Methodical work in physical education on the topic:

“Physical exercises for the prevention and correction of musculoskeletal disorders.”

Plan:

1. Introduction

2.Chapter 1. Diseases of the musculoskeletal system and their causes

1.1Diseases of the musculoskeletal system

1.2 Flat feet and its types

1.4 Causes of flat feet

3. Chapter 2. Methods for determining diseases of the musculoskeletal system

4. Chapter 3. Medical methods of treatment and prevention of scoliosis

5. Conclusion

6. List of references used

Introduction

The health-improving and preventive effect of mass physical culture is inextricably linked with increased physical activity, strengthening the functions of the musculoskeletal system, activating metabolism. The teachings of R. Mogendovich about motor-visceral reflexes showed the relationship between the activity of the motor apparatus, skeletal muscles and vegetative organs. As a result of insufficient physical activity in the human body, the neuro-reflex connections established by nature and strengthened in the process of heavy physical labor are disrupted, which leads to a disorder in the regulation of the activity of the cardiovascular and other systems, metabolic disorders and the development of degenerative diseases (atherosclerosis, etc.).

For the normal functioning of the human body and maintaining health, a certain “dose” of physical activity is necessary. In this regard, the question arises about the so-called habitual motor activity, i.e. activities performed in the process of everyday professional work and in everyday life. In economically developed countries, over the past 100 years, the share of muscle work as a generator of energy used by humans has decreased by almost 200 times, which has led to a decrease in energy costs for muscle activity. In this regard, to compensate for the lack of energy consumption in the process labor activity to modern man it is necessary to perform physical exercises with an energy expenditure of at least 350-500 kcal per day (or 2000-3000 kcal per week).

According to Becker, currently only 20% of the population of economically developed countries engage in sufficiently intense physical training to ensure the required minimum energy expenditure; the remaining 80% have daily energy expenditure significantly below the level necessary to maintain stable health. A sharp restriction of physical activity in recent decades has led to a decrease in functionality middle-aged people.

Mechanism protective action intense physical exercise is inherent in the genetic code of the human body. Skeletal muscles, which on average make up 40% of body weight (in men), are genetically programmed by nature to be heavy. physical work. “Motor activity is one of the main factors that determine the level of metabolic processes of the body and the state of its skeletal, muscular and cardiovascular systems,” wrote academician V.V. Parin (1969).

Human muscles are powerful generator energy. There are general and special effects of physical exercise, as well as their indirect effect on risk factors. The most general effect of training is energy expenditure, directly proportional to the duration and intensity of muscle activity, which allows one to compensate for the deficit in energy expenditure. The special effect of health training is associated with an increase in the functionality of the cardiovascular system.

Insufficient physical activity and lack of calcium in food worsens the condition of the musculoskeletal system. The most common diseases are arthritis, arthrosis, osteoporosis, poor posture, and scoliosis.

In my abstract, I would like to take a closer look at scoliosis, as the most common disease of the musculoskeletal system, and as a result, it greatly affects a person’s health. Scoliosis is much more common than people think. According to the St. Petersburg Children's Orthopedic Institute named after. G.I. Turner, 40% of the examined high school students had a static disorder that required treatment. Scoliosis gets its name based on the level of curvature: cervical, thoracic or lumbar and, accordingly, the convex side of the curvature.

Chapter 1. Diseases of the musculoskeletal system and their causes

1.1 Diseases of the musculoskeletal system

What are diseases of the musculoskeletal system? The musculoskeletal system consists of bones, ligaments, cartilage and tendons. It provides structural strength to your body, upright posture, and protects internal organs from damage. The musculoskeletal system is the storage minerals. Bones are long (in the arms and legs), short (patella, ankle, wrist), and flat (skull, ribs, chest, shoulder blades). The strength of the musculoskeletal system is reduced due to poor nutrition, consumption of large amounts of sugar, and lack of proper physical activity. Hormonal imbalance also contributes to this. Drinking coffee and drinks high in phosphoric acid leads to loss of calcium and the formation of osteoporosis, which increases the rate of resorption (resorption) of bone minerals. On radiographs, such bones have many pores, and in life they cause a person a lot of trouble - aching pain, frequent fractures, etc. Bone tissue is a living part of the body, constantly involved in metabolism, receiving mineral elements (boron, silicon, calcium, manganese, potassium , vitamin C and D). Like other cells in our body, it is constantly renewed. Mature bones (206 of them) are completely replaced every 10-12 years.

Depending on the number of components of the musculoskeletal system, there is a wide variety of its diseases. Joint diseases include various forms of damage to the musculoskeletal system (bones, joints, muscles, periarticular soft tissues), systemic diseases that occur with joint damage (rheumatism, systemic lupus erythematosus, etc.), rheumatoid arthritis, tuberculosis, syphilitic, gonorrheal and others arthritis of infectious origin, psoriatic arthritis, metabolic arthritis. The group of dystrophic joint diseases includes deforming osteoarthritis, osteochondrosis, deforming spondylosis, and osteochondropathy.

Spinal diseases. The spine is a part of the skeleton consisting of interconnected vertebrae; serves as an organ of support and movement of the torso, neck and head, protects the spinal cord located in the spinal canal. Spinal diseases are often accompanied by spinal deformities. Curvatures in the sagittal plane are called either kyphosis (convexity backwards) or lordosis (convexity anterior); curvatures in the frontal plane - scoliosis. These deformities are often manifestations of various diseases. With coccydynia (pain in the coccyx area), an x-ray reveals osteochondrosis, sometimes a slight displacement of the coccygeal vertebra. Inflammatory processes may occur in the sacrum area and fistulas may form. Spinal tuberculosis is a serious disease, the diagnosis and treatment of which is carried out in a specialized hospital. Spondylolisthesis is anterior slipping of the overlying vertebra relative to the underlying one. This is facilitated by spondylolysis - non-fusion of the arch with the vertebral body.

1.2 Flat feet and its types

Flatfoot is a foot deformity consisting of a decrease in the height of the longitudinal arches in combination with pronation of the heel and supination contracture of the forefoot. The arched structure of the foot determines its strength. A powerful system of ligaments and muscles ensures the preservation of the shape of the arches of the feet and their functions.

There are longitudinal and transverse flat feet. In cases of progression of longitudinal flatfoot, the length of the feet increases mainly due to the lowering of the longitudinal arch, and with the development of transverse flatfoot, the length of the feet decreases due to the fan-shaped divergence of the metatarsal bones, outward deviation of the first toe and hammer-shaped deformation of the middle toe.

Depending on the cause, there are congenital flat feet, rachitic, paralytic, traumatic and the most common static.

Symptoms of flat feet: increased fatigue when walking, pain in the calf muscles during long walks and at the end of the day; decreased physical performance. One of the manifestations of flat feet can be headaches as a result of reduced spring function of the feet. In the feet, pain is localized in the area of ​​the arch of the foot, the talocalcaneal-navicular joint, and with a sharp turn of the foot outward - in the ankle area.

The following signs of flat feet are encountered: pain in the lower back, swelling of the foot that appears in the evening, which disappears overnight. With pronounced flat feet, the foot lengthens and widens in the middle part. People suffering from flat feet walk with their legs spread wide apart and their feet turned out, slightly bending their legs at the knee and hip joints and vigorously swinging their arms; they usually wear out inner side soles and heels of shoes.

Clinically, there are 5 stages of flat feet:

1. Prodromal stage.

During the first stage, fatigue increases when walking, and by the end of the day changes appear in the foot - sweating, “corns”, calluses. There is increased sensitivity to microtraumas, pain after prolonged static load, feeling tired at the end of the day.

Physical performance decreases, general fatigue is expressed. Headaches are possible as a result of decreased spring function of the foot. The overall result of all this is sleep disturbance.

2. Stage of intermittent flatfoot. Increased pain in the foot towards the end of the day. The longitudinal arch of the foot is visually thickened and restored after rest. There may be some swelling of the feet and temporary (temporary) muscle contracture. By morning these symptoms disappear. Already at this stage, changes occur in the area of ​​the knee joints, swelling in the ankles, blood circulation in the lower extremities is impaired, which is manifested by heaviness in the legs, orthostatic edema. Pain in the feet leads to a decrease in physical activity: preference is given to traveling by car. Insufficient muscle mobility leads to impaired microcirculation and changes in lymphovenous outflow. At these two stages, there are no significant visible changes in the area of ​​the feet, and only associated deficiencies lead to a consultation with a cosmetologist-dermatologist. The main complaints in this case are thickened, loose tissue in the area of ​​the knee joints, which is not always of fatty origin: the increase in volume is obtained due to micro-effusion from the knee joint, which also suffers due to flat feet. In other patients, the pathological process is localized in the ankle joint: it becomes wide, swollen and loses its grace.

3. Stage of development of the flat foot.

Fatigue develops quickly as a result of muscle overwork. The pain is constant and aching. Reducing the height of the longitudinal arch. The deformation of the legs is clearly visible; the contours of the navicular bone are isolated at the medial (inner) edge of the foot, calcaneus deviates outward, protruding in the form of an unsightly bump, usually bluish-red in color, and is easily injured until abrasions appear. The gait changes, as the range of motion in the joints of the feet is limited.

4. Stage of flatvalgus foot.

The longitudinal arch is sharply flattened. When walking, pain quickly appears in the area of ​​the inner ankle. There is a pronounced reflex spasm of the muscles of the lower leg and foot. The tendons in the area of ​​the back of the foot are stretched. There is deformation thumb with the formation of “pits” and rough corns. The latter are often combined with callous warts. The patient pays attention to the plantar wart and comes to the dermatologist, usually late, when pain has already appeared. Callus warts are also caused by flat feet. Therefore, without concomitant orthopedic correction, treatment may be ineffective.

5. Stage of contracture flatfoot.

The pain in the foot is constant. The foot is in a position of sharp pronation (trampled inner surface). Gait is noticeably impaired and becomes difficult. In this, the most severe stage of flat feet, surgical correction is unjustifiably often proposed. Without eliminating the cause that led to this foot deformity, namely flat feet, the disease returns.

1.3 Main causes of diseases of the musculoskeletal system

The most common cause of damage to the musculoskeletal system is a mismatch between the load on the joints and the ability of the cartilage to resist it. As a result, rapid “aging” of articular cartilage occurs. It loses its elasticity, the articular surfaces become rough, and cracks appear on them. Later, inflammation occurs, in response to which bone tissue grows.

The joints begin to hurt and become deformed. Attacks of radiculitis, exacerbation of arthritis, arthrosis and gout are provoked not only by increased stress (working in a summer cottage), but also by cold, draft, cold water on a hot summer day, etc. Besides, severe pain These diseases are associated with chronic inflammation of the joints, one of the causes of which is immune disorders (this is the main cause of rheumatic joint diseases).

Another companion of the disease is a violation of blood circulation in the joints, that is, vascular disorders. These problems, in turn, are closely related to metabolic disorders. And, finally, hormonal fluctuations, which lead to metabolic disorders (which is why women after 45 years often gain weight). Thus, the basis of diseases of the musculoskeletal system is a tangle of closely related disorders in the functioning of the main systems of the body. But why did the rapid increase in the number of joint diseases begin in the second half of the twentieth century?

Psychosomatic causes of musculoskeletal diseases. Since ancient times, the spine has been considered the center of human vitality, the energy core. In accordance with ancient Indian ideas about life, the main energy channels run along the spine, and the centers of the human body (chakras) are located in which energy of different levels is accumulated.

