Introduction……………………………………………………………………..3

The concept of fatigue…………………………………………….5

Performance…………………………………………………......7

Phases of performance and its daily frequency......... .................................. ..... ........................ ......................... .9

Weekly performance dynamics………………12

Conclusion………………………………………………………………………………..15

References…………………………………………………………….. …………16

Introduction

The success of performing work tasks and satisfaction with this process largely depends on the level of performance of an individual, which is formed as a result of a person performing a specific activity, manifested and assessed during its implementation.
By doing specific work performance has certain regular changes. At first, when a person has just started work, performance is relatively low and gradually increases, but some fluctuations are possible when the body is overloaded, which can sometimes be unpredictable and subsequently cause serious mental disorders, especially in an unstable child’s body.
The relevance of this topic lies in the fact that a person is in constant motion, be it work or study, dancing or sports, and excessive activity can cause Negative consequences. For many years, scientists have been trying to find out the secret of the golden mean - how to maintain high performance, pushing back fatigue and eliminating overwork of a person in his activities. Using such a term as performance, we have to figure out why fatigue occurs and what a person’s performance is during the week.
Therefore, the purpose of our essay is to study performance as such and determine the daily and weekly dynamics of students’ performance.
Therefore, we are faced with such tasks as:

Give the concept of fatigue
Define what performance is
Identify phases of performance
Determine the weekly dynamics of the child’s performance

During the work, an analysis of the necessary literature and sources was carried out. Thus, to prepare this work, materials from the site were usedzdorove.ru and a series of textbooks for pedagogical institutes edited by A. G. Khripkova. And also some information was taken from other textbooks by such authors as Smirnova V.M., Berezovsky V.A. and Kosilov S.A.

Concept about fatigue

After prolonged, excessive work, as well as during monotonous or strenuous work, fatigue. A characteristic manifestation of fatigue is a decrease in performance. The development of fatigue is associated primarily with changes occurring in the central nervous system, disruption of the conduction of nerve impulses in synapses.
The rate of onset of fatigue depends on the condition nervous system, the frequency of the rhythm in which the work is performed, and the magnitude of the load. Uninteresting work quickly causes fatigue. Children get tired with prolonged immobility and with limited physical activity.
After rest, performance is not only restored, but often exceeds the initial level. I.M. Sechenov was the first to show that restoration of performance when fatigue sets in occurs much faster not with complete rest and rest, but with active recreation, when a switch to another activity occurs.
The biological significance of fatigue developing in children and adolescents during educational and labor activity, in two ways: it is a protective, protective reaction of the body from excessive depletion of functional potential and at the same time a stimulator of subsequent growth in performance. Therefore, hygiene requirements for the organization of educational and work activities of children and adolescents are aimed not at preventing the occurrence of fatigue in schoolchildren, but at delaying its onset, protecting the body from the negative effects of excessive fatigue, and making rest more effective.
Fatigue is preceded by a subjective feeling of tiredness and the need for rest. In case of insufficient rest, fatigue gradually accumulates and leads to overwork body.
Overwork of the body manifests itself in sleep disturbance, loss of appetite, headaches, indifference to current events, decreased memory and attention. The sharply reduced mental performance of the body is reflected in the academic performance of children. Prolonged overwork weakens the body's resistance to various adverse influences, including diseases.
Overwork in children and adolescents can occur as a result of excessive or improperly organized educational and extracurricular activities, work activity, reduction in sleep duration, rest on outdoors, poor nutrition.

Performance

Efficiency is understood as a person’s ability to develop maximum energy and, using it sparingly, achieve a goal with high-quality performance of mental or physical work. This is ensured by the optimal state of the various physiological systems of the body with their synchronous, coordinated activity. Mental and muscular (physical) performance is closely related to age: all indicators mental performance increase as children grow and develop. For equal time of work, children 6-8 years old can complete 39-53% of the volume of tasks performed by 15-17 year old students. At the same time, the quality of work of the former is 45-64% lower than that of the latter.

