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It is generally accepted that the list of the most disliked school subjects is headed by complex and incomprehensibly studied mathematics. For many, this is true, but the subject that is equally hated by both the humanities and the fans of the natural sciences, perhaps, can be called physical education. T&P decided to look into the history of physical education and what is meant by "modern technologies in the field of physical education."

Let's start with the fact that in accordance with the "Strategy for the development of physical culture and sports in the Russian Federation until 2020" and the state program of the Russian Federation "Development of physical culture and sports" for the period until 2020, the proportion of the country's population systematically involved in physical culture and sports, should reach 40% in 2020, and among students - 80%.

In their work “Attitude towards physical culture and physical culture and sports activities of schoolchildren and students in the 21st century”, published in 2014, sociologists Sergey Firsin and Tatyana Maskaeva come to the conclusion that interest in physical education lessons decreases as the student grows up and moves on to the next class. In grades 4–5, 54.4% of children are interested in physical education, in grades 8–9 - 24.3%, and in grades 10–11 - already 23.3% (Physics classes attract students even less). At the same time, 92.8% of all students recognize the importance of this subject. The main reason is the unsuccessful lesson schedule. As a rule, after them you have to go to classes that require attention and composure. Schoolchildren are also not satisfied with the monotony of the content of the programs and poor sports equipment. But in preschool educational institutions with sports equipment, at least in Moscow, things are better.

Marina Borisova

Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education of the Institute of Pedagogy and Psychology of Education of the Moscow State Pedagogical Educational Institution of Higher Education. Author of textbooks for university students, methodological manuals on the problems of physical education and development of preschool children for teachers of preschool educational organizations. Developer of programs for advanced training courses for specialists in physical culture of preschool educational organizations.

“In 1994, the post of “Physical Education Educator” was introduced in Moscow. Such a specialist worked in every preschool institution where gyms and swimming pools were equipped with the appropriate equipment. In addition, a system of physical culture and sports events was established in the city. But still, in my opinion, there are several problems that are worth mentioning.

The first problem is that in connection with the modernization of the education system, physical culture among preschoolers began to be carried out not by narrowly focused specialists (physical education instructors), but by educators. Another problem is that teachers are not well versed in the legal framework governing the work of physical culture, as well as modern technologies in the field of physical development of children.

The next important issue is the quality of training of specialists. Currently, the distance form of advanced training is gaining momentum. In my opinion, high-quality training of specialists in the field of physical education and development of children cannot be limited to a distance format. It has its own specifics, which involves a mandatory workshop, training, master class, training in practical skills for performing physical exercises.

All experts in this field are unanimous in their opinion that it is necessary to use both traditional forms of work (physical education, morning exercises, outdoor games, sports leisure and holidays), and activities that are used in additional education (rhythmic gymnastics, wushu, karate-do , hatha yoga, etc.). This will help to introduce children to motor and intellectual activity.

But where did the concept of “physical education” come from and how did it transform into a compulsory subject?

From horse riding to Sokol gymnastics

In Russia at the beginning of the 19th century, there was no physical culture in the modern sense in educational institutions. For obvious reasons, the development of physical strength was required in the army and was included in the training programs exclusively in military institutions. These programs were distant relatives of modern physical education lessons: there were no educational complexes, they taught, as a rule, swimming, wrestling, horseback riding, fencing, and shooting.

In the second half of the 19th century, the Ministry of Education nevertheless tried to popularize gymnastics in educational institutions. The Minister of Public Education, Count Ivan Davydovich Delyanov, in June 1889 issued a circular on the introduction of gymnastics in all gymnasiums and schools, the instructions for which read: “Exercising boys in the simplest movements and constructions adopted in the Russian troops, gymnastics introduces children to the initial foundations of military discipline ... ”By the way, there were enough such orders and recommendations: in many documents of the ministry, the unsatisfactory level of physical education in educational institutions was noted, but there was still no sense due to the lack of qualified specialists.

Thus, drill exercises in practice began to occupy half of the training sessions, retired officers became teachers, and gymnastic lessons - the usual military drill. Here is what Nikolai Filitis, a methodologist and practitioner, author of manuals and collections on outdoor games, wrote in his report in 1899: “The goals were set big, but their implementation was unsatisfactory. There are no rooms in most educational institutions for gymnastics, and it is held in dusty corridors. In the absence of trained teaching staff, officers and semi-literate non-commissioned officers teach. Fresh air, which is mentioned in the instructions of 1889, is not allowed, educational excursions have been replaced by military campaigns. And here is what Sofya Pozner, the author of the article “Physical exercises as a subject of schooling in elementary school according to P.F. Lesgaft”, his student, says: “... One cannot say that the issue of physical education is in the pen: it simply did not exist ..."

