the work, perseverance, accuracy, and the level of YES.

4.1. Influence on students' performance of periodicity of rhythmic processes in the body

Studies have established that the daily dynamics of human performance is largely determined by the periodicity of physiological processes under the influence of exogenous (associated with changes in the external environment) and endogenous - internal (rhythm and heart rate, breathing rhythm, changes in blood pressure, etc.) factors. Fluctuations in working capacity during the day correspond to the biological rhythms of the body (Fig. 2.)

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Fig.3. Change in human performance during the day

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Fig.4. The performance of students in the course of the school day.

High performance in any type of activity is ensured only if the life (working) rhythm is correctly consistent with the biological rhythms of the body's psychophysiological functions.

There are students with a stable stereotype and a sequence of changes in performance (rhythmics) and their majority and students with an unstable sequence (arrhythmics). Depending on the working time, rhythms are divided into morning (“larks”) and evening (“owls”) types (Fig. 3.)

Students - "larks" get up early, in the morning they are cheerful, cheerful; elated mood persists in the morning and afternoon hours. They are most efficient from 9 am to 2 pm. In the evening they get tired early. These are the students most adapted to the existing mode of study. In practice, their biological rhythm coincides with the social rhythm of a day university.

Students - "owls" are most efficient from 18 to 24 hours. They go to bed late, most often do not get enough sleep, are often late for classes; in the first half of the day are inhibited. They are in the least favorable conditions, studying at the full-time department of the university.

Obviously, it is expedient to use the period of decline in working capacity for both types of students for recreation. For "owls" it is advisable to arrange consultations and classes on the most difficult sections of the programs from 18 o'clock.

Arrhythmics occupy an intermediate position between the two groups considered, but still they are closer to morning-type persons.

4.2. General patterns of changes in the working capacity of students in the learning process

Under the influence of educational and labor activity, the working capacity of students undergoes changes that are clearly observed during the day, week, half-year (semester), academic year.

Students, as a rule, do not start the school day immediately with high productivity of educational work. After the call, they cannot immediately concentrate and actively engage in classes. It takes 10-20, and sometimes more than 30 minutes, before performance reaches an optimal level. This period of working-in is characterized by a gradual increase in working capacity with certain fluctuations.

The period of optimal (sustainable working capacity) has a duration of 1.5-3 hours, during which the functional state of students is characterized by changes in body functions that are adequate to the educational activity that is being performed.

The third period - the period of full compensation, is characterized by the appearance of initial signs of fatigue, which are compensated by willpower and positive motivation.

In the fourth period, unstable compensation sets in, fatigue increases, fluctuations in volitional effort are observed, as well as fluctuations in the productivity of educational activity.

In the fifth period, a progressive decrease in working capacity begins, which, before the end of work, may be replaced by a short-term increase due to the mobilization of the body's reserves (final impulse).

With further continuation of work, in the sixth period, there is a sharp decrease in its productivity as a result of a decrease in working capacity and the extinction of the working dominant (dominant (lat.) - a temporarily dominant focus of excitation in the central nervous system, which has increased excitability and is capable of exerting an inhibitory effect on the activity of other nerve centers) .

The study day of students, in addition to classroom studies, includes self-training. The presence of the second rise in working capacity during self-training is explained not only by the daily rhythm, but mainly by the psychological attitude to the performance of educational tasks (Fig. 4).

The variability of changes in individual aspects of working capacity is also due to the fact that the educational activity of students is characterized by constant switching of various types of mental activity (lectures, seminars, laboratory classes, etc.).

Study week. The dynamics of mental performance in the weekly training cycle is characterized by the presence of a period of working out at the beginning (Monday, Tuesday), stable performance in the middle (Wednesday - Thursday) and a decrease in the last days of the week. In some cases, on Saturday, its rise is noted, which is associated with the phenomenon of the "final impulse" (Fig. 5).

A typical performance curve can change in the presence of a factor of neuro-emotional stress that accompanies work on different days of the week. Such factors may be the performance of a test, participation in a colloquium, preparation and passing of a test, etc.

Academic semester and academic year.

At the beginning of the school year, for 3-3.5 weeks, there is a period of development, accompanied by a gradual increase in the level of working capacity. Then, for 2-2.5 months (the middle of the semester), a period of stable performance begins. At the end of the semester, when students prepare and take tests, performance begins to decline. During the exam period, the decline in the performance curve increases. During the winter holidays, working capacity is restored to its original level, and if the rest is accompanied by the active use of physical culture and sports, the phenomenon of increased working capacity is observed.

