Methods of continuous (non-stop) instruction
Hézsőné Böröcz Andrea
One of the most important tasks of physical education classes is to ensure that pupils receive adequate loading, and thus those physiological processes get started which trigger adaptation. In everyday life people are unceasingly affected by various stimuli. However, they respond only to those stimuli which have reached the stimulus threshold of the organism. To do this, the stimulus should have a certain strength (intensity) and duration (length).
As far as physical education and sport are concerned, it is the motion stimulus we are primarily talking about.
The effect induced by the external stimuli (environmental or movement) and the resulting internal stimuli (the body's physiological and psychological reactions and changes) is called loading.
Loading means such a stimulus for the body which, when adapted to, has the ability to increase the pupil’s motor development. (Adaptation)
A warm-up should never be omitted before loading; therefore it is expedient to choose the instruction which could set thoroughly in motion every muscle group and joint in a short time.
The warm-up tasks
- to raise the temperature of muscles and tendons in order to increase their extensibility and to avoid injuries
- psychic attunement to the main part of the class
- to increase the speed of muscle contraction,
- to improve the oxygen and nutrient supply of functioning of the muscles
- to supply the joints with the 'lubricant'
- to accelerate conduction
- to release stress and improve the mood,
- to improve motor coordination
During the warm-up the body temperature rises and could reach even 38.5 degrees but this is not abnormal! The application of the "Follow the teacher/coach" training method is based on imitation. It can already be used with lower grade children, but it can be carried out successfully with older pupils as well. The instructor invites the pupils to carry out the tasks which are demonstrated by him/her or by a more skillful pupil, together, imitating the movements of the instructor or the volunteer gymnast. The instructor then continuously performs or imitates the exercises, while the pupils follow him/her in their execution. The instructor can face the pupils, showing the mirror image, or present the side view, depending on the main direction of the movement. If it is a pupil or a „volunteer gymnast” who shows the exercises, it is advisable for him/her to demonstrate the exercises with his/her back to the others, but the exercises in the forward and backward direction are better viewed from the side!
2. Another type presupposes a pre-choreographed and learned exercise sequence from the exercise instructor. In order to ensure the continuity of performance, the number of repetitions of the exercises should be well predictable and easy to follow by the participants. During the ongoing performance, keeping the pace and rhythm, the instructor should communicate in advance the expected changes in direction and the variations in connection with the basic exercises. In addition to the continuous dictation of pace, the colorful and enjoyable instruction requires continuous communication on the part of the instructor. The method of instruction requires high qualifications and a lot of practice.
Children love challenges and learning an exercise sequence can be challenging for them. A repeated execution of a well-compiled sequence can replace a warm-up, and can make physical education classes more diverse.
3. A third kind of method of continuous instruction takes place when we couple together well-known and simple-structure exercises. We start with a simple exercise and during its performance we explain the next task.
After a sufficient number of repetitions we shall stop the practice with the "enough!" command, then after the „Transition!” command the pupils will position themselves for starting the next exercise, and on the „Go!” command they shall begin the next, new practice. It is expedient to build up exercise routines on a pre-designed frame, and on easily connectable starting situations. It demands great attention and discipline as well as prior training, because the pupils need to understand the exercise they will deal with.
4. When applying methods of instruction with constant, recurring exercises, before communicating and arranging every new exercise, to ease the transition, we shall use a simple and recurrent routine. For example, „Jump in place or run in place”! In the course of carrying out a continuous exercise, we should explain the starting position of the following exercise. For instance, stand straight, with your legs apart, hands on hips, and then, step after step, explain the task to be implemented, e.g. count 1: bend your trunk to the left, count 2: stretch your trunk, count 3-4: repeat in the opposite direction. „Attention! Get to a starting position!” „Practice continuously, go!” After a sufficient number of repetitions, with the „Enough!” command we will stop the practice, and with "constant practice, go!" we will start the recurrent exercise, the dominant effect of which may increase or decrease the loading induced by a series of exercises, thereby not only facilitating the continuous execution of the exercises, but also having a functional role. The permanent practice can be changed "on the go".
The criteria for the choice of methods of instruction
The choice of the exercise management method depends on:
- the purpose of practicing (e.g. warm-up, cool down, skill development, teaching new movement)
- the composition of the group (homogeneous, heterogeneous)
- the number, age, and age characteristics of the participants,
- the previous experience and practice repertoire (technical language competence, physical experience) of the participants
- the degree of complexity of the exercises, their structure and familiarity)
- the intensity of the load target, the degree of time efficiency, the ratio between planned physical activity and the „dead time”
- the size of the available space,
The criteria of exercise management:
- It is based on accurate knowledge of technical language
- correct and precise task definition
- Attention-getting decided stance
- Maintaining students' attention, motivating attitude,
- In fixing errors, helping, encouraging and praising behavior which refers to good, and correct execution of exercises.
The following I present two examples of practice sequences that occur with constant practice and include warm-up exercises.
(point 4) The first example can be carried out with talented third-grade pupils or with four grade pupils, the second can be carried out with upper grade pupils.
I think the pupils are open to new things, and that the new method means a challenge for them.
See: Exercise sequence 1 and exercise sequence 2 (pictures)
Series of warm-up exercises for the pupils lower grade
Series of warm-up exercises for upper grade pupils