Sokol gymnastics became very popular at the end of the 19th century. It was invented by the Prague teacher of aesthetics and the ideologist of the Sokol movement Miroslav Tyrsh. The Sokol movement arose as a reaction to the French Revolution and the Napoleonic Wars: the Czech Republic at that time was part of the Austro-Hungarian Empire, and this did not suit her at all. Miroslav Tyrsh, a graduate of the University of Prague, a representative of the bourgeois intelligentsia, was the one who inspired the Czech people to take part in the national liberation struggle against the Austrian conquerors. His program with shells and a set of exercises became the first official gymnastic system used in Russia. The Ministry of Public Education actively introduced it into educational institutions, and by 1912 Sokol gymnastics was taught in secondary schools.

It is curious that as the basis of his program, Tyrsh used the school German gymnastics of Adolf Spiess, who differed from the current physical education teachers at least in that he was not only a physical education teacher, but also a teacher of history and singing. Spiess, in turn, was guided by the work of the "father of modern gymnastics" German Friedrich Jan, who called on young people to participate in the national liberation struggle; he created several gymnastic circles, in which he was engaged in the development of the physical strength of the population of Prussia. By the way, it was Friedrich Jahn who came up with the horizontal bar for pull-ups, the gymnastic horse and the uneven bars.

Miroslav Tyrsh was familiar with most of the systems of gymnastic exercises in the first half of the 19th century. But, interestingly, he did not like any of them. His approach in many ways said that he was a real artist, since for him the most important thing was to make the exercises beautiful and attractive, which echoes the concept of rhythmic gymnastics. Ribbons, scarves, wreaths, which the girls wore during the exercises, were purely decorative. It got to the point that he excluded from his practice all the ugly, in his opinion, exercises, although they were useful for physical development.

Despite the fact that Tyrsh's programs were extremely popular in Russia, there were others besides them. In 1912, Swedish gymnastics was taught in secondary schools, in 415 - German and physical education according to the system of Peter Lesgaft, the founder of physical education in Russia. The term "physical education" in 1901, Peter Frantsevich from St. Petersburg for the first time used in his work "Guide to the physical education of schoolchildren". On the 262nd page of Lesgaft's textbook, one can find such a characteristic of "physical education" - it is "systematic mental, aesthetic and physical development." Lesgaft believed that physical exercises should certainly be daily, in full proportion with mental activities. Hearing this, some modern schoolchildren would surely be glad that they have physical education lessons only a couple of times a week, and not every day. Lesgaft's system of physical exercises consisted of the following:

The Level 1 Easy Exercises for ages 7 to 12 are elementary movements such as bending, turning, circling, as well as walking, running, and throwing. For teenagers 12-15 years old - an age at which the muscular system grows intensively and body length is added by 7-9 centimeters per year - Lesgaft came up with complex exercises with increasing stress, that is, exercises with weights, in jumping, in wrestling. For older teenagers, a well-known teacher came up with an even more interesting formulation - "the study of spatial relationships and the distribution of work over time." Here he included running, walking and throwing at a target with the determination of the size of the movement, the direction of movement and the speed of the movement produced. The latter - systematic exercises in the form of games - were intended for all age groups and consisted of fencing, skating, swimming and walking.

The most relevant point on the topic of the day is that Pyotr Lesgaft, the main theorist of physical education in Russia, criticized the introduction of military exercises into curricula. He said that “... they are completely inconsistent with the tasks of a general education school, since all military exercises are aimed at accustoming to mass actions. Military exercises deal with military discipline and mass actions, just the opposite of school tasks, so they should not be allowed in school.

Probably, modern officials from the Ministry of Education and Science are not familiar with Lesgaft's more than a century-old warning: the basics of initial military training in Russian schools are now being studied in the lessons of life safety. The ideological follower of Lesgaft, teacher Viktor Lukyanenko, will later say the following: “Despite the enormous authority of this scientist, his unconditional recognition as the founder of the scientific foundations of the Russian system of physical education, we have to state with deep regret that it is in the domestic practice of implementing this process that many of his main ideas still not being used properly.

“Physical education was taught very well in my school, it was never a secondary subject for me, and I always had a positive attitude towards the teacher. In my opinion, the return of the TRP standards is a significant plus: in the USSR they bore fruit. It is very important to check the physical fitness of the population. Receiving a gold badge encourages people to engage in their physical training - and therefore health.