The beginning of the second half of the year is also accompanied by a period of work, the duration of which is reduced compared to the first half of the year to 1.5-2 weeks. Further changes in working capacity from the second half of February to the beginning of April are characterized by a stable level. Moreover, this level may be higher than in the first half of the year. In April, there are signs of a decrease in performance due to emerging fatigue. In the test session and during the examination period, the decrease in working capacity is more pronounced than in the first half of the year. The recovery process is characterized by a slower development, due to the significant depth of fatigue (Fig. 6.)

4.3. The performance of students during the examination session

Two months in the academic year for students are associated with exams - winter and spring examination sessions. Examinations are a kind of critical moment in educational activities, in summing up the results of educational work for the semester. They serve as a certain incentive to increase the volume, duration and intensity of educational activity, mobilize all the forces of the body. During this period, with an average duration of self-training of 8-9 hours a day, the intensity of educational work increases by 86-100%. All this happens in conditions of changing life activity of students. During this period, many of them experience negative emotions, lack of self-confidence, excessive excitement, fear, etc. Thus, when examining 637 students, it was found that 36.5% of them experienced strong emotional - didn't sleep well the night before.

During the period of examinations, under the influence of intense mental activity, in conditions of significant changes in vital processes, the absence of physical exercises in them as a means of emotional discharge, recreation, active recovery, there is a consistent decrease in mental and physical performance throughout the entire period of the examination session.

The exam process itself is also characterized by significant psycho-emotional and energy costs. At the same time, a higher level of physical fitness helps students' bodies to cope with the requirements of the examination period more economically.

https://pandia.ru/text/78/238/images/image006_107.gif" width="343" height="209">

Fig.6 Change in mental (solid line) and

physical (dotted line) performance

students in the academic year

The presented materials emphasize the importance of the health factor for successful educational work with the lowest psycho-emotional and energy costs. The formation of health can successfully take place only in the conditions of the organization of a healthy lifestyle.

5. Health and performance of students

Research results indicate that human health is directly related to its performance and fatigue.

The success of the educational and future production activities of students largely depends on the state of health.

Immediately after the examination session, there is a decrease in the general functional state, the body's tolerance to physical activity and an increase in the requirements for professionally important intellectual characteristics of the individual. There is a decrease in the components of clinical status and functional resistance to physical stress and an increase in professionally important intellectual qualities. Such dynamics can be explained as follows: the learning process itself, with an increase in its intensification for the examination session, is a powerful training in stimulating long-term and operative memory, logical and heuristic thinking, volume and switching of attention, visual-motor perception, which allows increasing the reserves of intellectual work. At the same time, by the beginning of the examination session, the time spent by students in a state of physical inactivity, violations of work and rest regimes, and nutrition increases. The negative impact of an increase in nicotine intoxication, temporary toning through tonin and caffeine increases with increased consumption of strong tea and coffee, which together leads to a decrease in overall physical fitness, general physical fatigue, up to a state of uncompensated overwork and even asthenia of the body.

Currently, there are two radically different conceptual approaches to assessing the health status of a student body: the first is that all students are practically healthy and can and must withstand the required mental and physical stress while studying at a university; the second - everyone is weakened, sick and in need of urgent recreational activities, while physical culture is mainly assigned only a therapeutic and corrective role. Apparently, something in between the first and second would be more correct. Given the low, according to modern estimates, the level of functional state of students (23% of MSSU students have low and 67% - very low levels of functional state), over the years of study at the university, it is necessary to help each student by means of physical culture to obtain a sufficient amount of DA and equip them with a set of practical knowledge, skills and abilities to maintain your body in working condition.

It cannot be said that attempts to solve the problems of maintaining the health of students and assess the impact of physical condition on studying at a university have arisen only now. These issues are the subject of discussions, numerous publications, are discussed at conferences, are reflected in the documents regulating physical culture and health-improving activities.

However, the efforts of physical education departments alone cannot solve them; a set of measures is required in all areas: from the reorganization of the educational process at the university to the creation of an appropriate social order for professional health on a national scale.

It is obvious that the loss of reserve capabilities, which tends to increase, the resistance of the human body to external and internal, negative factors, as well as the presence of a wide list of negative diagnoses, lead to a significant decrease in the effectiveness of training and further professional activity.

In student years, such a negative trend is dangerous.

A decrease in mental performance is observed in mental illnesses, organic diseases of the brain, as well as in borderline conditions of diseases. Even with borderline neuropsychiatric disorders, the productivity of labor activity decreases in 70% of people. In MGSU, 15.2% of 1st and 2nd year students had various nervous diseases. And this is without taking into account the neuroses that have become chronic.