Correct posture promotes the unhindered flow of energy in the human biomagnetic field. The physiological curves of the spine symbolize the tension that a person experiences when taking responsibility for the implementation of a certain part of his life program.

The occurrence of osteochondrosis is associated with dehydration of the intervertebral disc, damage to the vertebral body, loss of elasticity and firmness of the ligaments, muscle weakness, and compression of the neurovascular bundle.

The liquid contained in the core of the disc is a symbol of the emotional nature of man. The properties of connectives reflect the degree of flexibility in relationships. Muscles - the ability to manage life circumstances. The blood supply to the spinal cord is the bodily equivalent of a person’s connection with the outside world. Accordingly, lack of flexibility, a rigid ideological position, the inability to realize one’s aspirations and organize work are psychosomatic causes of osteochondrosis.

Rheumatoid arthritis is a chronic autoimmune inflammatory disease connective tissue with joint damage such as progressive polyarthritis.

Connective tissue symbolizes the ability to interact with people. And joints are the ability to manage these interactions. Autoimmune reactions are an analogue of pronounced internal contradictions, prohibitions on the natural manifestations of the inner “I,” as well as the desire to control people. It can be noted in patients with r.a. a violation of the internal balance between the feminine and masculine principles, the poles of hardness and softness. Women strive for masculine forms of protest, men suppress manifestations of gentleness.

Another cause of musculoskeletal diseases is lack of physical activity - physical inactivity. It arises “in connection with the active replacement of manual labor with mechanized labor, the development of household appliances, vehicles, etc. It has an adverse effect on the condition of all organs and systems of the body, contributes to the appearance of excess body weight, the development of obesity, atherosclerosis, hypertension, coronary heart disease .

In older people, under the influence of natural age-related changes in the nervous structures and musculoskeletal system, the volume and speed of movements decrease, the coordination of complex and subtle movements is impaired, muscle tone is weakened, and some stiffness occurs. All this usually manifests itself earlier and in a more pronounced form in those who lead a sedentary lifestyle.

The lack of motor activity of the muscles surrounding the bones leads to metabolic disorders in bone tissue and loss of their strength, hence poor posture, narrow shoulders, sunken chest and other things that are harmful to health internal organs.

The lack of sufficient motor activity during the day leads to loosening of the articular cartilage and changes in the surfaces of the articulating bones, to the appearance of pain, and conditions are created for the formation of inflammatory processes in them.

Causes of scoliosis.

One of the causes of scoliosis is poor posture. Contortions and stooping indicate an inflexible worldview, helplessness, uncertainty, vulnerability to critical situations, insufficient creative realization, fear of responsibility.

Scoliosis is a lateral curvature of the spine in the frontal plane. The costal hump, which is observed in this case, forms a deformity with a convexity sideways and backwards - kyphoscoliosis.

Etiologically, congenital scoliosis is distinguished (according to V.D. Chaklin, they occur in 23.0%), which are based on various deformities of the vertebrae:

Underdevelopment;

Their wedge-shaped shape;

Additional vertebrae, etc.

Acquired scoliosis includes:

1. rheumatic, usually occurring suddenly and caused by muscle contracture on the healthy side in the presence of myositis or spondyloarthritis;

2. rachitic, which manifest themselves very early in various deformities of the musculoskeletal system. Softness of bones and weakness of muscles, carrying a child in your arms (mainly on the left), prolonged sitting, especially at school - all this favors the manifestation and progression of scoliosis;

3. paralytic, most often occurring after infantile paralysis, with unilateral muscle damage, but can also be observed in other nervous diseases;

4. habitual, based on habitual poor posture (they are often called “school”, since at this age they receive the greatest expression). Their immediate cause may be improperly arranged desks, seating schoolchildren without taking into account their height and desk numbers, carrying briefcases from the first grades, holding a child by one hand while walking, etc.

This list, of course, does not cover all types of scoliosis, but only the main ones.

Posture is determined by heredity, but its formation during growth in children is influenced by numerous environmental factors.

The process of posture formation begins from a very early age and occurs on the basis of the same physiological patterns of higher nervous activity that are characteristic of the formation of conditioned motor connections. This creates the opportunity for active intervention in the process of developing posture in children, ensuring its proper development.

The reasons that can lead to poor posture (scoliosis) are numerous. Unfavorable environmental conditions, social and hygienic factors, in particular the child’s prolonged stay in an incorrect body position, have a negative impact on the formation of posture. As a result of incorrect body position, a skill is formed incorrect installation bodies. In some cases, this skill of incorrect body alignment is formed in the absence of functional and structural changes in the musculoskeletal system, and in others, against the background of pathological changes in the musculoskeletal system of a congenital or acquired nature. Poor posture is often caused by insufficient motor activity of children (hypodynamia) or irrational passion for monotonous physical exercises and improper physical education.

In addition, the appearance of incorrect posture (scoliosis) is associated with insufficient sensitivity of the receptors that determine the vertical position of the spine or weakening of the muscles that hold this position, with limited mobility in the joints, and the acceleration of modern children.

Scoliosis can also be caused by irrational clothing, diseases of internal organs, decreased vision, hearing, insufficient illumination of the workplace, furniture inappropriate for the child’s height, etc.

In 90-95% of cases, postural disorders are acquired, most often found in children of asthenic physique and most often found in children of asthenic physique. Poor posture worsens a person’s appearance, contributes to the development of early degenerative changes in the intervertebral discs and creates unfavorable conditions for the functioning of the chest and abdominal organs. Posture disorders, as a rule, are not accompanied by gross changes in the spine.

Gross changes in the spine develop with scoliotic disease. They are more pronounced with 2-3-4 degrees of scoliosis severity. Scoliosis develops mainly during periods of intense skeletal growth, i.e. at 6-7 years old, 12-15 years old. With the end of spinal growth, the increase in deformity usually stops, with the exception of paralytic scoliosis, in which the deformity can progress throughout life.

1.4 Causes of flat feet

The reasons for the development of static flat feet can be different - an increase in body weight, working in a standing position, a decrease in muscle strength during physiological aging, lack of training in people with sedentary professions, etc. Internal reasons contributing to the development of foot deformities also include a hereditary predisposition to external reasons - overload of the feet associated with the profession (a woman with a normal foot structure, spending 7-8 hours at the counter or in a weaving workshop, can acquire this disease over time), management household, wearing inappropriate shoes (narrow, uncomfortable).

1.5 Scoliosis: forms and manifestations

Pathological changes in the spine are determined clinically by the presence of:

Deformation or a number of other external signs;

Spinal fixation;

Soreness.

Fixation of the spinal column is manifested by limited mobility and associated functional inferiority of the spine.

Depending on the nature of the lesion, the listed signs are either isolated or combined with each other. Typical for certain forms of diseases different combinations signs with a predominance of one or the other of them. In the following, spinal diseases are described in the appropriate sections depending on the leading symptoms.

When examining a pathologically changed spine, pay attention to the position of the head in relation to the body.

The head may be tilted forward or to the side. Tilt of the head to the side - torticollis - can be caused by:

Changes in the bone skeleton;

Changes in soft tissues (muscles, fascia, skin);

Protective muscle tension (reflex or painful neck stiffness).

The causes of persistent changes in the skeleton and soft tissues with torticollis can be congenital or acquired. In the latter case, a forced position of the head, which is one of the symptoms of any disease or injury, is called symptomatic torticollis.

Scoliosis is a persistent lateral deviation of the spine or its segments from the normal straightened position. Unlike normal lumbar lordosis or thoracic kyphosis, which, when increasing, can become pathological, there are no persistent lateral curvatures in a normal spine. The presence of a persistent lateral curvature of the spine is always abnormal and pathological. The designation “scoliosis” reflects the presence of a lateral curvature of the spine and is not a diagnosis in itself. It requires further research to identify the features of lateral curvature, its cause and course.

Acquired scoliosis includes:

Rachitic, due to previous rickets;

Habitual or, as they are called, school scoliosis, arising against the background of incorrect habitual postures and incorrect posture;

Static scoliosis, which occurs when the pelvis is positioned incorrectly on the side; this is often observed with unequal development of the lower limbs (one limb is shorter than the other);

Paralytic scoliosis, which occurs against the background of damage to the muscles of the trunk; this is more often associated with previous polio.

Other forms of acquired scoliosis (cicatricial - after surgery on the chest, after extensive constricting scars as a result of a burn; traumatic - after various injuries; reflex pain - more often due to damage to the nerve roots) are not so common.

Based on the degree of curvature of the spine, there are three degrees of scoliosis:

The first degree of scoliosis is characterized by a slight lateral deviation of the spine from the midline.

The second degree is characterized by a noticeable deviation of the spine from the midline and the beginning of a rib hump.

The third degree of scoliosis is characterized by a persistent and more pronounced deformation of the chest, the presence of a large costovertebral hump and a sharp limitation of spinal mobility.

Depending on the anatomical features of the lateral curvature, two groups of scoliosis are distinguished: non-structural, or simple, and structural, or complex (James, 1967). Accurate differentiation of these groups is of great clinical importance, as it saves many patients from long-term unnecessary treatment, and parents from unreasonable worries.

Nonstructural scoliosis is a simple lateral deviation of the spine. The deformity, as the name indicates, does not have structural, gross anatomical changes in the vertebrae and spine as a whole, in particular, there is no fixed rotation characteristic of structural scoliosis. By the absence of fixed rotation of the spine, non-structural scoliosis can be distinguished from structural scoliosis. Fixed rotation of the spine is determined using clinical and radiological signs. Clinical determination of persistent spinal rotation is a reliable method that allows one to accurately distinguish between these two groups of scoliosis.

There are five types of non-structural scoliosis:

Postural;

Compensatory;

Reflex (lumbischialgic);

Inflammatory;

Hysterical.

Postural scoliosis. In addition to the above, when describing postural disorders in the frontal plane, it should be noted that postural scoliosis appears in children most often towards the end of the first decade of life. The arc of the lateral thoracic curvature usually faces to the left with its convexity, in contrast to structural scoliosis, which is most often right-sided. When lying down and with voluntary effort, the curvature of the spine disappears, and when bending forward, signs of fixed rotation are not detected.

Compensatory scoliosis. Shortening of one leg (true, apparent and relative) causes a tilt of the pelvis and curvature of the spine with a convexity in the direction of shortening, if the latter is not eliminated by orthopedic shoes that compensate for the difference in leg length. Compensatory scoliosis looks like one long arch that includes the entire spine. This lateral curvature of the spine is called C-shaped or total scoliosis. Compensatory scoliosis does not have a fixed rotation and structural changes of the vertebrae. According to most authors, structural changes are usually not observed in the vertebrae even with long-term compensatory scoliosis.

Reflex (lumbischialgic) scoliosis (scoliosis ischiadica) is a reflex lateral deviation of the spine and, in fact, is not true scoliosis. It would be more correct to call this deviation a gentle position taken by the patient to reduce irritation of the roots, which is most often caused by a disc herniation.

Hysterical and inflammatory scoliosis do not have structural changes. Hysterical scoliosis is very rare; it gives the impression of severe scoliosis, devoid of compensatory counter-curvatures and fixed rotation of the spine. It resembles postural scoliosis, but is much more pronounced than the latter. Hysterical scoliosis can spontaneously disappear and recur.

Characteristic feature Structural scoliosis is considered to be a combination of a lateral curvature with a rotational one in the primary curvature. Indeed, no matter how early structural scoliosis is studied, rotation in combination with lateral curvature is constantly detected. Lateral curvature in the primary curvature of structural scoliosis is inseparable from rotational.