At my faculty, the subjects in which you need to actively engage in sports were mainly in the first years. Now, as part of the general course, we are given lectures on economics, philosophy, and so on. We delve deeply into subjects close to our specialty - for example, into the theory and methodology of physical culture, the theory of sports, the theory and methodology of the chosen sport.

After university, I plan to work in my specialty - a handball coach. I want to combine the work of a physical education teacher and a coach in a sports school at school.

Ready for work and defense

The "import substitution" started by Lesgaft was continued by Alexander Anokhin, who also refused to recognize the German and Swedish systems of gymnastics in the Russian school. He believed that it was useless to try to invent movements, but you can find a new application for them, a new principle of execution. As you already understood, Anokhin wanted to come up with his own “Russian gymnastics”, with his wall bars and expanders. More precisely, without them. Now his research is known as "Anokhin's volitional gymnastics", or, as some like to call it, indoor gymnastics. At one time she was popular with the Russian intelligentsia. Do you know why? To perform these exercises, nothing at all was required - neither sports equipment, nor special facilities.

His theory of physical exercise was based on the theory of natural human movements. These movements are lying, sitting, crawling, walking, running, jumping, and the like. Aerobics without music? Exercise without weights? This is how eloquently he spoke about his gymnastics

“Volitional gymnastics will not make you Poddubny or Gakkenshmidt. It will not give you biceps of 45 centimeters or the ability to squeeze 6-7 pounds with one hand, but it will significantly improve your health. It will give the beauty of forms and outlines and that normal strength for everyone, which is lost by modern man.

Igor Rodionov

physical education teacher at MBOU Mityakinskaya secondary school, Zelenovka village

“Working with children is not difficult if you yourself are interested in the result. They will reach out to you, you just have to be honest. If they see slack, they will sit, as they say, on their heads. I maintain discipline year after year. In my opinion, the quality of work depends on the personality of the teacher himself, and not on textbooks. The teacher himself should be a leader, moderately strict. Of course, the material base plays an important role.

I am a physical education teacher by profession. Now, without an appropriate diploma, one cannot get a job as a physical education teacher, that is, if earlier, for example, a mathematics teacher could conduct computer science, now in the new year a law comes into force prohibiting working without an appropriate diploma.

Of course, the salary is small, on average 16-18 thousand, very little. I work in a rural school, we have many children. From the sports equipment there are not enough good balls, for example, volleyballs, dumbbells and barbells, we are still coping with the rest. Last year we participated in the Basketball Federation competition and won 25 goals, which is good, of course. We don't go skiing in the winter, simply because we don't have much snow.

My father is also a physical education teacher - I, as they say, followed in the footsteps, understood the methods, focused on cross-country running, plus I find exercise programs on the Internet, exchange experiences with my father. I focus on sports games to help children develop mobility. Already in primary school, I try to teach the basics of basketball and football.”

After the October Revolution and until 1920, physical education programs were predominantly military, and after 1920 - labor. The Supreme Council of Physical Education only from the 1923/24 academic year introduced universal compulsory teaching of physical education in schools *. And in 1927, a unified lesson program based on natural human movements was finally released, which became the progenitor of all the following programs. The scheme consisted of 6 series for elementary school and 8 series for secondary:

1) ordinal exercises - building, rebuilding, opening, walking in various directions: on toes, with hand movements, bypassing, in a circle, diagonally, etc .;

2) preparatory exercises;

3) throwing;

4) resistance with weights, pair exercises in resistance;

5) jumping;

6) special preventive and corrective exercises for individual muscle groups;

7) walking;

8) the final part.

* V. Pelmenev, E. Koneeva. "History of physical culture: textbook"

The only but important drawback was that this program was, so to speak, for show and did not set specific regulatory requirements. The development of the physical training program was very slow. There were not enough specialists and gyms, in the schools of the Moscow region in 1929 there was not a single physical education teacher with a special professional education. Gradually, studies began to be carried out on the workload associated with the gymnastic and sports activities of students: according to the data * for 1929, the state of health of schoolchildren at that time caused serious concern (the percentage of healthy children was extremely insignificant). Approaches to physical education began to be simplified - it turned out that the exploitation and unhealthy lifestyle of the past generation weakened the body of today's workers and their children.