Studying in higher education requires significant intellectual and neuro-professional stress from students, reaching the limits of the possible during examination sessions. In addition, these stresses, superimposed on social, domestic, environmental and other stress factors, can lead to various functional and mental breakdowns. So, according to the Moscow State University. among students, cardiovascular diseases are in first place, and nervous diseases are in second place and cause up to 74% of the reasons for academic leave. These results are consistent with the indicators of Moscow State University of Civil Engineering and other universities that publish these statistics.

Physiological and hygienic studies have shown that constant study under conditions of neuro-emotional stress causes in patients, compared with healthy people, a more significant destabilization of the functions of the nervous and cardiovascular systems, i.e., the training load for sick people by 1-2 points (according to a 5-point system) more intense than for healthy people.

Significantly worsen performance indicators, especially sick people, various conflicts, unfavorable microsocial relationships in the team and at home, as well as other negative neuro-emotional effects.

Efficiency is largely correlated with working conditions. For the emergence and development of cardiovascular diseases, asthenia, neurosis-like syndromes, neuroses, diseases of the musculoskeletal system, the negative impact of educational activities, and later on, the factor of "sedentary" professions, is quite enough. At the same time, it is impossible to exclude the occurrence of these diseases under the influence of other factors of an extracurricular and non-productive nature. Apparently, the adaptation of people with chronic diseases and reduced performance to educational and workload should be based on two principles:

1. Use of available working capacity resources (professional orientation and professional selection, labor rationing).

2. Finding ways to improve it (improving and preventive measures).

Thus, studies and future professional activities associated with significant neuro-emotional stress are contraindicated for many patients. Such people need to reduce training and production loads and certain modes of work and rest.

5.1. Morbidity during study at the university and its prevention

Currently, there is no unified classification of occupational diseases from occupational (study as mental work) overstrain of the sensorimotor system. As a rule, three groups of diseases are distinguished:

Diseases of the peripheral nervous system;

musculoskeletal system;

Coordinator neuroses.

It is known that diseases of the peripheral nervous system are often combined with trophic changes in the muscles and other tissues of the musculoskeletal system. In addition, osteoarticular and fibrotic disorders can lead to compression syndromes of the spinal roots, neurovascular plexuses, nerves and tendons.

5.1.1. Cast-articular pathology

Due to the forced long-term static load (constant muscle tension), metabolic processes are inhibited. In a sitting position, especially with the head and torso tilted forward (learning activity), there is osteoarticular pathology, in particular, the cervical and lumbar spine (at Moscow State University of Civil Engineering, about 12% of students already have chronic forms of spinal diseases).

Biochemical analysis of the posture "sitting at the table" revealed the presence of significant muscle tension in the lumbar region and neck. This tension of the muscles responsible for maintaining the working posture causes their fatigue, subjectively assessed as a feeling of fatigue or pain in these areas of the body. Objectively, fatigue is manifested in an increase in the amplitude of the biopotentials of all the examined muscles already in the first half of the training day.

Osteochondrosis most often develops in the cervical and lumbar spine and can be combined with the phenomena of deforming spondylosis, which is characterized by the prevalence of the process. In etiology, it has been established that the forced position of the body during work and uncomfortable working postures play a decisive role in the onset of the disease.

In the capillaries and veins of the legs in the sitting position with the pressure necessary to overcome the hydrodynamic resistance in the vessels, an additional pressure corresponding to the hydrostatic pressure arises, which acts on the vessels by the weight of the blood column: approximately 700 mm of the blood column joins the 30 mm of the water column in the capillaries at the height of the heart while sitting. For the same reason, hydrostatic pressure in the pelvic area increases (albeit to a lesser extent).

Additional hydrostatic pressure leads to the expansion of small vessels of the legs and the bottom of the pelvis, their overflow with blood and creates the possibility for the occurrence of foci of "stagnation" of blood (varicose veins, etc.).

To reduce the level of fatigue of the postural muscles, i.e., for a rational working posture, it is necessary to reduce the angles of inclination of the head and body. When organizing a workplace, it is important to comply with the design of work furniture with the basic anatomical, physiological and ergometric requirements.

5.1.2. Pathology of the organs of vision

Pathology of the organs of vision ranks second after cardiovascular diseases. The high load on vision while studying at the university further exacerbates the existing situation. Therefore, the prevention of visual fatigue and overstrain is quite relevant. In 1996, in MGSU, 25.8% of 1st and 2nd year students were diagnosed with myopia, i.e., myopia "-3" or more.

Methods for preventing overstrain of the visual apparatus are very diverse. The most radical means of improving educational work is the creation of ergonomic optimal devices for reading and perceiving visual information. To ensure comfortable conditions when performing visually intense work, it is necessary to use the most rational industrial lighting systems with the correct selection of equipment and light sources.