At the apex of the primary arc of curvature, the vertebral bodies take a wedge-shaped shape with the apex of the wedge facing the concave side of the curvature. The wedge-shaped bodies of the vertebrae experience lateral movement with rotation of one vertebra relative to the other adjacent one. Under normal conditions, such movement of the vertebrae is impossible; any degree of lateral movement with rotation is pathological.

The spaces where the intervertebral discs are located are narrowed on the concave side of the curvature and widened on the convex side. The bases of the arches are shifted to the concave side of the curvature. Along with the rotation of the vertebrae and the change in their shape, the internal bone structure of the vertebral bodies also changes. The cancellous bone beams of deformed vertebrae do not intersect at a right angle, as is normal, but obliquely.

Chapter 2. Methods for determining diseases of the musculoskeletal system

The musculoskeletal system is one of the most complex systems of the human body. Damage to it (for example, a fracture of a bone) leads to long-term disability for a person.

Diseases of the musculoskeletal system represent a complex diagnostic problem; they require various types of complex treatment and the involvement of specialists of various profiles.

Diagnosis of bone and joint diseases is based on clinical, radiological and morphological data. However, each of these methods has its limits and capabilities. When recognizing pathological changes in the movement apparatus, it is the x-ray method, as the most objective and reliable, which allows one to look inside a living organism, and becomes of decisive importance. With the help of the X-ray method of research, dynamic observation, objective documentation, and clarification of issues of pathogenesis and features of the course of various diseases are possible.

X-ray research method. The simplest X-ray installation consists of an X-ray emitter and receiver. The source of these rays is an X-ray tube.

An X-ray tube is a high-voltage electric vacuum device designed to generate X-ray radiation by bombarding the anode with a beam of electrons accelerated by a voltage applied to the electrodes of the voltage tube.

The source of electrons is a cathode with a tungsten wire filament in thermionic emission X-ray tubes or a specially designed cold cathode in pulsed field emission X-ray tubes.

The simplest X-ray tube consists of a sealed glass or ceramic cylinder with a vacuum of 10-6 - 5.10-7 millimeters mercury, with cathode and anode units fixed inside the cylinder at a fixed distance from each other. The cylinder is also the housing of the X-ray tube. In X-ray tubes with a heated cathode, the latter is made in the form of a spiral of tungsten wire, placed in a special focusing cylinder. The anode is a massive copper rod with a refractory metal plate soldered onto it. The plate is the target. On a part of its surface - the actual focal spot - the electrons accelerated in the electric field and emitted by the cathode heated to a temperature of 2200 - 25000 C are slowed down.

When electrons suddenly slow down, X-rays are produced.

When the X-ray tube focus is bombarded with a beam of electrons, some of the primary electrons are reflected from the anode surface at different angles and at different speeds.

The electrons reflected and knocked out from the atoms of the anode substance are called secondary electrons and form secondary electron emission in the X-ray tube, which has a detrimental effect on the normal operation of the tube.

Secondary electrons, inhibited by the electric field, change their trajectory and most return to the anode, causing afocal radiation, i.e. X-rays excited outside the focus of the X-ray tube.

Afocal radiation degrades the quality of the X-ray image by reducing the sharpness of the image of the object being examined. The main methods of control are the use of a cylinder with optimal geometry made of high-quality refractory glass (usually this method is used by domestic manufacturers of X-ray tubes), the use of cylinders with a metal middle part (secondary electrons hitting the tube shell does not cause harmful consequences; foreign manufacturers use it - Philips ( Netherlands) and General Electric (USA)), and it is also possible to install covers on the anode.

Several methods are used to record X-ray radiation. In industry, particle counters that record incoming radiation can be used for these purposes.

A more convenient means is photographic registration, which is used in medicine. For photographic recording of X-rays, special X-ray films are used. Typically these films are made in two layers. A double layer of photographic emulsion, as well as a significantly higher content of silver bromide, ensures significant sensitivity of these films to X-rays. The photographic effect of X-rays is produced only by that portion of them that is absorbed in the photographic emulsion.

The fastest and most convenient is the television method of recording radiation, i.e. the resulting picture is directly transmitted to the TV screen. Television visualization systems are divided into two groups: those that directly convert the X-ray image into a television picture and systems that convert the visible image from the output into a picture on a television screen using sensitive transmitting television tubes.

The latest achievement in this area can be considered X-ray tomography - this is a new direction in X-ray diagnostic technology. It is based on original principle obtaining an image, which consists of layer-by-layer transverse scanning of an object with a collimated X-ray beam; measuring radiation behind an object using detectors with a linear characteristic; synthesizing a halftone image from a set of measured data related to the scanned layer, and constructing this image on the display screen.

The method for identifying scoliosis and incorrect posture is to examine the child. The examination should be carried out in good lighting, in different positions of the child, with a sufficient degree of exposure of the child’s body. The inspection must be done slowly and in a certain sequence: the front and back surfaces of the body, from the side, with the body tilted forward, lying down.

You should not express judgments out loud about various postural abnormalities noted in the child. Hearing such comments, the child tries to correct the incorrect posture, thereby disorienting and making it difficult to diagnose the initial forms of scoliosis.

When examining a child from the front, attention is paid to the position of the head, the level of the shoulders and nipples, the shape of the chest and abdomen, the position of the body, the symmetry of the waist triangles (the distance between the lowered arm and the waist notch), and the shape of the legs.

When examining a child from the back, it is necessary to pay attention to the position of the head, the level of the shoulder girdle, the position of the shoulder blades (their level, distance from the spine, the tightness of their fit to the chest), the symmetry of the waist triangles, the symmetry of the line of the spinous processes, the level of the ilium.

With the body tilted (the chin should be pressed to the chest and the arms should be freely lowered), attention is paid to the line of the spinous processes, the symmetry of the chest relief, the presence of a muscle roll in the lumbar region and the costal hump.

When viewed from the side, the position of the head, smoothness or strengthening of the physiological curves of the spine in the thoracic and lumbar regions are determined.

Scoliosis with two primary curves and a neutral (transitional) vertebra.

With correct posture and the absence of curvature of the spine, when examining children, a straight holding of the head is revealed, a symmetrical arrangement of the shoulder blades, cervicobrachial lines, axillary folds, iliac bones on both sides, and in the presence of scoliosis and poor posture, their symmetry is disrupted to varying degrees, depending on the degree of scoliosis and posture defects.

It is important to determine the length of the lower extremities (the distance from the anterior superior iliac spine to the end of the lateral malleolus). Normally, the length of the limbs should be the same. Our observations show that the majority of children referred for consultation to a medical and physical education clinic have defects in posture and spinal curvature precisely due to the shortening of one limb (about 35%). Limb length is measured while lying on your back, legs together; in this case, it must be borne in mind that the tip of the nose, the navel and the line where the feet join are on the same straight line. If this condition is met, shortening of the limbs can sometimes be noticed by eye.

If poor posture and curvature of the spine are detected, it is necessary to begin treatment immediately, because poor posture and scoliosis can quickly progress and lead to serious consequences (costovertebral hump, disability).

Diagnosis of flat feet is based on:

1) At a clinical examination by an orthopedic doctor

2) Performing an X-ray examination of the feet (according to indications)

To determine the degree of flatfoot, radiographs of both feet are taken in frontal and lateral projections with a load.

The final diagnosis is made on the basis of x-rays.

Chapter 3. Medical methods of treatment and prevention of scoliosis

3.1 Medical treatments for scoliosis

The problem of treating scoliosis remains one of the most difficult and pressing problems in orthopedics.

For the last 2 years, a modified Cotrel-Dubousset system has been used in the surgical treatment of scoliosis. All patients underwent courses of preoperative therapeutic exercises according to a specially developed program for 3–6 weeks, aimed at stretching and mobilizing the spine. The operation using this method is carried out with the patient in the lateral position, with special rollers placed under the convex side of the deformity, thereby achieving the maximum possible correction of the deformity on the orthopedic table. We model metal rods intraoperatively according to the physiological curves of the spine and residual scoliotic deformity. For children with incomplete spinal growth, we make sublaminar fixators in the form of floating structures that do not interfere with spinal growth.

Of the therapeutic methods for treating scoliosis, manual therapy has recently become the most popular.

Manual therapy is a method of diagnosing and treating diseases of the musculoskeletal system, which has recently become widespread. It is based on the effect on the spine as a special organ, which includes not only the spinal column, but also the ligaments and muscles surrounding it. Over the many years of development of manual therapy, numerous and effective ways to identify joint disorders and treat them have been developed.

Diagnostic techniques make it possible to fairly accurately determine the condition of the spine and surrounding tissues. It includes inspection, palpation, study of active and passive movements. This helps to identify problems in the early stages of the disease, when the patient himself does not yet notice the onset of disorders.

Manual therapy has a rich arsenal of therapeutic techniques that allow you to restore the condition of tissues. The main methods in the classical technique of manual therapy are: post-isometric muscle relaxation, mobilization and manipulation.

The so-called soft “graceful” techniques based on modern developments in neurophysiology are becoming increasingly widespread. They are safe and use the body's ability to self-regulate. These include: myofascial stretching, muscle-energy techniques, cranial therapy.

Like any method in medicine, manual therapy has its own specific indications and contraindications. An X-ray examination of the affected part of the spine is mandatory. Increasingly, we have to resort to a more advanced study - magnetic resonance imaging, which helps to clarify the diagnosis.

The attitude towards manual therapy, both among patients and among doctors, is quite ambiguous - from unconditional belief in miraculous possibilities to complete denial and statements about its harmfulness. However, when applied correctly and accurately, it gives a fairly quick and good result, necessarily in the overall complex of treatment.

3.2 Corrective rhythmic gymnastics for scoliosis

The most effective means of preventing and eliminating postural defects is physical exercise. Recently, experts have recommended rhythmic gymnastics exercises for medicinal purposes. The main reason for this preference is the emotionality of these exercises, the fact that they have a beneficial effect on the mental sphere of a person with health problems. Children are more likely to engage in fun exercises than exercises that are known to be therapeutic. That is why rhythmic gymnastics should be considered as the most important means of a mandatory set of physical education and health activities for schoolchildren with postural disorders.

In order to prevent and eliminate scoliosis, rhythmic gymnastics exercises bring the greatest benefit when they are carried out in groups, completed according to the identified types of posture, as well as taking into account gender, age and level physical development students. In such groups there is always the opportunity to offer each participant a set of exercises that are most necessary for him at the moment. Therefore, when organizing classes, the physical education teacher and doctor must carefully examine everyone in order to correctly assign him to one or another group and develop for each group a set of exercises that corresponds to its tasks.

In case of persistent postural disorders, classes should be carried out in special groups of corrective gymnastics under the supervision of a doctor. In groups of corrective rhythmic gymnastics, where they work with functional disorders of posture, the presence of a doctor at each lesson is not necessary. However, he is obliged to carry out systematic medical control in them, assisting the physical education teacher in ensuring a differentiated approach to solving the problems facing each group.

The methodology for compiling complexes of corrective rhythmic gymnastics exercises is similar to the methodology for constructing complexes for lessons with elements of rhythmic gymnastics. Consequently, each such complex must consist of three parts.

The preparatory part includes simple general developmental and corrective exercises that correspond to the type of postural disorder. The pace of execution is slow, moderate and medium. The optimal dosage of exercises is 6–8 repetitions.