Age (years)
Rice. 1. Development of mental performance with age: / - speed of work; 2 - accuracy of work. The performance indicators of seven-year-old children are taken as 0%.
The rate of increase in the speed and accuracy of mental work as age increases unevenly and heterochronically, similar to changes in other quantitative and qualitative characteristics reflecting the growth and development of the organism (Fig. 1),
The annual growth rate of mental performance indicators from 6 to 15 years ranges from 2 to 53%.
The speed and productivity of work in the first three years of schooling increases at the same rate by 37-42% compared to the level of these indicators when children enter school. Over the period from 10-11 to 12-13 years, work productivity increases by 63%, and quality and accuracy increase by only 9%. At 11-12 years old (grades V-VI), there is not only a minimal increase in the quality indicator (2%), but also a deterioration in a significant number of cases compared to previous ages. At 13-14 (girls) and 14-15 years old (boys), the rate of increase in the speed and productivity of work decreases and does not exceed 6%, while the increase in the quality of work increases to 12%. At 15-16 and 16-17 years old (grades IX-X), productivity and accuracy of work increase by 14-26%.
At all ages, students with health problems have a lower level of mental performance compared to healthy children and the class as a whole.
In healthy children 6-7 years old who enter school with insufficient readiness of the body for systematic learning in a number of morphofunctional indicators, performance is also lower and shows less stability compared to children who are ready for learning, quickly adapt to it and successfully cope with emerging difficulties . However, the stability of performance in these children, unlike weakened schoolchildren, usually increases by the end of the first half of the year.

Phases performance and its daily frequency

1 phase The human body, and especially the child’s, does not immediately engage in any work, including mental work. It takes some time getting into work or working in. This is the first phase of performance. During this phase, quantitative (volume of work, speed) and qualitative (number of errors - accuracy) performance indicators often asynchronously improve and deteriorate before each of them reaches its optimum. Such fluctuations - the body's search for the most economical level for work (mental activity) - are a manifestation of a self-regulating system.
2 phase The run-in phase is followed by the phase optimal performance, when relative high levels quantitative and qualitative indicators are consistent with each other and change synchronously. Positive changes in higher education nervous activity correlate with indicators reflecting the favorable functional state of other physiological systems.
3 phase After some time, less for students aged 6-10 years and more for adolescents, boys and girls, fatigue begins to develop and the third phase of performance appears. Fatigue manifests itself first in insignificant and then in drastic decreased performance. This jump in the decline in performance indicates the limit of effective work and is a signal to stop it. The decline in performance at its first stage is again expressed in a mismatch between quantitative and qualitative indicators: the amount of work turns out to be high, and the accuracy is low. At the second stage of decreased performance, both indicators worsen in concert. At the first stage of decreased performance, an imbalance of excitatory and inhibitory processes is recorded towards the predominance of the excitatory process (motor restlessness) over active internal inhibition.
At the stage of a sharp decrease in performance, the functional state of the central nervous system deteriorates even more rapidly: protective inhibition develops, which outwardly manifests itself in children and adolescents in lethargy, drowsiness, loss of interest in work and refusal to continue it, often in inappropriate behavior.
Developing fatigue is a natural reaction of the body to a more or less prolonged and intense load. Exertion that causes fatigue is necessary. Without this, the development of children and adolescents, their training, and adaptation to mental and physical stress is unthinkable. But the planning and distribution of these loads must be carried out skillfully, taking into account the age, gender, morphofunctional characteristics of schoolchildren.
During the period of organized active rest, recovery processes not only ensure the return of performance to the original - pre-working level, but can raise it above this level. At the same time, fitness occurs when the next load follows the restoration and strengthening of performance after previous work, while chronic exhaustion occurs when the next load follows before the restoration of performance has reached its initial level. Alternating mental work with physical work, switching from one type of activity to another, stopping the mental work of children and adolescents at the moment of a sharp decline in performance (not far from the stage of fatigue) and the subsequent organization of active rest contribute to the restoration of the functional state of the central nervous system.
By systematically performing work (studies, work) within the age normative limits of duration, improvement of mental performance is achieved.
In most children and adolescents, the activity of physiological systems increases from the moment of awakening and reaches an optimum between 11 and 13 hours, followed by a decline in activity followed by a relatively shorter and more pronounced rise in the interval from 16 to 18 hours. Such natural cyclic changes in the activity of physiological systems are found reflected in the daily and daily dynamics of mental performance, body temperature, heart rate and respiration, as well as in other physiological and psychophysiological indicators.
Daily periodicity of physiological functions, mental and muscular performance has permanent character. However, under the influence of the educational and work activity regime, changes in the functional state of the body, primarily the central nervous system, can cause an increase or decrease in the level at which the daily dynamics of performance and vegetative indicators unfold.
A heavy academic load, an irrational regime of educational and work activities, or their incorrect alternation during the day and week cause pronounced fatigue of the body. Against the background of this fatigue, deviations arise in the regular daily periodicity of physiological functions. Thus, in cases of excessive production and educational load, almost half of the students in vocational schools were diagnosed not only with deviations in the daily dynamics of performance, but also with erratic changes in body temperature and heart rate. An optimal state of performance in the morning and a decline in performance in the second half of the day are typical for the majority of healthy, high-achieving students of all grades. During wakefulness (from 7 to 21-22 hours), the periodic curves of performance and physiological functions in 80% represent a two-peak or single-peak type of oscillation.
etc.................