The main requirements for natural and artificial lighting: optimal light intensity (its uniformity, spectral composition, etc.). Physiological studies have established the most optimal values of illumination at the workplace - 200 ... 3000 lux, depending on the category of visual work. At the same time, natural lighting often creates large luminous and reflective surfaces, giving high diffuse illumination in the workplace, which has a positive effect on performance.

Visual performance is largely influenced by the distribution of brightness in the field of view (the ratio of the brightness of the central and peripheral fields of view) from 1 to 3 diopters, which corresponds to the maximum distance of the object under consideration from the eyes of 30 ... 100 cm. The most favorable conditions for the work of vision are created at the same brightness in the field of view, which is achieved with uniform illumination.

In the prevention of visual fatigue and overstrain, a very significant place is occupied by the regulation of work and rest regimes. Especially important is special gymnastics for the eyes. Appendix No. 4 proposes a set of exercises that has a selective effect on the motor reactions of the eyes.

5.1.3. Mental-emotional overstrain

Mental-emotional (nervous) overstrain of an increasing number of people involved in mental activity is a serious urgent problem, since new methods, means, forms and principles of teaching have a significant impact on the intellectual activity and emotional sphere of students.

Particular attention should be paid to the fact that training very often comes down to only mental activity, it is almost always associated with emotional stress, achieving a goal and overcoming difficult situations, which can also contribute to the development of nervous strain. At the same time, it is very important to know the following: the occurrence of short-term emotions (stresses) in most cases is not harmful and does not interfere with human activity; only the chronic impact on the body of emotional stress is essential for the occurrence of nervous strain.

The way of life and educational and labor activity have changed so much in recent years that the adaptive-compensatory mechanisms developed in the process of evolution can hardly cope with the new conditions of reality, disharmony arises between psychophysiological and educational and labor, social rhythms. It can be assumed that the rate of adaptation of the human body lags significantly behind the rate of increased life requirements, i.e., from accelerated social and production development. In this regard, the tension of the regulatory mechanisms of the central nervous system and the homeostatic constants of the body increases significantly, especially when external stimuli become extremely strong, emotionally saturated and take on a chronic character.

At present, the physiology of labor has many recommendations aimed at optimizing the regimes of work and rest, increasing efficiency in various educational and production conditions. In this regard, we will consider only some preventive and health-improving and therapeutic measures that are of direct importance for the prevention and elimination of overvoltage:

1. A high level of physical fitness determines a greater degree of body resistance to the effects of training loads, especially in conditions of emotionally intense educational work. There are also less energy consumption during the performance of work.

2. Improving professional skills contributes not only to improving the efficiency of a specialist, but also to reducing emotional tension. For example, sometimes failures in studies arise not from ignorance, but from inexperience, from the inability to gather and realize their knowledge.

3. Maintaining the rhythm of the training load. It has been established that nervous tension and neurotic reactions often occur in people who perform many tasks at the same time.

4. Development in people from childhood of a clear conviction that they can cope with stressful situations, negative emotions, difficult moments in life, study and work.

5. Proper psychohygienic, aesthetic and ethical education, which will largely prevent the likelihood of conflict stressful situations.

6. Creating conditions for the emergence of positive emotions. For example, to reduce the impact of chronic emotional stress, the nature of the rest, the way holidays are spent, vacations and their timeliness are of great importance.

5.1.4. Sleep and mental health

Exceptional progress has been made in recent years in the study of sleep. IN sleep phenomenon(behavioral and electrophysiological reactions) many functional systems of the brain and the whole organism are involved. During sleep, there is an alternation of paradoxical and orthodox dreams; in the first half of the night, orthodox sleep prevails, closer to the morning - paradoxical. It is the violation of this alternation that causes a sleep disorder.

The study of the phenomenon of sleep in the physiology of labor is of exceptional importance due to the fact that, firstly, sleep has an adaptive value for the educational and labor activity of a person, a sleep disorder can cause a decrease in working capacity; secondly, if the sleep disorder becomes chronic, then this can lead to the development of a neurotic syndrome.

It has been established that total or partial deprivation (deprivation) of especially paradoxical sleep leads, first of all, to a violation of higher mental functions: memory, attention decrease, and as a result, working capacity. Increased fatigue and drowsiness.

1. Vigorous activity during the day, especially physical. It is important that sleep and wakefulness (active activity) coincide with the biological rhythms of the body. The duration of sleep in each individual is determined by hereditary factors and personal characteristics. From experience, each person knows how much he needs to sleep in order to be productive the next day.