The main part is filled with corrective exercises themselves, most of which should be performed while lying on your back, on your side and on your stomach. In these positions, it is easier to maintain the straightened position of the body; the muscles do not experience prolonged static load, as when holding the body in standing and sitting positions. The pace of execution is slow, moderate and medium. The dosage depends on the children’s well-being, their physical fitness and mastery of the material. On average, exercises are repeated 8–16 times. All exercises must be performed in both directions.

The final part consists of relaxation exercises performed in the starting positions lying on your back, breathing and special exercises to feel the correct posture.

When performing exercises, children should breathe through their nose without holding their breath. It should also be taken into account that exercises with objects contribute to the formation of correct posture. With their help, you can enhance the effect on individual muscle groups.

Perfect option Rhythmic gymnastics classes for children with postural disorders require the presence of mirrors in the room, which allow everyone to monitor their posture both in static conditions, in various starting positions, and in movement. All this makes it easier to learn the complex, and also increases the therapeutic effect of gymnastics.

Complexes of corrective rhythmic gymnastics should be interesting, exciting, preferably imitative in nature, then they will be performed more willingly.

An approximate set of rhythmic gymnastics exercises:

1.I.p.: o.s., hands to shoulders. 1 – tilt to the right, arms to the sides, hands straightened; 2 – i.p.; 3 – tilt to the left, arms to the sides, hands straightened; 4 – i.p.; 5 – tilt to the right, step left to the left, arms up, fingers apart; 6 – i.p.; 7 – tilt to the left, step right to the right, arms up, fingers apart; 8 – i.p. 8–16 times. The pace is average.

2.I.p.: stand with your legs apart, hands behind your head. 1–2 – two springy tilts to the right; 3 – turn the body to the right; 4 – i.p. The same in the other direction. 8–16 times. The pace is average.

3.I.p.: o.s., arms up, hands locked. 1 – bend back, right back on the toe; 2 – i.p. The same with the other leg. 8 times. The pace is average.

4.I.p.: wide stance with legs apart. 1 – bend forward, touch the floor with your hands; 2 – turn the body to the right, right arm to the side and back; 3–4 – the same in the other direction. 4–8 times. The pace is average.

5.I.p.: kneeling position, hands to shoulders. 1 – turn the body to the right, right arm to the side and back, left hand up; 2 – i.p. The same in the other direction. 8 times. The pace is average.

6.I.p.: kneeling position, hands behind head. 1–2 – two springy turns of the body to the right; 3–4 – two springy turns of the body to the left; 5–6 – sit on your heels with a slight tilt back, arms forward with palms up; 7–8 – i.p. 4 times. The pace is average.

7.I.p.: stand on your knees, arms forward, hands straightened; 1–2 – sit on your right thigh, arms to the left; 3–4 – the same in the other direction. 4–8 times. The pace is average.

8.I.p.: stand on the left knee, right to the side on the toe, arms to the sides. 1–2 – bend towards the right leg, touch the right toe with the left hand, and the right hand back; 3–4 – i.p. The same in the other direction. 4–8 times. The pace is average.

9.I.p.: the same. 1–2 – bend towards the right leg, touch the right knee with the head, arms back; 3–4 – i.p. The same in the other direction. 4 times. The pace is average.

10.I.p.: kneeling position, legs apart. 1–3 – three spring bends to the right knee, arms to the sides; 4 – i.p. The same in the other direction. 4 times. The pace is average.

11.I.p.: sit on the left thigh with emphasis on the left hand. 1 – straighten your right leg and arm to the side; 2 – bend your right leg and arm to the left; 3 – straighten your right leg and arm to the side; 4 – i.p. 4 times. The same in the other direction. The pace is average.

12.I.p.: emphasis on the knees. 1–2 – right back on the toe, left hand up; 3–4 – i.p., relax the back muscles. The same in the other direction. 8 times. The pace is slow and average.

13.I.p.: emphasis on the right knee, left leg to the side. 1 – bend your arms; 2 – i.p. The same with the other leg. 4–8 times. The pace is average.

14.I.p.: sitting legs apart, arms up, hands locked. 1–3 – three springy turns of the body to the right; 4 – i.p. The same to the left. 4–8 times. The pace is average.

15.I.p.: sit legs crossed, arms to the sides. 1 – tilt to the right, right hand behind your back, bend your left hand up; 2 – i.p. The same in the other direction. 4–8 times. The pace is average.

16.I.p.: lying on your left side with emphasis on your right hand, left hand up. 1 – swing the right leg to the side; 2 – i.p.; 3 – swing the right bent leg to the side; 4 – i.p. The same in the other direction. 8–16 times. The pace is average.

17.I.p.: lying on your back, arms to the sides. 1 – legs apart; 2 – raise your legs crosswise above the floor; 3 – the same as count 1; 4 – i.p. During the exercise, press your lower back to the floor. 8 times. The pace is slow.

18.I.p.: lying on your back, hands behind your head. 1–2 – raise above the floor top part torso; 3–4 – i.p., relax; 5–6 – legs forward (up to an angle of 30° from the floor); 7–8 – i.p., relax. 4–8 times. The pace is medium and slow.

19.I.p.: lying on your back, arms up. 1–2 – tilt to the right, hands behind the head; 3–4 – i.p., stretch up. The same in the other direction. 4–8 times. The same with springy slopes. The pace is slow.

20.I.p.: lying on your stomach, right hand up, left hand down. 1 – bend over, arms crossed in front of you; 2 – left hand up. right down; 3–4 – the same in the other direction; 4–8 times, without returning to the starting position. The pace is average.

21.I.p.: emphasis lying on the forearms. 1–2 – emphasis lying on your hips, bend over, turn your head to the right, look at your heels; 3–4 – i.p., relax. The same in the other direction. 4–8 times. The pace is slow.

22.I.p.: lying on your stomach, hands under the chin. 1–2 – tilt to the right, raise your head, bend your right leg, touch your knee to the elbow of your right hand; 3–4 – i.p., relax. The same in the other direction. 4–8 times. The pace is slow.

23.I.p.: lying on your stomach, arms up. 1–2 – right hand behind your back, lift your left hand above the floor, left leg to the side; 3–4 – i.p., relax. 4–8 times. The same in the other direction. The pace is average.

24.I.p.: lying on your stomach, arms to the sides. 1 – swing the right leg back; 2 – cross the right leg behind the left, with the toe touching the floor; 3 – right swing back; 4 – i.p. The same with the other leg. 4–8 times. The pace is average.

25.I.p.: lying on your stomach, hands under the chin. Alternately bending your legs back. The same with straightened feet. 8–16 times. The pace is average.

3.3 Treatment methods for flat feet

Treating this seemingly simple disease is quite difficult. In addition, you need to know that there will never come a moment when a person can breathe a sigh of relief: well, I’m cured! Especially with advanced pathology. Flat feet are a lifelong disease. Complete cure for flat feet is possible only in childhood. In adults, with the help of special rehabilitation measures, the development of the disease can only be slowed down and prevent it from developing into more severe pathologies.

The earlier the signs of the disease are identified, the smaller the foot deformity, the more favorable the conditions for stopping the progression of flat feet and its correction.

Treatment should be comprehensive, aimed at relieving pain, strengthening the muscles and ligaments of the foot in order to stop the progression of the deformity and prevent the development of complications.

Used to relieve pain medications and physiotherapeutic procedures.

The basis of treatment is special therapeutic exercises, which must be carried out at home daily.

Therapeutic gymnastics is used to achieve a corrective effect (for the first degree of flat feet), trains muscles, strengthens the ligaments, corrects the defective alignment of the foot bones, and forms the correct walking stereotype.

There are various special sets of exercises. When choosing exercises, the following are taken into account: shape, position of the foot, complaints, age. An orthopedic surgeon will help you choose specific exercises and their intensity.

Special individually selected exercises are alternated with regular exercises that strengthen the muscles of the foot and lower leg.

To improve blood circulation and normalize muscle tone, massage of the feet and legs and foot baths are useful.

A special role in the treatment and prevention of progression of flat feet is given to orthopedic insoles, which are prescribed already at the first degree of pathology. They help relieve painful areas of the foot and correct identified deformities at the initial signs of flat feet, return the foot to its normal position and take on the functions of a shock absorber.

They are made to order based on an individual impression of the foot after examination, taking measurements of the foot and determining the degree of flattening of the arch.

In cases of advanced flatfoot, special orthopedic shoes are made in the form of boots with lacing, a solid sole and lateral support for the foot.

An orthopedic surgeon will help you select all these simple devices.

If there is a severe deformation of the big toe, constant pain and the inability to find shoes, one has to resort to surgical treatment.

Equally important in the prevention of flat feet is the correct selection of shoes.

Undoubtedly, fashionable high-heeled shoes look very nice on your feet, but do not wear them every day. Otherwise, it may happen that after a while you will be doomed to wear only orthopedic shoes.

The best shoes are made of soft leather with flexible soles, low heels (3-4 cm), wide toes, no platforms, a leather upper is a must. Sneakers too (unless, of course, they are fake).

Avoid wearing shoes that are too wide or loose. It causes chafing, inflammation and calluses. But wearing tight shoes is even more harmful - in addition to calluses, it leads to curvature of the fingers, poor circulation and ingrown nails. Shoes should fit your foot like a second skin.

Unfortunately, there are now a lot of low-quality and even harmful products on our market, brought to us from God knows where.

Flat feet are a very serious and insidious pathology that accelerates wear and tear of almost the entire musculoskeletal system.

So take such a seemingly insignificant problem as flat feet more seriously. Don't delay his treatment.

But for some reason people generally pay little attention to their feet, forgetting that the health of the feet is the health of the entire body, and most often they go to the doctor with complications of flat feet.

Conclusion

The spine and the muscles surrounding it play a major role in the formation of correct posture.

The reasons that can lead to poor posture (scoliosis) are numerous. Unfavorable environmental conditions, social and hygienic factors, in particular the child’s prolonged stay in an incorrect body position, have a negative impact on the formation of posture. As a result of incorrect body position, the skill of incorrect body positioning occurs. In some cases, this skill of incorrect body alignment is formed in the absence of functional and structural changes in the musculoskeletal system, and in others, against the background of pathological changes in the musculoskeletal system of a congenital or acquired nature.

Thus, only reasonable sports and physical education bring a preventive and health-improving effect. And improperly organized physical exercises or those conducted without taking into account the anatomical and physiological characteristics and condition of the child’s body lead to pathological deviations in the musculoskeletal system.

Prevention of the development of postural disorders and scoliosis should be comprehensive and include:

Sleeping on a hard bed, lying on your stomach or back;

Correct and precise shoe correction: elimination of functional shortening of the limb caused by postural disorders; compensation for foot defects (flat feet, club feet);

Organization and strict adherence to the correct daily routine (time of sleep, wakefulness, nutrition, etc.);

Constant physical activity, including walking, physical exercise, sports, tourism, swimming;

Refusal of such bad habits as standing on one leg, incorrect body position while sitting (at a desk, desk, at home in a chair, etc.);

Control over the correct, uniform load on the spine when wearing backpacks, bags, briefcases, etc.;

Swimming.

Rhythmic gymnastics

To develop correct posture and prevent its violations, it is necessary to systematically train the muscles of the back and abdomen at least 3 times a week.