Efficiency is a person’s ability to develop maximum energy and, using it sparingly, achieve a goal with high-quality performance of mental or physical work. This is ensured by the optimal state of the various physiological systems of the body with their synchronous, coordinated activity. Mental and muscular (physical) performance is closely related to age: all indicators of mental performance increase as children grow and develop. For equal time of work, children 6–8 years old can complete 39–53% of the volume of tasks performed by 15–17 year old students. At the same time, the quality of work of the former is 45–64% lower than that of the latter.

The rate of increase in the speed and accuracy of mental work increases unevenly as age increases, similar to changes in other quantitative and qualitative characteristics that reflect the growth and development of the organism. The annual growth rate of mental performance indicators from 6 to 15 years ranges from 2 to 53%.

At all ages, students with health problems are more likely to low level mental performance in comparison with healthy children and the class team as a whole.

In healthy children 6–7 years old who enter school with insufficient readiness of the body for systematic learning in a number of morphofunctional indicators, performance is also lower and shows less stability compared to children who are ready for learning, quickly adapt to it and successfully cope with emerging difficulties . However, the stability of performance in these children, unlike weakened schoolchildren, usually increases by the end of the first noon.

Phases of performance and its daily frequency: the human body, and especially the child, does not immediately engage in any work, including mental work. It takes some time to get into the work, or getting into it. This is the first phase of performance. During this phase, quantitative (volume of work, speed) and qualitative (number of errors - accuracy) performance indicators often asynchronously improve and deteriorate before each of them reaches its optimum. Such fluctuations – the body’s search for the most economical level for work (mental activity) – are a manifestation of a self-regulating system.

The burn-in phase is followed by a phase of optimal performance, when relatively high levels of quantitative and qualitative indicators are consistent with each other and change synchronously. Positive changes in higher nervous activity correlate with indicators reflecting the favorable functional state of other physiological systems.

After some time, less for students aged 6–10 years and more for adolescents, boys and girls, fatigue begins to develop and the third phase of performance appears. Fatigue manifests itself first in an insignificant, and then in a sharp decrease in performance. This jump in the decline in performance indicates the limit of effective work and is a signal to stop it. The decline in performance at its first stage is again expressed in the mismatch between quantitative and qualitative indicators: the amount of work turns out to be high, and the accuracy is low. At the second stage of decreased performance, both indicators worsen in concert. At the first stage of decreased performance, an imbalance of excitatory and inhibitory processes is recorded towards the predominance of the excitatory process (motor restlessness) over active internal inhibition.

At the stage of a sharp decline in performance, the functional state of the central nervous system deteriorates even more rapidly: protective inhibition develops, which outwardly manifests itself in children and adolescents in lethargy, drowsiness, loss of interest in work and refusal to continue it, often in inappropriate behavior.

Developing fatigue is a natural reaction of the body to a more or less prolonged and intense load. Exertion that causes fatigue is necessary. Without this, the development of children and adolescents, their training, adaptation to mental and physical stress is unthinkable. But the planning and distribution of these loads must be carried out skillfully, taking into account the age, gender, morphofunctional characteristics of schoolchildren.

In order for you to junior schoolchildren fatigue developed less, it is necessary to regularly train your body with physical activity. Fundamental means physical development is morning exercises.

1

Introduction

During the entire period of a child's education at school, two physiologically vulnerable (critical) periods are distinguished - the beginning of education (grade 1; 6 - 7 years) and the period of puberty (grades 5 - 9; 11-14 years). It is at this time that significant functional overstrains are observed, caused by a restructuring in the activity of the main physiological systems, associated with low and unstable performance, accompanied by a decrease in mental and physical activity(Kardanova et al., 2004). It should be noted that the beginning of a child’s education at school and the transition from primary to secondary are the most difficult stages in the life of a teenager, not only physiologically, but also socially and psychologically. Adaptation of children in high school coincides with the beginning of the teenage crisis. It is known that the synchronization of two crises in a person’s life can lead to much more serious consequences. At the same time, the line of transition to middle management is usually characterized by a decline educational motivation, an increase in disciplinary difficulties, an increase in anxiety, as well as rapid fatigue. Even an excellent student can turn into a lagging student.