* B.R. Goloshchapov. "History of physical culture and sports", 2001

By analogy with this, the proposal of the Committee for Artistic Physical Education, created under the banner of Proletkult and operating in the mid-1920s, looks especially funny, to use a special and, perhaps, even innovative form of the development of physical education - physical education as an artistic experience in the process of work. In other words, labor gymnastics. They wanted to replace the so-called bourgeois systems of exercises - for example, boxing, gymnastics - with raking coal, sawing and planing. At the same time, an article was published in which it was proved that English football teaches Soviet youth to lie: the author argued that the “feint” technique means deception and therefore negatively affects the quality of the individual. But these ideas were not carried out, because they differed from Lenin's views.

Despite all the problems, in July 1929, physical education became a compulsory subject in the country's higher educational institutions; a year later, it appeared in universities throughout the USSR, and a year later, in 1931, everyone’s favorite set of norms “Ready for Labor and Defense” was introduced, which, in combination with Osoaviakhim, helped millions of Soviet citizens gain skills in marching, skiing, and shooting training , swimming, throwing grenades, overcoming water barriers and obstacles.

Physical (natural) exercises in the TRP were divided into two main groups: general preparatory and applied. In those days, the physical exercise program, instead of 6 and 8 series, as it was in 1927, began to be performed in 4 series. The first series - retracting exercises (5 minutes), the second - general developmental exercises (10 minutes), the third - basic exercises (25 minutes), the fourth - calming exercises (5 minutes). The total lesson time was to be 40-45 minutes. Applied exercises made up the main part of the program and included walking, running, crawling, balance exercises, skiing, swimming, jumping, climbing, carrying various objects (and live weight), throwing, wrestling elements, military science.

In addition to the actual classes, discussions were held with the students “on the topic”. For example, fourth-grade schoolchildren reported on two: “What kind of physical education do children in capitalist countries and physical education for the younger generation in the USSR” and “The meaning of the basic rules of breathing.” In the seventh grade, three topics were recommended: "Immediate tasks of physical education in the USSR", "How physical education prepares a soldier of the Red Army" and "How physical education fights occupational hazards."

So the set of TRP norms became the main final indicator of academic achievement in physical culture, with its help, programs of all educational institutions were developed for more than 50 subsequent years, during which it was often updated.

In 1985, distances were increased in running, cross-country skiing, and cross-country skiing. For example, in the 11th grade for boys, cross-country running for 1,000 meters, rope climbing without the help of legs, power lifting on the crossbar and a shuttle run of 3 × 10 meters were introduced. The “Gymnastics” section included exercises of a military-applied orientation: the ability to carry out combat commands, knowledge of the types of rebuilding and movement in the ranks, provided for by the Combat Regulations of the USSR Armed Forces.

The norms of the TRP disappeared along with the Union. Since 1996, in the renewed Russia, the monopoly of a unified physical training program in all schools of the Russian Federation has been terminated, new standards, physical education programs based on one sport, anti-stress plastic gymnastics programs and other author's programs have appeared.
Exercises with flags (Sokolskaya gymnastics)

“A healthy mind in a healthy body” is a well-known proverb that is especially relevant in modern society.

What is physical education

Physical education is the education of body culture through physical activity and gymnastics. It develops not only the body, but also the human nervous system. Loads on the body contribute to the normalization of the activity of the mental system. This is especially important for children, because every day they absorb huge flows of information. Sports help the brain relieve tension and restore clarity to the head.

Physical education can be therapeutic and adaptive. helps to restore the human body some of the functions that were damaged during an injury or a serious psychological shock. Adaptive physical education is applicable for people who have developmental disabilities.

Sports in children's lives

Sport occupies a special place in the lives of children and adolescents. It is necessary not only for the harmonious development of the body, but also for creating a sense of discipline. Sports bring up in children such qualities as willpower, perseverance, restraint. These character traits, learned from childhood, will accompany a person throughout his subsequent life.

It has long been proven that people involved in sports activities are much more likely to succeed. This fact is due to three reasons:

1. Health.

Sport improves and strengthens health. People have more strength and energy that are necessary to work in any field.

2. Volitional qualities.

As already mentioned, sport educates a person. It makes him stubborn and attentive.

3. Psychological relaxation.

Physical education is a great way Usually people tend to accumulate negative emotions in themselves, while the sports society always knows where to throw out the accumulated emotional burden. This protects mental health, increases stress resistance and productivity in solving conflict situations.

Sport accompanies us at all stages of maturation. In secondary schools, physical education is a compulsory subject. The lesson is taught by a former athlete or a teacher offers standards of sports performance that the child must achieve at each stage of his development. In order for him to successfully complete the year, it is necessary to pass the standards qualitatively. Naturally, they are designed only for healthy children. Also, thanks to the standards, you can find out and control the level of development of the child. Children's physical education is designed to develop body culture during training.