Physical education classes should be systematic and regular. Only in this case can you count on the maximum positive effect. In this case, it is necessary to take into account your capabilities, state of health, level of fitness and recommendations of the attending physician. The health-improving effect of mass physical education is associated primarily with an increase in the aerobic capabilities of the body, the level of general endurance and physical performance. An increase in physical performance is accompanied by a preventive effect in relation to risk factors for cardiovascular diseases: a decrease in body weight and fat mass, cholesterol and triglycerides in the blood, a decrease in LIP and an increase in HDL, a decrease in blood pressure and heart rate. Performing physical exercises has a positive effect on all parts of the musculoskeletal system, preventing the development of degenerative changes associated with age and physical inactivity. The mineralization of bone tissue and calcium content in the body increases, which prevents the development of osteoporosis. The flow of lymph to the articular cartilage and intervertebral discs increases, which is the best means of preventing arthrosis and osteochondrosis. All these data indicate the invaluable positive impact of health-improving physical education on the human body.

These sets of exercises can be used in a dance studio and in rhythm lessons as warm-up and training exercises.

But, along with traditional forms of work, they can be used as non-traditional forms Exercise therapy.

In this case, the preventive, therapeutic, corrective effect remains, but when working with children it has an emotionally and creatively colored effect.

The exercise sets are developed on the basis of special plastic training and developmental gymnastics.

The main rule when performing physical exercises is gradualness. The load is always increased gradually and carefully. After training, the child should experience pleasant fatigue, not exhaustion.

Physical activity should be balanced with complete relaxation.

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Municipal budgetary (correctional) educational institution for students, pupils with disabilities health special (correctional) general education boarding school of VI type No. 4

Methodological development

sets of exercises for children with disabilities

Musculoskeletal

apparatus based on special plastic

trainings and developmental gymnastics

Developed by: rhythm teacher,

Additional education teacher

Semenkova L. Yu.

Chelyabinsk

2012

These sets of exercises can be used in a dance studio and in rhythm lessons as warm-up and training exercises.

But, along with traditional forms of work, non-traditional forms of exercise therapy can be used.

In this case, the preventive, therapeutic, corrective effect remains, but when working with children it has an emotionally and creatively colored effect.

The exercise sets are developed on the basis of special plastic training and developmental gymnastics.

The main rule when performing physical exercises is gradualness. The load is always increased gradually and carefully. After training, the child should experience pleasant fatigue, not exhaustion.

Physical activity should be balanced with complete relaxation.

		Dosage pace	Methodical instructions
	"Snake" I.P. - lying on your stomach, arms bent at the elbows, pressed to the body, palms resting on the floor. Slowly raise the chest for a count of 1-7, return to the I.P.	4 times according to the scheme. The pace is slow.	Breathing is voluntary. The shoulder blades are closed. The back muscles work.
	I.P. - the same. Rise to the count of 1-7, fix to the count of 1-7, return to IP.	3-4 times according to the scheme. The pace is slow.	The back muscles work. Hands play a supporting role.
	I.P. - Same. Rise to the count of 1-7, turn the head to 1-3, return the head to the IP position. On the count of 1-3, do the same in the other direction, return the body to the IP position. on 1-7.	2 times. The pace is slow.	The body does not twist.
	"Glass" I.P. – sitting, resting on the buttocks, knees bent, hands holding the heels, tips of the toes resting on the floor, back straight. Straighten your legs - bend them at a count of 1-2, hold the corner.	4-6 times. The pace is average.	The muscles of the back and legs work, and the arms play a supporting role.
	I.P. - Same. Straighten your legs at a count of 1-2, fix the position of the corner at 1-4, return to the standing position.	4-6 times. The pace is average.	Keep your back straight. Learn to keep your balance and not fall.
	I.P. - Same. Straighten your legs 1-2, fix, slowly spread to the sides - fix, return back to 1-4, return to standing position.	2-4 times. The pace is slow.	To hold balance. All muscle groups work.
	"Spring" I.P. – half-sitting – rest on your elbows and palms, knees bent, raise your toes to the level of your knees and the tip of your nose, parallel to the floor. Alternately place points with your fingertips on an imaginary wall.	4-6 times for 20 seconds, with rest. The pace is dynamic.	The movement is springy and dynamic.
	"Rubber" I.P. – hang on a wall bars at a distance of an outstretched foot from the floor.	3 times. 15 seconds, with rest.	Preparing the spine for further work. Voltage relief.
	I.P. - Same. Pull your knees, bending and unbending them.	4-6 times. The pace is average.	Hold the child. Do not make sudden movements.
	I.P. - the same. Raise your straight legs up, but not with a corner.	4 times. The pace is average.	Carry out with insurance.
	"Gurney" I.P. - lying on his stomach, arms and legs extended. Raise your arms and legs into a “boat” - jerk over onto your back into a “corner”. Roll continuously for a count of 1-2 from wall to wall.	1-2 times. The pace is average.	Try not to touch the floor with your palms and feet. The abdominal and back muscles work.
	"Kitty" I.P. - sit on your knees, chest pressed to your knees, arms extended forward, palms resting on the floor. Move your body forward, sliding along the floor, bending, emerge head up, arms extended at the elbows. The cat is stretching. Reverse stroke in IP..	4-6 times. The pace is slow.	Perform the exercise carefully and gradually. The knees are in place, the palms are too.
	I.P. - the same. The same forward movement, but complicated by a wave-like movement to the side (snake).	2-4 times. The pace is slow.
	" Sun" I.P. – standing, feet shoulder-width apart, arms extended upward. Slowly tilt the body forward and down from the stomach, then move to the chest, shoulders, elbows, palms. When the hands touch the floor, there is a change of direction, the hands slide along the floor, along the legs, the back is humped, the return to the standing position.	4-6 times. The tempo is slow	The hands always lag behind, the back bends. All actions are performed gradually and plastically.
	"Well" I.P. – standing, supporting leg bent at the knee, the other extended forward, straight. The same slope as in exercise. 14, but to the extended leg.	4-6 times to each leg. The pace is slow.
	"Wave" IP - standing, arms up, knees slightly bent. The movement starts from the toes, moves to the knees, stomach, chest, arms and again to the i. P..	4-8 times. The pace is slow.	Nature of movement: gradual, wave-like, continuous.
	"Spring" I.P. - standing, legs together. We alternately lift the heel off the floor, place it on the ball of the foot, then press the heel into the floor with each foot.	8-12 times. Slowly.	Only the foot works. It is necessary to maintain correct posture. Press the spring into the floor continuously.
	I.P. - standing, legs together, closed. At the same time, raise your heels, turn them on the ball of your foot, lower your heels, turning your foot 90 degrees.	8-12 times. Slowly.	Only the foot works. Secure the housing. The pad is springy, and the heel makes points.
	"Penguin" I.P. - the same. Roll your feet back and forth from heels to balls.	8-12 times. The pace is average.	Arms along the body, the body balances back and forth. The knees don't bend.
	"Roll" I.P. - the same. We roll the foot from heel to toe alternately with each leg, squatting slightly softly to increase the amplitude of the roll.	8-12 times. The pace is average.	Secure the housing. The hands gently continue to move.
	I.P. - the same. Alternating roll for 1-4, then spread, rolling, legs shoulder width apart for 1-4, roll in place for a count of 1-4. We return to i. p. according to the same scheme.	4-6 times. The pace is average.	Watch your posture. Hands on the belt. The movement is continuous.
	"Harmonic" I.P. – heels together, toes apart. Moving to the side, rolling the foot, connecting heel and toe, then toes together, then heels, alternately. Return to IP Also.	4-6 times. The pace is average.	Springy knees help the foot move.
	"Zigzag" I.P. – feet together. Raise on your toes, turn to the side 45 degrees, lower on your heels, turn on your heels 45 degrees, lower on your toes. Moving sideways in a zigzag pattern.	4-6 times. The pace is average.	Hands to the side, body fixed. Only the legs move.
	"Eight" I.P. – hands shoulder-width apart, standing. Bend your leg at the knee, draw a circle with your knee, transfer the center of gravity to the other knee, draw a circle. Draw a figure eight with your knees.	4-6 times. The pace is slow.	The body is fixed, the legs are working, the movement is continuous.
	"Brush" I.P. – sitting, support on your hands, free your legs for work. We slide along an imaginary wall with our foot and hand up and down diagonally, chaotically. Same with the other leg.	4-6 times. The pace is average.	Softness, smoothness of the foot. The movement of the hand is simulated.
	"Painting" I.P. - the same. We use our foot and brush to draw a picture with a simple plot: the sun, clouds, flowers, butterflies, etc.	1-3 minutes.	The children come up with the plot themselves. The image must be accurate and recognizable.
	"Sculpture" I.P. - the same. We sculpt a sculpture from plasticine (imaginary) with our feet.	5 minutes	The nature of the movement is different from drawing. More toe movements.
	"Storm" I.P. - the same. Movement of the legs, simulating the rolling of waves. The amplitude gradually increases. We work with the whole leg (from the hip to the toes).	5 minutes with each leg.	Gradual development of the movement pattern. Monitor the strength and smoothness of movement.
	"Lanterns" I.P. - sitting, freeing his hands for work. Squeeze and unclench, spreading your fingers.	20-30 times. Dynamically.	Movement with effort. The brush and fingers are being prepared for further work.
	"Fan" I.P. - the same, fingers spread. Fan-shaped movement, starting with the little finger, fold the fingers inside the palm, twisting the hand. The reverse movement also begins with a turn of the little finger.	6-8 times. The pace is average.	Continuous movement. Don't strain your arms too much. Finger stretching effect.
	"Snake" I.P. – sitting, fold your palms. With closed palms from bottom to top, move like a “snake” until your arms are outstretched. The same move back, but from top to bottom.	6-8 times. The pace is slow.	The posture is fixed. Do not strain your arms unnecessarily, bend them further.
	Two "snakes" I.P. – sitting, palms opposite each other at a distance of 20 cm.. Two snakes crawl upward, intertwining each other.	10 times. The pace is slow.	Watch your posture. Avoid squeezing your hands unnecessarily. The movement is smooth.
	"Gorki" I.P. – clasp your hands with a small lock. Parallel to the floor, make a wave-like movement with clasped hands with a large amplitude.	10-20 times. The pace is slow.	Continuous soft movement.
	"Stream." I.P. – raise your elbows parallel to the floor, middle fingers connected. Make a wave-like movement from palm to palm.	10-20 times. The pace is slow.	Elbows don't drop. The fingers don't open. The movement is continuous.
	"Ball on a Wave" I.P. – arms are straightened parallel to the floor, slightly bent at the elbows. Make wave-like movements from one hand to the other, rolling the ball.	10 times. The pace is average.	Watch your posture. Do not lower your hands and do not turn them inward.
	"Little Waves" I.P. – palms parallel to the floor at chest level. Make a chaotic wave-like movement with each finger at the same time. Each palm separately.	10 times. The pace is average.	Do not strain your fingers unnecessarily.
	"Elbows" I.P. – arms parallel to the floor, palms fixed, elbows slightly bent. The elbows alternately move up and down.	10-20 times. Dynamically.	Do not open your palms. Only the elbows work.
	Training games We represent with our hands: 1.Fish. 2.Sea. 3. Spider. 4. Dove. 5. Seagull. 6.Butterfly. 7.Flower. Etc.	5-10 minutes. The pace is average.	Monitor the accuracy of the plastic image. Notice differences in movement patterns. Fantasize.

Physical exercises for people suffering from musculoskeletal disorders, including articular rheumatism.

With the help of physical exercises you can achieve:

• restoration of mental balance;
• acquiring and strengthening confidence in one’s strengths and capabilities;
• massage of internal and other organs;
• displacement of harmful substances from body tissues;
• restoration of normal metabolism.