2. Daily muscle activity, and intense mental activity must be alternated with physical labor or sports. You can, for example, walk to and from school, spending an additional 1 ... 1.5 hours.

3. A certain comfort of the bed.

So, the restoration of normal sleep should have both informational and restorative-adaptive significance. In the latter case, sleep acts as an immobilizer for the stress of overexcitation, it restores and corrects many subtle processes of overvoltage. Good sleep is very important, especially after extreme situations and prolonged intense mental activity.

5.1.5. Hypokinesia and physical inactivity, features of their manifestation

A sedentary lifestyle of a modern person leads to the fact that the functional state of all body systems is disturbed. Over millions of years of evolution, in order to survive, the human body has adapted to intense muscle load. The activity of all body systems was aimed at ensuring good muscle performance and, in turn, was stimulated and improved under the influence of intense muscle effort.

In the absence of a sufficient dose of daily muscle movements, unwanted and significant changes in the functional state of the brain and sensory systems occur. Along with changes in the activity of the higher parts of the brain, the level of functioning of the subcortical formations also decreases, which are responsible for the work, for example, of the sense organs (hearing, balance, taste, etc.) or in charge of vital functions (breathing, blood circulation, digestion, etc.). ). As a result, there is a decrease in the overall defenses of the body, an increase in the risk of various diseases.

This condition is characterized by increased fatigue, extreme instability of mood, weakening of self-control, impatience, sleep disturbance, loss of the ability for prolonged mental or physical stress. All these symptoms can manifest themselves in varying degrees. The most effective alternative to hypokinesia and physical inactivity in modern conditions can be means of physical culture, an increase in the volume and intensity of muscle activity.

The task of physiologists of labor and sports is to determine for each person the "norm" of the motor load, i.e. the value of DA necessary to maintain physical capabilities and health at a level that would ensure the normal course of vital functions, active longevity, "the joy of life ", high performance.

6. Means of physical culture in the regulation of mental performance, psycho-emotional and functional state of students

Among the activities aimed at improving the mental performance of students, to overcome and prevent psycho-emotional and functional overstrain, the following can be recommended:

Systematic study of academic subjects by students in the semester, without "assault" during the period of tests and exams;

Rhythmic and systemic organization of mental work;

Constant maintenance of the emotion of interest;

Improvement of interpersonal relations of students between themselves and university teachers, education of feelings;

Organization of a rational mode of work, nutrition, sleep and rest;

Refusal of bad habits: alcohol and drug use, smoking and substance abuse;

YES and physical training, constant maintenance of the body in a state of optimal physical fitness;

Teaching students the methods of self-control over the state of the body in order to identify deviations from the norm and timely correction and elimination of these deviations by means of prevention.

6.1. Use of exercise as a means of active recreation

Distinguish between passive and active rest associated with motor activity. The physiological examination of outdoor activities is associated with the name of the first to show that changing the work of some muscles by the work of others is better for restoring strength than complete inactivity.

This principle has become the basis for the organization of recreation in the field of mental activity, where appropriately selected physical activity before the start of mental work, during and after it has a high effect in maintaining and increasing mental performance. No less effective are daily independent physical exercises in the general mode of life. In the process of their implementation in the cerebral cortex, a “dominant movement” appears, which has a beneficial effect on the state of the muscular, respiratory and cardiovascular systems, activates the sensory-motor zone of the cortex, and raises the tone of the whole organism. During outdoor activities, this dominant contributes to the active flow of recovery processes.

6.1.1. "Small forms" of physical culture in the mode of educational work of students

Morning hygienic gymnastics(UGG) is the least complex, but quite effective form for the accelerated inclusion of students in the study and work day. It speeds up bringing the body to a working state, increases the flow of blood and lymph in all parts of the body and speeds up breathing, which activates the metabolism and quickly removes the decay products that have accumulated during the night. Systematic exercise improves blood circulation, strengthens the cardiovascular, nervous and respiratory systems, improves the activity of the digestive organs, and contributes to a more productive activity of the cerebral cortex.

Daily UGG, supplemented with water procedures, is an effective means of increasing physical fitness, educating the will and hardening the body.

Physical culture pause is an effective and accessible form. It is designed to solve the problem of providing active recreation for students and increasing their efficiency.

Numerous studies indicate that after the second couple of hours of study, the mental performance of students begins to decline. After 2-3 hours after the completion of the training sessions, the working capacity is restored to a level close to the initial one at the beginning of the school day, and during self-training, its decrease is again noted.