A person’s mental performance depends on many factors, the totality of which can be divided into three main groups: physiological factors - age, gender, level of physical and functional development, state of health and nutrition; factors of a physical nature, reflecting geographical, climatic conditions existence; mental factors- this is the motivation of activity, emotional mood, etc. All of the above factors simultaneously affect the body and mutually influence each other.

The purpose of this work consisted of a study of indicators of mental performance of adolescent schoolchildren (12-13 years old) in Vladikavkaz.

Materials and research methods

The work used proofreading letter tests (Anfimov tables) and Landolt rings (Guminsky et al., 1990).

The study was conducted on the basis of the 26th secondary school Vladikavkaz. The object of the study were male and female schoolchildren aged 12-13 years (8th grade), studying in the afternoon. A total of 24 people took part in the experiment. Of these, 12 are boys, 12 are girls. The experiment was carried out on April 15, 2005. The experiment time was 10.16.-16.30. hours. In the period from 16.00 to 18.00 hours, a second rise in the level of physical and mental performance is observed (Ermolaev, 2001).

Next, the results obtained were processed using formulas (Guminsky et al., 1990) and statistical methods. The reliability of differences between the studied characteristics was judged using Student's and Chi-square tests. Correlation coefficients between the studied characteristics (r) were also calculated. (Lakin, 1990).

Research results and discussion

The results of the study are presented in tables 1-4.

Table 1. Characteristics of accuracy of task completion (A) in boys and girls aged 12-13 years in Vladikavkaz

Table 2. Characteristics of the coefficient of mental productivity (P) in boys and girls aged 12-13 years in Vladikavkaz

It was found that 9 out of 12 boys we examined had an accuracy rate for completing the task that met the standards. In 4 out of 12 boys, the mental productivity coefficient corresponds to the norm. 5 boys from the entire group of male schoolchildren meet age standards. The speed of visual information processing corresponds to the norm only in 4 male schoolchildren.

Among schoolgirls, the accuracy rate of task completion corresponds to the standard for 11 people from the studied group. The coefficient of mental productivity corresponds to the standard value for 3 girls out of 12. The volume of visual information corresponds to age standards for 7 eighth-graders. The speed of visual information processing corresponds to the standard value for 5 schoolgirls.

Table 3. Characteristics of the volume of visual information (Q) in boys and girls aged 12-13 years in Vladikavkaz

Table 4. Characteristics of visual information processing speed (S) in boys and girls aged 12-13 years in Vladikavkaz

We carried out comparative analysis average values ​​of mental performance indicators among teenage schoolchildren in Vladikavkaz and standard values ​​using the chi-square test. As a result of the analysis, it was found that for male eighth-graders, the accuracy coefficient for completing the task (A) corresponds to age standards (P>0.05). The coefficient of mental productivity in boys aged 12-14 years old that we examined is significantly lower than standard values ​​(P<0,001). Объем зрительной информации у данной группы школьников ниже, чем стандартное значение характерное для данной возрастной группы, что подтверждается высоким уровнем достоверности (P<0,001). Скорость обработки зрительной информации у мальчиков не отличается от стандартных показателей (P>0,05).

The above is confirmed by the average values ​​of the indicated indicators presented in tables 1, 2, 3, 4.

A comparative analysis of the average values ​​of mental performance indicators of the group of eighth-grade students we examined in Vladikavkaz and the standard values ​​typical for a given age using the chi-square test showed the following. The accuracy rate of task completion among the schoolgirls we examined does not differ from standard indicators (P>0.05). The coefficient of mental productivity in a group of girls aged 12-14 years old at school No. 26 is lower than the standard value typical for this age period (P<0,001) . Объем зрительной информации у обследуемых нами девочек ниже, чем стандартный показатель, что подтверждается высоким уровнем достоверности (P<0,001). Скорость обработки зрительной информации у девочек не отличается от стандартного показателя (P>0,05).

The data we obtained, indicating the correspondence of the average values ​​of the coefficient of accuracy in completing a task and the speed of processing visual information and the low coefficient of mental productivity in the 12-14 year old schoolchildren we examined, are consistent with the results of the study by the authors V.A. Baronenko and D.O. Bretina (2003). These authors explain this fact by the fact that students have attention deficit hyperactivity disorder.