If the student has deviations in health, then he may be partially or completely suspended from classes. The venue for physical activities depends on the capabilities of a particular school. In addition to gymnastics, the standard physical education program includes: running, swimming, skiing, long and high jumps, football, basketball, volleyball, acrobatics, aerobics, and active games.

Physical education classes are held in specially equipped classrooms or on sports grounds (during the warm season).

It implies small loads, the purpose of which is not to achieve certain results in sports. Most often, children are engaged in exercise therapy - therapeutic physical culture. Physical education is aimed at maintaining the body in a healthy state, while the load is minimal. They help the child to stretch the muscles, to feel the dynamics of the exercises, but not to spend all the strength of the body.

Exercise therapy is very common among children who have developmental or health problems. For this reason, they cannot play sports together with the main group. Much attention in exercise therapy is given to proper breathing, which helps to maintain control over the body. Another goal of exercise therapy is the prevention of diseases and their exacerbations. Exercise therapy is very useful not only for schoolchildren, but also for young children.

The effect of physical activity on the body

It is very difficult to overestimate the impact of physical activity on the human body. The usefulness of physical education for a growing body is invaluable. A young body needs more than just stimulating tissues that are forming very quickly. Physical education is necessary for the child to grow up as a psychologically balanced and whole person.

Physical activity has a complex effect on the entire body. Let us consider in more detail how the human body reacts to moderate loads:

• metabolic processes of tissues, tendons and muscles are activated, which is an excellent prevention of rheumatism, arthrosis, arthritis and other degenerative changes in the motor function of the body;
• the activity of the cardiovascular and respiratory systems improves, providing the whole body with oxygen and useful substances;
• physical exercises activate the production of hormones, which leads to the stabilization of metabolic processes;
• neuroregulatory function of the brain is stimulated.

Summing up, we can say that physical education and sports should be an integral part of the life of any adult and growing person. Go in for sports yourself and instill it in your children. Physical education is the "perpetual motion machine" of life, which makes active, cheerful and full of energy for new achievements.

Scenario

theoretical lesson

in physical culture

for grade 2 Section: "Knowledge Fundamentals"

Lesson topic:

"History of Olympic Games"

Physical education teacher

MOBU OOSH № 81

O.Yu. Ladanyuk

Goals and objectives of the lesson:

To form knowledge about the history of the emergence, holding and revival of the Olympic Games.

Promotion of physical culture and sports.

Promoting a healthy lifestyle.

Raising patriotism and a sense of pride in their homeland.

Location:class 2 office.

Inventory and equipment:interactive board, laser ruler.

During the classes

Atreader:Hello guys! Today we will conduct an unusual lesson - it will be a lesson-journey! And where we will travel, I want you to decide for yourself by answering my questions. What is the name of our famous city in which we live?

Children:Sochi!

Teacher:That's right, Sochi! And what is our city famous for and what a wonderful and significant event took place in our city in 2014, you didn’t go to school then, but you still need to know a lot about it!

Children:Winter Olympics!

Teacher:Right! Winter Olympic Games 2014! And our city is rightfully proud of this event. So what do you think, what kind of journey awaits you and me?

Children:(Answers of children).

Teacher:Yes, guys, today we will travel around the Olympic Games, learn a lot of interesting and new things!

(2 slide).

And our lesson - the journey will be called"Olympic Games - past and present"!

And the first stop on our journey will be Ancient Greece - the ancestor of the Olympic Games! So, let's begin!

(3 slide)

The first Olympic Games were held in 776 BC. In the city of Olympia, in ancient Greece. Participants competed in running and ran a stage (=193 m). The first winner was the baker Koraba. There were no medals in ancient times, but the winners were awarded with an Olive wreath, olive branches and olive oil in special vessels - amphoras. Only men competed. The winners were considered heroes. Poems and songs were composed about them, they were brought to the city in chariots, but not through the gates, but in the defensive wall a huge hole was specially cut through, into which the chariot with the winner flew. Then the sculptors sculpted his full-length sculpture. During the Olympic Games, all wars were stopped.

(4 slide)

Humanity has evolved, and people have come up with more and more new sports. In the future, athletes began to compete in long-distance running, in running with a shield, fisticuffs, pentathlon - this is a pentathlon: wrestling, running on a stage, long jump, discus throwing and javelin throwing. And later there were chariot races.

(5 slide)

The ancient Greeks were not only very athletic people, but also very talented! Many wanted to show their talent! Let it be! And it was decided that not only athletes would perform and compete at the Olympic Games, but also musicians, poets, and artists would exhibit their paintings.