Taking into account the dynamics of students' working capacity during the school day, a physical culture pause lasting 10 minutes. recommended after 4 hours of classes and a duration of 5 minutes. - after every 2 hours of self-training, i.e. during periods when the first signs of fatigue are approaching or appearing. It should be carried out in a well-ventilated area. Physical exercises are selected in such a way as to activate the work of the body systems that did not take part in the provision of educational and labor activities.

Studies show that the effectiveness of the influence of a physical culture pause is manifested when it is carried out for 10 minutes in an increase in working capacity by 5-9%, with a 5-minute one - by 2.5-6%.

Micropauses in the educational work of students using physical exercises(physical minutes) are useful due to the fact that in the mental work of students, due to the influence of various factors, there are states of distraction from the work performed, which are relatively short 1-3 minutes. More often this is due to fatigue in conditions of limited activity of skeletal muscles, the monotonous nature of the work performed, etc. Most often, such phenomena are observed during self-training of students, performed against the background of six, and sometimes eight-hour classroom lessons.

Under these conditions, micropauses filled with dynamic (running in place, squats, flexion and straightening of arms at emphasis, etc.) or postural exercises are useful, which consist of 5 cycles of vigorous contraction and muscle tension - antagonists - flexor muscles and extensors of the limbs and trunk (Fig. 7).

With prolonged intense mental work, it is recommended every 30-60 minutes. use postural exercises, perform dynamic exercises every 2 hours, for example, running in place with deep rhythmic breathing.

small forms" of physical culture in the educational work of students plays a significant role in improving its conditions, increasing efficiency.

6.1.2. Educational and independent classes in physical culture in the mode of educational and labor activity

Effective training of specialists at a university requires the creation of conditions for intensive and intense creative educational work without overload and overwork, combined with active recreation and physical improvement. This requirement must be met by such use of means of physical culture and sports, which contributes to maintaining a sufficiently high and stable educational and labor activity and working capacity of students. Ensuring this function of physical education is one of the leading in social terms.

In the cycle of studies (,), the expediency of conducting physical exercises and sports was tested during such periods of students' educational work, when there is a decrease in working capacity, deterioration in well-being: at the end of the school day (during the last couple of classes), at the end of the week (Friday, Saturday) during the entire academic year.

The dynamics of working capacity during the working day is characterized by three periods: working in, stabilization and decrease as a result of the onset of fatigue.

The obtained materials indicate that physical exercises with light loads during the period of working out (at the beginning of the school day) provide a short-term (by 1.5-2 hours) increase in working capacity and maintain it at an elevated level in the next 4-6 hours of educational work. . Further, during self-training, by 18-20 hours, the level of working capacity gradually decreases to the initial level. During the school week, the positive effect of classes with such loads is generally insignificant.

Classes with loads of medium intensity provide the greatest increase in the level of working capacity until the end of the working day, including the time of self-training. During the school week, the positive impact of such activities persists for the next 2-3 days, after which it gradually fades.

The use of high-intensity loads in the immediate after-effect period (up to 1 hour) slightly increases the level of mental performance. In the following hours of educational work, it decreases to 70-90%. Only after 8-10 hours, its level returns to the original. The negative long-term aftereffect of such loads persists for 3-4 days of the school week. Only at the end of it is the restoration of working capacity observed.

The conducted studies allow us to consider a number of options for conducting classes in the credit and examination period, each of which has a positive effect on the performance and psycho-emotional state of students:

Option 1 - classes are held once a week after passing the exams. Duration - 90 min. Content - swimming, sports games, athletics and general developmental exercises of moderate intensity;

2nd option - two lessons per week for 45 minutes. with the following structure: attention exercises - 5 minutes, general developmental - 10 minutes, outdoor and sports games - 25 minutes, breathing exercises - 5 minutes;

3rd option - two lessons per week for 45 minutes. possible after the exam. Their content includes general developmental exercises, a variety of bilateral and outdoor games, which are chosen by the students themselves. Classes are supplemented by daily UGG, and after 55-60 minutes. educational work - physical culture pause up to 5-10 minutes;

4th option - daily classes for 60-70 minutes. moderate intensity, the content of which includes swimming, mini football, calm running, general developmental exercises. After each exam, the duration of the classes increases to 120 minutes. In addition, every two hours of mental work, a 10-minute set of exercises is performed;

The 5th option is distinguished by the complex organization of healthy lifestyles for students during the examination period. Its content covers a clear regulation of sleep, nutrition, self-training, staying in the fresh air for at least 2 hours a day. Physical activity is determined by the implementation of a 15-20-minute exercise in the air, physical culture pauses after 1.5-2 hours of mental labor, walks in the fresh air for 45-60 minutes. after 3.5-4.5 hours of educational work in the first half of the day and after 3.5-4 hours of mental studies - in the second. At the request of students, the second walk can be replaced by ball games.