From the simplest and calmest exercises, as the body strengthens and its physical capabilities expand, one should move on to more serious ones, including the use of weights, gradually increasing the load. Duration of classes: first 10-15 minutes daily, and then gradually increasing to 1-1.5 hours - two to three times a week.

1. Starting position (i.p.) - standing or sitting. Tilt your head forward until your chin touches your chest, then tilt your head back as far as possible. Repeat 10 times in each direction.

2. I. p. - the same. Tilt your head first to the left and then to the right each time until your ear touches your shoulder. Repeat 10 times in each direction.

3. I. p. - standing, hands on the belt or along the body. Circular, head rotation left and right 10 times in each direction. This exercise can also be done while sitting.

4. I. p. - standing or sitting. Clasp your hands at the back of your head and tilt your head forward, trying to touch your chin to your chest and helping yourself with clasped hands. Perform 15 times. The exercise should be performed in such a way as to feel the tension in the lower back muscles.

5. I. p. - standing or sitting. Spread your arms to the sides and make circular movements with them back and forth 10 times in each direction.

6. I. p. - lying on a bench. Stretch your arms to the sides and try to move them back and down as far as possible, and then bring them above you until your palms touch each other. Perform 10 times. The exercise can be performed with the help of a partner. You can also do this exercise standing. Stand with your back to the door frame so that the back of your head, buttocks and heels of your feet touch the frame and then also spread your arms to the sides and back and bring them together in front of you.

7. I. p. - lying on a bench. Lie with your back on the bench so that your head is on the edge of the bench, and stretch your arms up. Try to reach the floor behind your head with your hands and then return them to their original position. Perform 10-15 times.

8. I. p. - standing. Stand at a distance of 80-100 cm from the table, placing your hands on it, and bend forward to the limit, then returning to the starting position. The feet should remain in place. Perform 10-15 times.

9. I. p. - standing. Do 10-15 squats. At the same time, you can hold your hands on the table top or other well-secured and convenient object.

10. I. p. - standing, legs spread wider to the sides. Without bending your knees, try to reach with your hands alternately the toe of your right and left foot. Do 10 times in each direction. The exercise can be performed while sitting and spreading your legs to the sides.

11. I. p. - standing, feet shoulder-width apart. Rise onto your toes and return to the starting position. Do 15-20 times. If the patient finds it difficult to stand, this exercise can be performed while sitting and resting his toes against a wall or other obstacle.

12. I. p. - lying on your back. Pull your heels towards your buttocks so that your shins are perpendicular to the floor, and extend your arms up. At the same time tilt your arms to the left and your knees to the right to the limit, and then tilt your arms to the right and your knees to the left. Perform the exercise 10 times in each direction.

13. I. p. - the same. Pull up your knees with your arms around them and try to reach them with your forehead, and then straighten your torso. Repeat 10-15 times.

14. I. p. - on all fours. Try to sit on your heels without bending your back and then return to the starting position again. Perform 10-15 times.

15. I. p. - the same. Sit on the floor first to the left of your heels, and then to the right.

16. I. p. - lying on your stomach. Raising your head, bend over so that you can see the ceiling, and then return to the starting position. Repeat 15 times. You can help yourself with your hands.

17. I. p. - lying on your back. On your own or with the help of a partner, make circular movements alternately with your hands and feet. Perform 15-20 times for arms and legs.

The exercises in the complex below should be performed smoothly, without jerking. All movements listed here for each exercise constitute one set. Classes should begin by doing one set of each exercise. After a month of training, you can add a second approach, and after another month - a third approach. You cannot rush time by forcing your body: the result will certainly appear, and the disease will be defeated.

Perhaps not everyone will be able to immediately perform these exercises in full - don’t be upset, do what you can do and gradually increase the load to the required level. Gradually, as muscle strength increases and your general condition improves, you can move on to performing these exercises with weights (where required), increasing the weight depending on the improvement in your general condition and the increase in muscle mass and strength.

“Physical exercises for musculoskeletal disorders” and other articles from the section Diseases of the musculoskeletal system

for older children preschool age with dysfunction of the musculoskeletal system and a set of exercises for children with cerebral palsy.

This card index includes game exercises that are simple in content and well known to children for various muscle groups and contain elements of corrective gymnastics, psycho-gymnastics, eye gymnastics, and finger gymnastics. The duration of gaming recreational exercises for children of senior preschool age is no more than 10 minutes.

The main purpose of using the “Health Exercises” card file by teachers or parents when working with children is to prevent muscle and visual fatigue, as well as the development of memory, thinking, imagination, perception, analysis, synthesis, eye-motor coordination, finger motor skills, and kinesthetic sensations. The “Health Exercises” card file has been compiled to help preschool teachers educational institution and the parent community.

GYMNASTICS FOR THE EYES

Target: increased physical activity; oculomotor coordination; development of articulatory motor skills, air flow force.

"SUNNY BUNNY"

My sunny little bunny,

Jump onto your palm.

My sunny little bunny,

Small, like a baby.

Jump on the nose, on the shoulder.

Oh, how hot it got!

Jump on your forehead, and again

Let's ride on your shoulder.

So we closed our eyes,

And the sun plays:

Cheeks with warm rays

Gently warms.

Children extend their palm forward.

Place the index finger of the other hand on the palm.

They trace with their eyes the movement of the finger, with which they slowly touch first the nose, moving it forward again, then successively touch one shoulder, forehead and the other shoulder, each time moving the finger in front of them.

The head is in a fixed position all the time.

Cover your eyes with your palms.

Everyone visits the patient

All the patient is treated to:

Who cloudberries

Who has blueberries?

Some dried strawberries.

They look up and down, left and right.

The nose looks left and right,

The nose looks up and down.

What did the sly little nose see?

Well, where have we gone?

They move their gaze sharply to the right and left.

They move their gaze up and down sharply.

Gently run your index fingers over your eyelids.

"BUNNY"

Each child picks up a bunny or any object

The bunny jumped to the right,

Everyone saw the bunny.

The bunny jumped to the left,

Everyone saw it with their eyes.

Bunny - to the right, bunny - to the left.

Oh, what a brave little bunny!

Children follow the movements of the bunny with their eyes, the head remains in a fixed position.

"FLY"

The fly buzzed loudly

She began to hover over the baby elephant.

Fly, fly flew

And she sat on the little elephant’s nose.

The fly flew again

And she sat on my ear.

Fly up and fly down.

Well, Baby Elephant, watch out!

Our little elephant closed his eyes -

The fidget has flown away!

Extend your hand forward and describe a circle in the air with your index finger, tracing the movement with your eyes.

Touch your finger to the tip of your nose, focus your gaze on the tip of your finger.

They touch the ear, tracing the movement of the finger with their gaze within the range of visibility, without turning their head. They also slowly touch the second ear, tracing the movements with their eyes.

They move their gaze sharply to the right, left, up, down, fixing it on the tip of the finger.

Press your palms tightly against your open eyes so that no light penetrates through them.

Looks to the right - no one,

Looks to the left - no one.

One-two, one-two -

Head is spinning.

The eyes were closed,

The eyes were resting.

How can we open our eyes,

Let's look up, yes, yes, yes.

Lower your eyes down,

Raise them up again.

Stroke your eyes with your fingers,

It's time to rest.

They shift their gaze sharply to the right and left.

Perform circular rotations with the eyes.

They close their eyes.

They look up and down sharply.

Gently stroke the eyelids with your index fingers.

And in Africa, and in Africa,

On the black Limpopo

Sits and cries in Africa

Sad Hippopo.

He's in Africa, he's in Africa

Sits under a palm tree

And by sea from Africa

He looks without rest:

Isn't he going on a boat?

Dr. Aibolit?

But look, some kind of bird

It rushes closer and closer through the air.

Look, Aibolit is sitting on a bird

And he waves his hat and shouts loudly:

Long live sweet Africa!

They sit cross-legged, slowly, moving their pupils from left to right to the rhythm of the poem.

They look up and down.

They fold their fingers into a “tube” and look through the “spyglass” first with their right eyes, then with their left.

"LETTERS"

There's a lot of trouble with letters.

That's the kind of people they are...

We will look for letters,

Let's strengthen our eyes.

Here I see: the letter B

Holds a squirrel in his hand.

They look up and down.

Shift their gaze left and right.

Complexes of corrective exercises

Target: promote increased physical activity; strengthening the arches of the feet; development of motor-motor coordination

Autumn is barely audible,

The fruits on the branches ripen.

The forest is already full of sweet berries.

And the autumn rain pours from the heavens.

The garden has been calling us for a long time...

We'll go hiking.

Here is the road ahead.

We need to go sideways.

Raising your legs high

We walk merrily.

The steps to the lake are rushing,

They tell us to jump.

Along the earthen path

Let's go like a snake

Then walk normally.

We're all going scattered.

We'll find the garden soon.

They saw the garden and ran.

What did we see in the garden?

Red apples

High on the branches

We'll get them, kids.

Here they are -

Red, big.

Let's find apples under the tree

And we'll collect them in a heap.

Children will shake the apple tree -

The apples will start to swing.

We shook the apple tree

The apples were falling.

Let's look under the branches:

Are there any apples, kids?

The apple fell from the branch

And it jumped and jumped.

We collected a lot of apples

And a little tired.

We walked around the garden for a long time,

Breathe fresh air

Hands to the sides, to the shoulders -

We don't need fatigue.

Hands up, down, forward -

It's time to end the hike.

They walk on their toes.

They walk sideways at a side step.

They walk with a high knee lift.

Jump on both legs moving forward.

They walk like a snake

They walk at a normal pace.

They are wandering about.

They run in a circle, speeding up and slowing down depending on the tempo of the music.

They stop, turning their faces in a circle.

I.p. - main stand. 1 – arms forward, up, rise on your toes.

2 – return to IP. repeat 6 – 8 times.

I.p. – sit with straight legs, hands down, in front. 1 – spread your arms to the sides, back. 2 – return to IP. repeat 6 – 8 times.

I.p. – sit down, legs apart, arms down. 1 – arms to the sides - back. 2- arms forward - down. Repeat 5 – 6 times.

I.p. – lying on your back, clasp your legs bent at the knees with your hands.

1 – 4 – rocking forward – backward. Repeat 5 – 6 times.

I.p. – support on knees and hands.

1 – bend your arms at the elbow joints, bend your torso, crawl forward

2 – return to IP. Repeat 3-4 times.

Jumping according to the presenter's demonstration.

They walk calmly in all directions, raising their arms to the sides, up, down, to their shoulders.

"Kolobok"

Goals: improvement of the function of the vestibular apparatus, strengtheningleniation of the muscles of the spine, upper and lower extremities.

What a strange bun

Appeared on the window?

I lay down for a while

He took it and fell apart.

I.p.: lie on your back, and then sit up, hugging your neck with your armsneither. Place your head in your knees. Press your knees to your shoulders and look at your feet.

Here you are, all the koloboks!

One two three four five -

Everything fell apart again.

Stretch your legs and lie on your back.

"Scissors"

Goals: strengthening the muscles of the lower extremities, I participateimportant in the formation of the arch of the foot.

Let's imagine that our legs are scissors. I.p.:lying on your stomach, lift your straight legs up one by onedown. For “scissors” to cut well, the legs must bestraight. Lie on your back and rest. Repeat 3 times. (Second option: i.p. - lying on your back

"Kayaking"

Goals: strengthening the muscular corset of the spine, connectingmusculoskeletal system of the legs and arms.