(6 slide)

Ancient athletes competed for many centuries! But then various historical events began to take place, religious wars and, unfortunately, the Olympic Games ceased!

But after many, many hundreds of years, the remarkable man Pierre de Coubertin proposed to resume the Olympic Games and dedicated his whole life to the Olympic movement! Thanks to this man, the Olympic Games are held today! And the first "new" Olympic Games were held in 1896.

And our next stop is the modern Olympic Games.

But before we continue our journey, we will rest a little.

“Quickly got up, smiled.

Higher, higher stretched.

Well, straighten your shoulders

Raise, lower.

Turn right, turn left

Touch your hands with your knees.

Sit down, get up. Sit down, get up.

And they ran on the spot.

Well, we have rested, and now we can continue our journey!

(7 slide)

The first modern games were held in Athens, and only 241 participants from 14 countries of the world attended. The games program included 9 sports: wrestling, cycling, swimming, fencing, light and weightlifting, gymnastics, shooting and tennis.

(8 slide)

The revived Olympic Games are held once every 4 years. Their holding began to acquire various traditions and rituals. At the Antwerp Olympics in 1920, the Olympic flag and the Olympic oath of athletes first appeared. In 1928, at the Olympic Games in Amsterdam, the Olympic flame was lit for the first time. Later, the Olympic talismans appeared, funny little animals representing the country in which the Olympics were held.

(9 slide)

Sports developed, and winter sports appeared, such as skating, skiing, hockey and others. Athletes who were fond of them also wanted to participate in the Olympic Games, and it was decided to divide the Olympic Games into summer and winter!

In 1924, the first Winter Olympic Games were held in the city of Chamond (France). Athletes competed in skiing, hockey, figure skating, curling. And to this day, the Winter Olympic Games are held once every 4 years separately from the Summer Olympic Games.

(10 slide)

Only perfectly healthy people could take part in the Olympic Games, but there were a lot of people with disabilities in the world who also really wanted to compete and struggled with their ailments. And in 1960 in Rome (Italy), 1 summer Paralympic Games were held - these are competitions for people with disabilities. They competed in athletics, swimming, fencing, basketball, archery, table tennis and other sports.

(11 slide)

These people wanted to compete so much that they began to invent various devices in order to engage in winter sports!

And in 1976, the first Winter Paralympic Games took place in Sweden. Athletes competed in cross-country skiing and alpine skiing. Later, sleigh hockey and luge were included in the competition program.

Our next stop is our Motherland - Russia!

But before you stop in Russia, I suggest you do eye exercises, get up from your desks and watch the red dot on the wall, but don't turn your head, follow the ray with your eyes only! (Draw various figures on the wall with a laser pointer. Make sure that the children work only with their eyes).

(12 slide)

Many countries and cities have received the honor of hosting the Summer and Winter Olympic Games. And our great motherland was twice the happy owner of the Olympic flame! In our country, the Olympic Games were held 2 times: in 1980, the 22nd Summer Olympic Games in the city of Moscow and the 22nd Winter Olympic Games 2014 in our native and beloved city of SOCHI! And also 11 - her Winter Paralympic Games!

(13 slide)

So we got to our city, we will stop in Sochi.

We are proud to live in this magical city - Sochi and enjoy the legacy of the Olympic Games! Thanks to the Olympic Games in our city, Russia has acquired a modern, comfortable resort city with a health-improving focus. After all, in our city the sea washes mountains with snowy peaks, where ski resorts are located! The priority of our city is a healthy lifestyle, our city is a smoke-free city! We urge guests visiting our city to observe our still young, but firmly embedded in our lives, traditions!

(14 slide)

I have been teaching you physical education since the 1st grade, but when you were not yet in school, in 2014, for two whole months I was lucky enough to work as a volunteer in the Olympic Park, in the international press center. It was a huge honor for me! I met many famous people and great athletes!

For work as a volunteer, the President of Russia - V.V. Putin, I was awarded a diploma and a commemorative medal, and also received many letters of thanks from the Mayor's Office of Sochi.

(16 slide)

You and I, small residents of Sochi, are proud that we were lucky enough to touch the history of our country, that we witnessed such a grandiose event as the 22nd Winter Olympic Games and the 11th Winter Paralympic Games! Many of you, including me, have visited the Olympic competitions, and some of the lucky ones even attended the opening or closing ceremony of the Olympic and Paralympic Games! The spirit of the Olympics still hovers in our city! There has probably not been such solidarity, such unity of spirit in Russia since the Great Patriotic War! And what pride our country felt when, on the last day of the Olympiad, our skiers took the entire podium, confidently bringing our country to 1st place in gold medals! And what an honor it is to win against the whole world on the territory of your homeland!