Sports and outdoor games used in all variants should not be of a highly competitive nature.

During the research, three groups of students were observed: the 1st group had an arbitrary mode of organization of life, where there was no element of physical activity; in the 2nd group, physical activity was normalized with disordered sleep, nutrition, self-training, exposure to air; The 3rd group maintained a comprehensively ordered lifestyle during the session. The data obtained during the spring session on the change in mental performance are given in Table. 9.3.

The table shows that the gradient of decrease in working capacity under the influence of exams is significantly less in the 3rd group. This indicates that only with a comprehensively ordered lifestyle, the process of restoring working capacity during the day and week is normalized. If the DA is optimally organized, but not connected with the general structure of life, a full recovery of the living conditions of students during the exam period is not provided.

When conducting training sessions during the exam period, their intensity should be reduced to 60-70% of the usual level.

Table 9.3

Change in the mental performance of students during the examination period, to the initial level, taken as 100%

Examination period

Immediately after the third exam
The next day
Immediately after the completion of the entire session (four exams)
One week after the session

It is not advisable to learn the technique of new exercises and try to improve it. The orientation of these classes can be characterized as preventive, and for those involved in sports - as maintaining the level of fitness.

7. Conclusion

The dynamics of the educational process with its uneven distribution of loads and intensification during the examination session is a kind of test of the students' organism. There is a decrease in functional resistance to physical and psycho-emotional stress, an increase in the negative impact of hypodynamics, violations of work and rest, sleep and nutrition, intoxication of the body due to bad habits; there is a state of general fatigue, turning into overwork.

The positive nature of changes in mental performance is achieved in many respects with the adequate use of physical culture means, methods and modes of influence for each individual. The generalized characteristics of the effective introduction of physical culture means into the educational process, which ensure the state of high working capacity of students in educational and labor activities, are: long-term preservation of working capacity in educational work; accelerated workability; ability to accelerate recovery; low variability of functions that carry the main load in various types of educational work; emotional and volitional resistance to confusing factors, the average severity of the emotional background; reduction of the physiological cost of educational work per unit of work.

Bibliography

1. Physical culture: Textbook / ed. . - M.: Publishing house: DIA, 20, with illustrations.

Student's physical culture: Textbook / under. ed. . - M.: Gardariki, 19s.

Ministry of Agriculture of the Russian Federation

Federal State Educational Institution of Higher Professional Education Krasnoyarsk State Agrarian University

Department: physical culture.

On the topic: "Means of physical culture in the regulation

working capacity".

Completed by: student of the 13th group ZUF IZKiP

Maslova T.V.

Krasnoyarsk 2010

Introduction

1. Student's educational work

Conclusion

Bibliographic list

Introduction

At the present time, the pace of life has increased disproportionately. This led to the presentation of modern man high demands on his physical condition and significantly increased the burden on the mental, mental and emotional spheres.

Purposeful formation of professionally important properties and qualities of a student's personality in the process of physical training is their formation according to a pre-designed model, with the help of adequate techniques, measures and means of influence specific to physical culture.

This method is based on the modern concept of professional personality formation, developed by scientists - teachers and psychologists.

To achieve this goal, in accordance with the standards of higher education, it is planned to solve the following educational, educational, developmental and recreational tasks:

− understanding of the role of physical culture in the development of personality and its preparation for professional activity;

− knowledge of the scientific and practical foundations of physical culture and a healthy lifestyle;

− formation of a motivational and value attitude to physical culture, an attitude towards a healthy lifestyle, physical self-improvement and self-education, the need for regular physical exercises and sports;

- mastering the system of practical skills that ensure the preservation and strengthening of health, mental and psychological well-being, development and improvement of psychological abilities, self-determination in physical culture;

− provision of general and professional-applied physical fitness, which determines the psychological readiness of a student for a future profession;

− acquisition of experience in the creative use of physical culture and sports activities to achieve life and professional goals.

Modern conditions of the development of society pose new challenges for higher education - to train a specialist who meets the changing needs of society. Young professionals should have greater professional mobility than yesterday, which requires a fairly high level of intellectual activity. This is due to the peculiarities of the new socio-economic conditions and the intensification of scientific and technological progress.

Education at the university is intended, first of all, to have a significant impact on the overall intellectual development of students. Intellectual level research conducted by L.V. Menshikova on the Veksler scale, showed that during training at a technical university, the integration of intellect as a holistic education takes place due to an increase in connections between its individual parts. Education contributes to the development of the verbal structures of the intellect, much less affecting its deep, figurative foundations, which play a crucial role in mastering a technical profession.