I.p.: sitting on the floor, legs slightly bent at the knees, handspull forward. Lie on your back and try to sit up slowlywithout using your hands and lie down again. Let's swim! Repeat 5 times.

"Caterpillar"

Goals: formation of correct posture, development of coordinationdynamics of movements in large muscle groups of the arms andlegs

I.p.: get on all fours, pull your knees to your hands,without lifting your feet off the floor. And then rearrange both hands onetemporarily forward, as far as possible. This is how the caterpillar moves in search of food. And now you are all caterpillars. Let's crawl!

"Frogs" ("Frogs")

Goals: formation of correct posture, strengthening muscleslower extremities and muscles involved in the formationarch of the foot.

Here are the frogs along the path

They jump with their legs stretched out.

Kwa-kwa-kwa!

They jump with their legs stretched out!

I.p.: get on all fours, sit down, use your fingers tosit on the floor. Knees apart, hands between knees. Underjump up and return to SP. (Second option: with promotionwalking forward).

Among the trees, in the swamp,
The little frogs have their own home.
Here are the frogs along the path
They jump with their legs stretched out.
Kva-kva-kva, kva-kva-kva, .

They jump without sparing their legs.

"Penguins on Ice Floes"

Goals: formation of correct posture, strengthening the muscular corset of the spine, development of motor coordinationchanges in large muscle groups of the lower extremities.

White and black penguins
Visible from a distance on the ice floes.
How do they walk together?
I need to show you this.
Palms stuck out
And they jumped around a little.
And suddenly they saw a walrus,

Hands raised slightly up

And they quickly walked onto the ice floe.

Small cubes or bags ofsand. Children perform movements accompanied by speech.

"Giants and Dwarves"

Goals: strengthening the muscles of the upper and lower extremities,formation of correct posture, improvement of coordinationmovements.

Walking around the hall. “Giants” - walk on tiptoes, hands up. “Dwarfs” - walk in a half-squat, hands on your belt. Back straight!

“Everyone plays sports”

Goals: formation of coordination of movements, strengthening of the muscular corset of the spine.

The little frog jumps:

Kwa-kwa-kwa!

A duckling swims:

Quack-quack-quack!

Everyone around is trying

They play sports.

Little squirrel:

Skok-skok-skok!

From branch to branch:

Jump-jump, jump-jump!

Everyone around is trying

Playing sports!

Bend your arms at the elbows, bend to the sides.

Clench and unclench your fingers into fists.

Simulate swimming.

Clench and unclench your straight fingers.

Change the position of your hands.

Jumping up.

Jumping in place, forward and backward.

One hand up, the other down.

Change the position of your hands.

"Hedgehog with Hedgehogs"

Goals: developing the skill of correct posture, strengthening the muscles of the torso, upper and lower extremities.

Under a huge pine tree

In a clearing, in a forest,

A pile of leaves where it lies

A hedgehog runs with its hedgehogs.

We'll look around everything,

Let's sit on a stump

And then we’ll all sit down together

And we'll show you all the needles.

Showed, shown

And everyone ran home.

Running on your toes.

Make sounds (frr-frr-frr)

Run in a half-squat on your toes, hands resting on your hips, round back.

Squat down, stretching your neck up.

Sit down with emphasis on your hands, lower your head, round your back - “showing the needles.”

Running on your toes.

"Airplane - airplane"

Goals: strengthening the muscles of the trunk, a gentle effect on the functions of the vestibular apparatus, developing the skill of correct posture.

An airplane is an airplane.

Takes flight.

Zhu, zhu, zhu,

I'll stand and rest.

I'll fly to the left

Zhu, zhu, zhu,

I'll stand and rest.

Extend your arms to the sides, palms up.

Turn to the right and pronounce the sound (z0.

Stand up straight, lower your arms, pause.

Raise your head - inhale. Turn to the left and exhale at the sound (g).

Stand up straight and lower your hands - pause.

"Mouse and Bear"

Goals: strengthening the muscles of the upper and lower extremities, developing correct posture, improving coordination of movements.

The bear has a huge house.

The mouse's is very small.

The mouse walks

Visiting Mishka

He won't get to her.

Straighten up, stand on your toes, raise your arms up, stretch, look at your hands - inhale.

Sit down, clasp your knees with your hands, lower your head - exhale while pronouncing the sound (w).

"Kitty"

Goals: strengthening the muscular corset of the spine.

I.p.: stand on all fours with support on your knees and hands. “The cat is angry” - round the back, lower the head as low as possible. “Kind, affectionate cat” - bend your back, raise your head.

"Spruce, Christmas tree, Christmas tree"

Goals: education and formation of correct posture, strengthening the ligamentous-muscular system of the torso and limbs, training attention.

There are tall spruce trees in the forest. Stand up straight, like these slender spruce trees, pull yourself up, straighten up. (Head, torso, legs - straight, spread your arms, "branches", slightly to the sides, palms forward.) Let's go further into the forest, let's see if the tall spruce tree has sisters? So the sisters ate Christmas trees.

They are shorter, but just as slender. (Adopt the correct posture, but in a half-squat.) Let's go, let's look for more Christmas tree sisters. Here they are - very small. But also remote: beautiful and also slender. (Squat down, head and back straight, hands with palms slightly spread to the sides.)

"Martin"

Goals: developing coordination of movements, strengthening the muscular corset of the spine and muscles of the lower extremities.

I.P. – o.s.: stand straight, raise your right (left) leg back up, arms to the sides, tilt your torso slightly forward, raise your head. Hold for 1 - 2 s, then return to IP. Repeat the same with the left leg.

"Walk sideways"

Goals: education and formation of the skill of correct posture, development of coordination of movements, strengthening the muscular corset of the spine and the muscular system of the feet.

I.p. – o.s.: take the correct posture, a bag of sand on your head. Walking sideways with an extra step (left, right).

"Corner"

Goals: improving the function of the vestibular apparatus, strengthening the muscular corset of the spine, muscles of the upper and lower extremities.

I.p.: lying on your back, stretch out your closed legs. Raise your legs and head at the same time and hold for 1 - 2 seconds, your back pressed to the carpet.

(Second option: the back is lifted off the floor and raised along with the head).

"Sitting football"

IP: sitting on the floor, legs bent at the knees and pressed to the stomach. Move your legs forward to throw the ball to the child sitting opposite you. He catches it with his hands and then sharply throws the ball to his partner with his feet. (Options: catch the thrown ball with your feet, roll it with one foot or the other, knock down the pins with the ball, which are at an equal distance between the players). After the game, the presenter invites the children to lie on their backs, raise their arms and stretch. Then turn onto your stomach and stretch again (raise your head and look forward).

"Turtles"

Goals: formation of correct posture, strengthening the muscular corset of the spine, development of coordination of movements in large muscle groups of the upper and lower extremities.

I.p.: stand on all fours with support on your knees and hands. Move forward, simultaneously moving your right arm, left leg, then left arm, right leg. The back is straight, the head is raised.

"Geese"

Goals: strengthening the muscular corset of the spine and muscles of the lower extremities.

I.p. – o.s.: standing, then squatting, goose-stepping, hands on knees. Keep your back straight.

Literature:

1. M.Yu. Kartushina “Health activities”, M: “Creative Center”, 2004.

2. E.N. Varenik “Physical and recreational activities with children 5 – 7 years old”, M: “Creative Center”, 2002.

Games and exercises for developing hand motor skills

"Washing my hands" - children alternately cover the hands of their right and left hands in a circular motion.

"We put on gloves" - draw from the nail to the base of each finger of the right hand with all the fingers of the left hand gathered together (and vice versa) starting with the thumb.

“Take off the mitten” - we begin the movement at the base of the hand (we cover the right and left hands alternately) and reach the fingertips.

"The horned goat is coming" - all fingers except the middle and index fingers are clenched into a fist. In this case, the outstretched hand is rotated alternately to the right and left.

"The bunny moves his ears" - the index and middle fingers are directed upward, they are alternately bent and unbent (the rest are clenched into a fist all the time).

“Hello little finger!” - in this task you need to alternately touch your thumb with your index, middle, ring and little fingers. When children can remember the names of all fingers, you can complicate and specify the tasks by changing the sequence of touches.

"Draw the sun in the sky" - use your index finger to “draw” a circle, using both your right and left hand. In the future, you can do this exercise with both hands at the same time.

"Balls" - Lightweight and safe, they can be rolled out of foil or paper.

"Maracas". We pour small objects into small plastic bottles: beads, pebbles, coins, seeds. Together with your child, you can simply fill the bottles and screw them on, or you can make the task more complicated: mix the fillers in a pile and put each type into “its own container.” Each of them will have its own “voice”; in addition, it will be interesting to look at the contents through the transparent walls while relaxing!

"Rustlers." Now fill it lightly with small objects inflated balloons, leave one empty. We feel and guess: “what’s inside?”

Finger massage

You can massage with the following material:

toothbrush,

Massage comb,

Pencil, felt-tip pen,

Various balls, marbles,

Walnut.

Exercises with balls

Learn to grab the ball with your whole hand and release it;

Roll clockwise;

Hold with one hand or the other and perform screwing movements, clicking, pinching;

Compress and unclench;

Toss and catch.

Games with cereals

Promotes the development of fine motor skills, sensory perception, consolidation of color, shape, and thinking.

Massage your palms with peas or beans,

Pouring cereals from one container to another (jars, bowls, cups, boxes),

- “magic bag” - guessing by touch (various cereals),

- “Dry pool” of beans and peas,

Laying out geometric or floral patterns along reference points,

Laying out figures of people and animals, numbers, letters

Games with water and sand

Water games They are good because they allow even a slight movement - a slap on the water - to set in motion both the water itself and the object placed in it. It’s good to play with objects of different densities: some will float, while others will “drown.” Those that make sounds, on the one hand, will attract attention, and on the other hand, will contribute to sensory perception.

Sand games will develop and improve tactile sensitivity and hand motor skills, attract and hold the child’s attention with its dynamism. Stirring and pouring, filling objects with sand, mixing with water and even sifting through a sieve - these simple manipulations will calm and bring positive emotions any age. Promotes the development of fine motor skills and tactile sensations.

- “burying” a toy, object,

Search for "treasure"

Various images (drawing) on ​​the sand,

Working with a pipette (suction of water with a pipette),

Coloring water (experiments with water),

Crafts using sand.

Voluntarily release the toy from your hand into the water (according to the instructions: “Give”);

Take out - insert the toy yourself or with the help of an adult;

Roll a car, a ball, a boat on the water;

Collect small objects from the water with two fingers, varying the weight, shape and size of the objects

Games with rubber bands, ribbons, and wire

Promotes the development of fine motor skills, finger dexterity, attention, perseverance, patience; development of a sense of color and size.

Fold ribbons

Wrap it around a stick

Take the rubber band from the table with different fingers,

Stretch the rubber band with different fingers

Puppet therapy, finger theater

Promotes the development of fine motor skills, creativity, dexterity, spatial orientation, combining movements with speech, development of creative potential.

Driving doll,

Dressing up the doll different hands,

Imitation of movements and speech.

Games with clothespins

Promotes the development of fine motor skills, develops dexterity, the ability to control one’s movements, and develops sensory experience.