(17 slide)

Now let's take a look into the future.

But all good things someday, unfortunately, come to an end... And our country passed the baton of the Olympic flame to another country that will host the Olympic Games.

The next Summer Olympic Games will be held this 2016 in Rio de Janeiro (Brazil) and this is already 31 games of our time. And for the next 23 Winter Olympic Games, our Sochi, passed the baton to the city of Pyeongchang (Republic of Korea).

We are looking forward to the next Olympic Games, and of course we will follow the performance of our athletes! Let's wish them good luck and say in unison"Waiting for your victories!!!"

Children repeat in chorus with the teacher!

Teacher:Amazing and interesting events often happened at the Olympic Games. I suggest that you prepare small speeches for our next theoretical lesson, in which you will tell about interesting and unusual facts, cases that happened at any of the Olympiads!

Our journey has come to an end! I hope you liked it!

The Tretyakov brothers came from an old but not very rich merchant family. Their father, Mikhail Zakharovich, gave them a good home education. From their youth, they took up the family business, first trading, and then industrial. The brothers created the famous Big Kostroma Linen Manufactory, did a lot of charity work and social activities. Both brothers were collectors, but Sergei Mikhailovich did it as an amateur, but for Pavel Mikhailovich it became his life's work, in which he saw his mission.

Pavel Mikhailovich Tretyakov is not the first collector of Russian art. Famous collectors were Kokorev, Soldatenkov and Pryanishnikov, at one time there was a gallery of Svinin. But it was Tretyakov who was distinguished not only by his artistic flair, but also by democratic convictions, deep true patriotism, and responsibility for his native culture. It is important that he was both a collector and a patron of artists, and sometimes an inspirer, a moral co-author of their work. We owe him a magnificent portrait gallery of outstanding figures of culture and public life. He was an honorary member of the Society of Art Lovers and the Musical Society from the day they were founded, he contributed substantial sums, supporting all educational initiatives.

The first paintings by Russian artists were acquired by Tretyakov as early as 1856 (this date is considered to be the year the gallery was founded). Since then, the collection has been constantly updated. It was located in a family-owned house in Zamoskvorechye, in Lavrushinsky Lane. This building is the main building of the museum. It was constantly expanded and rebuilt for the needs of the exposition, and at the beginning of the 20th century it acquired a familiar look. Its facade was made in the Russian style according to the project of the artist Viktor Vasnetsov.

From the moment the gallery was founded, Pavel Tretyakov decided to transfer it to the city and already in his will of 1861 he stipulated the conditions for this transfer, allocating large sums for its maintenance. On August 31, 1892, in his statement to the Moscow City Duma on the transfer of his gallery and the gallery of his late brother to Moscow, he wrote that he was doing this, “wishing to contribute to the establishment of useful institutions in my dear city, to promote the flourishing of art in Russia and at the same time to preserve for eternity the time of my collection." The City Duma gratefully accepted this gift, deciding to allocate five thousand rubles annually for the purchase of new items in the collection. In 1893 the gallery was officially opened to the public.

Pavel Tretyakov was a very modest person who did not like the hype around his name. He wanted a quiet opening, and when the festivities were organised, he went abroad. He refused the nobility, which was granted to him by the emperor. “I was born a merchant and will die a merchant,” Tretyakov explained his refusal. However, he gratefully accepted the title of honorary citizen of Moscow. This title was awarded to him by the City Duma as a sign of high distinction and gratitude for his high merits in the preservation of Russian artistic culture.

History of the Museum

An important milestone in the history of the Tretyakov Gallery was the appointment in 1913 of Igor Grabar, an artist, art critic, architect and art historian, as its trustee. Under his leadership, the Tretyakov Gallery became a museum of the European level. In the first years of Soviet power, Grabar remained the director of the museum, which was given the status of a national treasure by a decree of the Council of People's Commissars in 1918.

Aleksey Shchusev, who became director of the gallery in 1926, continued to expand the museum. The Tretyakov Gallery received a neighboring building, which housed the administration, manuscript and other departments. After the closure of the Church of St. Nicholas in Tolmachi, it was reequipped for the storerooms of the museum, and in 1936 a new building called "Shchusevsky" appeared, which was first used as an exhibition, but then it also housed the main exposition.