The use of the healing forces of nature (hardening) strengthens and activates the body's defenses, stimulates metabolism, the activity of the heart and blood vessels, and has a beneficial effect on the state of the nervous system.

Important for maintaining and improving the level of physical and mental performance is given to a complex of health-improving and hygienic measures, which include a reasonable combination of work and rest, the normalization of sleep and nutrition, the rejection of bad habits, exposure to fresh air, sufficient physical activity.

A person who leads a mobile lifestyle and systematically engages in physical exercises can do much more work than a person who leads a sedentary lifestyle. This is due to the reserve capacity of the body.

1. Student's educational work

One of the most important tasks of higher education is to create conditions for the maximum realization of the possibilities of intellectual activity of students.

According to the great Aristotle, “a good leader must have “ethos”, “pathos”, “logos”. It is known that "ethos" is a high morality, a source of persuading that one is right, "pathos" is the ability to affect people's feelings, "logos" is the ability to rationally justify one's actions and make people think.

A university is not a school, a university does not teach, a university creates conditions for learning, of course, for those who have enough strength and capabilities to self-know themselves, objectively develop, bring their “I”, qualities, abilities, skills, and finally, the state health, a high level of mental and physical performance, intelligence, culture.

It is known that human health by 45...50% depends on the conditions of the lifestyle, the chosen style, which are clearly related to the formation of personality facets.

Each university has its own, born by him and constantly improving information and educational environment.

Its multicomponent nature and positive impact on the student, especially the first-year student, depend on the level of pedagogical skills of teachers. To the most important component - university (not school "physical education") physical culture, sports, which significantly shortens the period of adaptation of recent schoolchildren to the conditions of being in a university with its "soft" at first forms and types of training during the semester and immeasurably tough in relation to the body , sometimes not yet strong enough, during periods of tests and exams.

The harmonious combination of intellect, physical and spiritual forces was highly valued by man throughout his development and formation. The university provides such an opportunity.

Special mention should be made of adaptation to university forms and types of education. It is important for a first-year student who has sharply crossed the border between the conditions of study at school and university, to shorten this period, which can last a semester and two or three years. There is a clear pattern of reducing the adaptation time for those who are sociable, passionate about sports, social work, any form of activity with a high level of responsibility.

This is facilitated by:

− active means of physical culture, team sports, tourism, mountain climbing, orienteering and other types of purposeful physical employment;

− mass health-improving and sports events in which the student is a participant, organizer, assistant, etc.;

− reasonable planning of one's life for the next 3-5 years in the form of a realistic self-improvement program, the main provisions of which are aimed at improving health, increasing intelligence, mastering the chosen profession.

Efficiency - a combination of the relevant capabilities of a person with special knowledge, skills, physical, psychological and physiological qualities, to perform purposeful actions, to form the processes of mental activity.

The most typical changes in the working capacity of students are associated with the workload, class schedule, employment in research, professional activities as additional factors. These include the features of the use of physical culture to optimize performance.

The recreations adopted by the education system: short breaks between classes, weekly, winter and summer vacations, temporary stays of a targeted nature in dispensaries, sanatoriums, etc., academic annual leave are aimed at restoring the optimal ratio of the main nervous processes in the cerebral cortex and associated with this mental performance. For the normal operation of the brain, impulses are needed from various body systems, while fifty or more percent of all impulses belong to the muscles.

Muscle movements that create a huge number of impulses contribute to the formation of closed cycles of excitation, characterized by high levels of persistence and inertia.

So, after the cessation of physical work, a person immediately disconnects from it. During mental activity, intensive work of the brain continues. The nervous system is not completely rehabilitated. It has been experimentally proven that if a person has not received complete rest after physical work, his tonic muscle tension increases: an overworked brain mobilizes its capabilities to combat muscle overwork.

Mental activity requires not only a trained brain, but also a trained body.

Psychophysiological characteristics of labor - labor processes are carried out in a certain direction, planned in advance, associated with specific tasks, the implementation of which requires certain psychophysiological energy costs, appropriate levels of thinking and conclusions to obtain an end result of public importance (training, self-training, discovery, invention, rationalization and etc.).

2. Formation of psychological qualities by means of physical culture and sports

Attention. Separate qualities of attention have a lot of specific, in this regard, in their formation and improvement, various pedagogical techniques are used.

The volume and distribution of attention are formed as a certain skill of simultaneous performance of several actions, similar in their psychophysiological structure to professional actions performed in conditions of a high pace of work. At the same time, the number of perceived objects and phenomena, the distance between them and the rate of perception gradually increase.