Transfer from one hand to the other,

Take clothespins out of the basket

Use clothespins to “bite” the nail phalanges one by one,

- “drying handkerchiefs” (hanging handkerchiefs on a string),

- “add-ons” we select the missing parts for objects (for example, for a hedgehog - needles, for the sun - rays, for a house - a roof, and so on),

Select clothespins according to the color of clothing and fabric.

Working with rings

There is a wooden rod on the table and several rings of the same size. The child is asked to put these rings on the rod one by one. First, the adult explains and shows how to perform these actions.

Working with cubes

Several cubes of the same size are placed in front of the child. After explanation and demonstration, the child must independently place the cubes one on top of the other to form a turret, then a house, etc.

Working with wooden toys

Folding wooden nesting dolls, pyramids, and boxes are laid out on the table. The adult and the child carefully examine these objects. Then the child is shown how the toy opens, how it can be disassembled, assembled and closed. After explanation and demonstration, the adult invites the child to perform the action independently.

With balls

An empty box is placed on the table, and several balls are placed on both sides of it. The adult takes one ball, which is on the right side of the child, and throws it into the box, and then invites the child to do the same.

In this case, it is necessary to determine how much the child controls one or the other hand, how he grasps the ball.

Offer the children the following tasks:

It is easy to press with three fingers on the spray bulb, which results in directing a stream of air onto the cotton wool so that it moves smoothly across the table.

Stretch a thin rubber band between your index and middle fingers. Pluck this rubber band with the index and middle fingers of your other hand (like the strings of a guitar).

We clench our fingers into a fist, then alternately bend and straighten each finger while the rest are gathered into a fist. Repeat up to 10 times.

With hands clenched into fists, make circular movements left and right. Repeat the circles in one direction and the other 10 times.

Let's spread our straight fingers and, starting with the little finger, consistently bend our fingers into a fist. Then, starting with the big one, we return them to their original position.

Alternately bend the fingers of your right hand (left hand), starting with the thumb.

Bend the fingers of your right (left) hand into a fist, straighten them one by one, starting with the little finger and starting with the thumb.

Take large objects, different in weight, material, shape of the toy with the whole hand;

Take objects with both hands at once (change the texture, volume, weight of these objects).

Games with a handkerchief

There is a handkerchief unfolded on the table. The child places his hand in the middle of the scarf, palm down, all fingers spread apart. In response to the teacher’s words, “bring your fingers together” and take the handkerchief in your palm.” The child moves his fingers and grabs the scarf between his fingers. The same is done with the other hand.

- "Snake"

Hands bent at the elbows stand on the table. In response to the teacher’s words, “The snake is crawling fast, inviting the kids to play,” the children place the handkerchief between the little and ring fingers, place the handkerchief between the ring and middle fingers, then pass it between the middle and index fingers. The stretching between the index and thumb ends, the “snake” crawls from right to left and back, starting its path between the thumb and index finger, etc. The direction of movement of the “snake” will depend on the hand whose motor function is most preserved.

- “Lump”

The unfolded handkerchief lies on the table. The palm of the hand is placed on the corner of the scarf. In response to the teacher’s words “and-and-and... we can’t stop crumpling, crumpling, crumpling our hands” - the child begins to crumple the handkerchief so that it is all in his fist.

Tasks for the development of facial expressions in children with cerebral palsy:

An adult should demonstrate to the child how a puppy sniffs, a bird listens, and how a cat tracks a mouse. Then you should ask the child to repeat what he saw;

show surprised eyes, ask to repeat;

describe a moment of happiness and pleasure, show how a kitten rejoices in affection, and a puppy - delicious treat;

describe the feeling of pain, demonstrate abdominal pain, crying, feeling cold;

show a moment of disgust: let the baby imagine that he is drinking a bitter medicine or eating a lemon;

explain what anger is by showing an angry person;

demonstrate feelings of fear, loss home or relatives;

develop a sense of shame and guilt for your actions, teach them to ask for forgiveness.

A set of exercises for children with cerebral palsy

Activities that develop movement skills:

the child sits on his haunches, the adult stands in front of him in the same way, puts the child’s arms on his shoulders and, holding him at the waist, tries to put the baby on his knees;

the child is on his knees, the adult supports him with his armpits and tilts him in different directions. This technique allows the child to learn to distribute the load either on the right or on the left leg;

an adult stands behind a standing child, holding his armpits, and gently pushes the child’s popliteal hollows with his knees, forcing him to sit down;

the child sits on a chair, the adult stands opposite him, fixing his legs, pressing his feet to the floor. An adult takes the child's hands and pulls them forward and upward, which makes the baby stand up;

holding the child, ask him to stand alternately on each leg, trying to maintain balance;

securing the child by the arms, make pushes and pulling movements in different directions, forcing the child to take a step.

Exercises to normalize joint functions:

the child lies on his back, one leg is extended, and the other should be gradually brought with the knee to the stomach, and then returned to its original position;

the child lies on his side, with the help of an adult, slowly moving his hip to one side or the other. The knee is bent;

the child lies on his back, alternately raises and lowers his legs, bending them at the knee;

The child lies on his stomach, with a pillow placed under the chest. An adult lifts the child by the upper limbs, straightening the upper body.

Exercises for abdominal muscles:

the child sits on a chair, the adult helps the child lean forward. The baby must return to the starting position independently, or with a little help from an adult;

The child lies on his back, arms along the body. It is necessary to encourage the baby to try to roll over onto his stomach and back again on his own, without using his arms;

teach your child to tense his abdominal muscles; the exercise can be combined with deep inhalations and exhalations;

the child sits on the floor, legs extended. Help your baby reach his toes with his fingers without bending his knees;

the child lies on his back, the adult helps the child raise his straight legs and bring them, touching the floor above his head with his fingers.

Exercises to eliminate hypertonicity of the arm muscles:

carry out active movements of the child’s hand in different directions, occasionally shaking the hand and relaxing the muscles;

hold the child’s hand or forearm tightly until the hypertonicity disappears, then rock or shake the limb to relax.

Exercises for leg muscles:

The child lies on his back, arms along the body, legs brought to the stomach. The adult holds the shins and alternately abducts the legs at the hip joint, combining side abductions with circular rotations of the leg;

The adult performs flexion and extension movements of the hip joint on the child, after which the child tries to hold the leg on his own.

Exercises to maintain the cervical muscles and the muscular corset of the torso:

the child lies on his back, and the adult, lifting the body by the armpits, rocks it from side to side, turns it to the right and left, not allowing the child to resist. They shake their head in the same way, holding it suspended;

the child lies on his side, and the adult tries to tip him onto his stomach or back. At the same time, the baby should try not to give in to the shocks, offering resistance;

the child sits on a chair, arms and head are relaxed. The adult turns his head in different directions, tilts it forward and backward, and the child tries to relax the neck muscles as much as possible.

Exercises to stabilize breathing:

ask the child to imitate deep breathing, blow out a burning candle, or blow a feather from the palm of his hand. It is useful to blow up balloons with your baby or play by blowing soap bubbles;

An excellent effect can be expected if you teach a child to sing. A similar effect is observed when playing the harmonica or pipe; to begin with, you can use a regular whistle.

Our expert - master of sports in swimming, joint gymnastics coach Alexandra Romanenkova.

Team “hodgepodge”

Joint gymnastics incorporates exercises from a variety of sports areas and techniques.

The workout should ideally last 50 minutes, but if it’s difficult at first, you can limit it to half an hour. During the class, all muscles and joints are worked out - from the cervical vertebrae to the feet.

All exercises are performed at a slow pace: smooth rotations, flexion-extension with repetitions. If the joints have completely lost mobility, they are massaged with your hands.

The program also includes exercises to create tension in one or another part of the body using your own muscle effort. You can simply bend your arm, or you can tense your muscles and bend, overcoming resistance. Due to this, the ligaments, shoulder and elbow joints are trained.

Benefits for the whole body

Gymnastics not only develops joint mobility, but also increases blood circulation, makes metabolic processes go faster, which has a positive effect on the condition of the whole body.

Exercise also has a positive effect on the nervous system. Gymnastics includes exercises aimed at stretching the median nerve, which runs from the neck to the palms. The neck muscles are considered stressful, and when a person is constantly depressed or irritated, they become tight.

Once you straighten these muscles, the person himself relaxes and calms down.

Everyone can do it

It is impossible to overtrain with joint gymnastics, since it is a very soft system. But slight fatigue will be felt after the first workouts, because the joints that are ordinary life are not used.

With diseases of the musculoskeletal system, many types of activity are unavailable, so joint exercises can play a significant role. Healthy people need regular exercise - and joint gymnastics in this case acts as an addition to basic training: aerobics, shaping, Pilates. Fitness helps strengthen the core muscles, while joint exercises help strengthen small and sedentary muscles.

Two or three classes a week are enough to keep the body in good shape. If something bothers you, for example, a characteristic click when bending and straightening your legs or arms, you should practice more often - 5-6 times. First, of course, you should consult a doctor and understand the cause of the ailment.

Contraindications for joint exercises are minimal: acute pain or pregnancy. But immediately after giving birth, as soon as the woman is mentally ready for physical activity, classes can begin.

Let's start the exercises!

Photo: AiF/ Eduard Kudryavitsky

Shoulder joints

1. Rotate the straight arm, freely lowered along the body, in the frontal plane in front of us.

There will be a feeling of heaviness and swelling in the hand, and it will turn red from the rush of blood. We gradually increase the rotation speed.

We train the shoulder joints one by one. We rotate each hand first clockwise and then counterclockwise.

2. Back straight. We pull our shoulders forward towards each other, tense them, then slightly relax them and again apply additional tension with renewed effort.

Repeat 8-10 times.

3. Pull your shoulders up, release the tension and stretch again. We alternate between increasing tension and relaxation, lowering our shoulders as low as possible. We increase tension as we exhale, and relaxation as we inhale.

Photo: AiF/ Eduard Kudryavitsky

Knees

1. Legs slightly wider than shoulders, feet parallel to each other (toes slightly turned inward), palms on the kneecaps. The back is straight, we look forward, we don’t lower our head.

We make circular movements with our knees: first 8-10 times inward, then outward (hands help rotation). At the end of each movement, the knees are fully extended.

2. Feet together, palms on knees. The back is straight, we look forward, we don’t lower our head. We describe circles with our knees in one direction, straightening them at the end of each movement. We perform the exercise in the opposite direction in the same way.

3. Feet together, legs straight, back straight. Using springy movements of our hands, we press on the kneecaps, trying to straighten them even better.

We perform 8-10 such movements. Let's look ahead.

Photo: AiF/ Eduard Kudryavitsky

Cervical spine

1. The body is straight, the chin is lowered to the chest. We slide our chin down over our chest. We alternate tension and light relaxation.

With each new tension we try to continue moving, adding a little effort.

We perform 8-10 such movements.

2. The body is straight, the head is slightly tilted back (but not thrown back). We stretch our chin up.

Then we stop the movement for a second, release the tension a little and again stretch our chin up.

We do 8-10 such movements.

3. The back is straight, the shoulders are absolutely motionless during the exercise.

We tilt our head to the right (without turning) and try to touch our ear to our shoulder. Then we tilt our head towards the left shoulder.

4. Circular movements of the head. The head rolls slowly and freely; there is no need to overstrain the neck muscles.

8-10 times - in one direction, and then in the other.

Photo: AiF/ Eduard Kudryavitsky

Feet

Stand straight, bend your knee, thigh parallel to the floor, hand fixing the thigh, lower leg relaxed.

We perform rotational movements of the shin clockwise and counterclockwise 8-10 times in turn with each leg.