In the late 1970s, a new museum building was opened on Krymsky Val. Large-scale art exhibitions are constantly held here, as well as a collection of domestic art of the 20th century.

Branches of the Tretyakov Gallery are also the House-Museum of V. M. Vasnetsov, the Museum-Apartment of his brother A. M. Vasnetsov, the Museum-Apartment of the sculptor A. S. Golubkina, the House-Museum of P. D. Korin, as well as the Temple-Museum St. Nicholas in Tolmachi, where divine services have been resumed since 1993.

Museum collection

The most complete is the collection of art of the second half of the nineteenth century, it has no equal. Pavel Mikhailovich Tretyakov was, perhaps, the main buyer of the work of the Wanderers from their very first exhibition. Paintings by Perov, Kramskoy, Polenov, Ge, Savrasov, Kuindzhi, Vasiliev, Vasnetsov, Surikov, Repin, acquired by the founder of the Tretyakov Gallery himself, are the pride of the museum. Here are collected truly the best examples of the golden age of Russian painting.

The art of artists who do not belong to the Wanderers is also well represented. The works of Nesterov, Serov, Levitan, Malyavin, Korovin, as well as Alexander Benois, Vrubel, Somov, Roerich took pride of place in the exhibition. After October 1917, the museum's collection was replenished both at the expense of nationalized collections and thanks to the works of contemporary artists. Their canvases give an idea of ​​the development of Soviet art, its official movements and the underground avant-garde.

The Tretyakov Gallery continues to replenish its funds. Since the beginning of the 21st century, a department of the latest trends has been operating, which collects works of contemporary art. In addition to painting, the gallery has a large collection of Russian graphics, sculpture, and a valuable archive of manuscripts. A rich collection of ancient Russian art and icons is one of the best in the world. Its beginning was laid by Tretyakov. After his death, it consisted of about 60 items, and at the moment it has about 4,000 items.

The State Tretyakov Gallery is one of the largest art museums in Russia and the world, named after the founder, merchant and philanthropist Pavel Tretyakov. P. Tretyakov began collecting paintings in 1850, and 17 years later he opened a gallery, the collection of which consisted of about two thousand works of fine art and several sculptures. In 1893, the collection, previously donated to Moscow, became known as the Moscow City Tretyakov Gallery and was maintained with money bequeathed by the founders.

In 1918, the Tretyakov Gallery was nationalized and became the "state property of the RSFRS", its first directors were the art critic and artist I. Grabar, and then the architect A. Shchusev. Under them, the funds of the Museum grew, several new buildings were added, and new expositions were actively developed.

During the Great Patriotic War, all canvases and sculptures were taken to Novosibirsk and Molotov. The evacuation lasted more than a year, but already on May 17, 1945, the exhibitions were again open to residents and guests of Moscow.

In the following decades, the Museum continuously grew, and today it includes the Gallery on Krymsky Val, the Gallery in Lavrushinsky Lane, the house-museum of V. M. Vasnetsov, the Church of St. Nicholas in Tolmachi and other branches.

The museum's collections include works of art XI-XXI, among which are Russian painting, sculpture, graphics. The most famous works stored in the Museum are icons of the 11th-17th centuries, and among them the face of the Mother of God of Vladimir, Rublev’s “Trinity” and icons painted by Dionysius, Theophan the Greek, Simon Ushakov are especially valuable.

The basis of the collections of the Tretyakov Gallery is Russian painting, most of which belongs to the second half of the 19th century. The collection includes works by Kramskoy, Perov, Vasnetsov, Savrasov, Shishkin, Aivazovsky, Repin, Vereshchagin and other famous Russian artists. In the 20th century, the Gallery was replenished with works by Vrubel, Levitan, Serov, Malevich, Roerich, Benois. During the Soviet period, Deineka, Brodsky, Kukryniksy, Nesterov and others appeared in the expositions. In addition to painting, the Museum stores and exhibits works by Antokolkolsky, Mukhina, Shadr, Konenkov and other famous sculptors.

Currently, the Tretyakov Gallery is developing new expositions and exhibitions, is actively cooperating with many museums around the world and Russia, providing them with collections for temporary exhibitions, also carries out restoration and research work, replenishes funds, develops cultural and educational programs, participates in major museum, film and and music festivals.

The Tretyakov Gallery in 1995 was recognized as one of the most valuable cultural objects for its activities in the field of preserving art objects and promoting museum values.

Tretyakov Gallery Address: 119017, Moscow, Lavrushinsky lane, 10
Directions: Metro "Tretyakovskaya" or "Polyanka"

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