The data we obtained can also be explained by the fact that the survey was carried out on Friday in the fourth lesson at 16:00. On this day of the week, in most cases, mental performance is reduced; in addition, these schoolchildren study in the second shift, when performance decreases sharply already in the first hours of classes, despite the fact that from 16 to 18 hours there is a second rise in mental performance (Antropova, 1982 ; Ermolaev, 2001).

As a result of a comparative analysis of mental performance indicators between boys and girls aged 12-14 years in Vladikavkaz using the Student’s t test, it was found that there are no significant differences between the average values ​​of the coefficient of accuracy of task completion, the coefficient of mental productivity, the volume of visual information and the speed of its processing (P >0.05).

Next we carried out correlation analysis studied indicators of mental performance in a group of teenage schoolchildren in Vladikavkaz. As a result, we established the following. In the group of boys we examined, a correlation was found between the accuracy of task completion and the coefficient of mental productivity (r = 0.598, P<0,05), между коэффициентом умственной продуктивности и объемом зрительной информации (r=0,7399, P<0,05), между коэффициентом умственной продуктивности и скоростью обработки зрительной информации (r=0,837, P<0,01), между объемом зрительной информации и скоростью ее переработки (r=0,851, P<0,01). У девочек была установлена прямая связь между коэффициентом умственной продуктивности и скоростью переработки зрительной информации (r=0,615, P<0,05), между объемом зрительной информации и скоростью ее переработки (r=0,801, P<0,01).

From the above, it follows that the level of concentration of attention is associated with the volume of visual information, the volume of visual information is associated with the speed of its processing, and the speed of processing visual information is associated with the level of concentration of attention. Thus, all indicators of mental performance in schoolchildren of this age group are interrelated.

conclusions

1. In the group of schoolchildren aged 12-14 years old that we examined, the coefficient of accuracy in completing a task and the speed of information processing correspond to standard values ​​characteristic of this age.

2. The coefficient of mental productivity and the volume of visual information in the schoolchildren we examined are lower than the standard values ​​typical for this age group, which is confirmed by a high level of reliability (P<0,01).

3. We did not find any significant differences between the values ​​of mental performance indicators in schoolchildren aged 12-13 years by gender.

4. A significant correlation was established among male schoolchildren between the coefficient of mental productivity and the coefficient of task completion accuracy (P<0,05), объемом зрительной информации (P<0,05) и скоростью ее переработки (P<0,01). У девочек взаимозависимы коэффициент умственной продуктивности и скорость обработки зрительной информации, которая в свою очередь тесно связана с объемом зрительной информации (P<0,01).

BIBLIOGRAPHY:

1. Antropova M.V. Hygiene of children and adolescents. M.: Medicine, 1982, 268 p.
2. Baronenko V.A., Terentyeva I.S. Hierarchy of relationships between indicators of mental performance, motivational-emotional sphere, physical development and health when adapting to the pedagogical environment of students in grades 3-5 of a comprehensive school. // Abstracts of the international symposium “Heart Rate Variability” Izhevsk, 2003, p.191- 195.
3. Guminsky A.A. and others. Guide to laboratory classes in general and age-related physiology. M.: Education, 1990, 239 p.
4. Ermolaev Yu.A. Age physiology. M.: SportAkademPress, 2001, 444 p.
5. Kardanova M.Yu., Kudaeva A.V., Gilyasov M.Kh. Physical and moral health as the basis of human social life. // Materials of the All-Russian scientific and practical conference “Physical culture and sport as one of the factors of national security in the North Caucasus” Nalchik: Publishing center “El-Fa”, 2004, p. 252-554.
6. Lakin G.F. Biometrics, M.: Higher School, 1990, 352 p.

Bibliographic link

Gagieva Z.A., Bitsieva I.B., Tibilov B.Yu. SOME CRITERIA FOR ASSESSING THE MENTAL PERFORMANCE OF SCHOOLCHILDREN 12-13 YEARS OLD // Modern problems of science and education. – 2008. – No. 2.;
URL: http://science-education.ru/ru/article/view?id=2617 (access date: 03/20/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

WEEKLY PERFORMANCE OF STUDENTS

When preparing for a lesson, the performance of students should be taken into account. Here is a table reflecting the dynamics of the weekly performance of middle school students.

days weeks	1 lesson	Lesson 2	Lesson 3	Lesson 4	Lesson 5	Lesson 6	Lesson 7
Monday
Tuesday
Wednesday
Thursday
Friday

Here, in means high performance of children, this is a favorable zone, WITH - average performance, satisfactory zone, N - low performance, unsatisfactory zone.

With reduced performance, a decrease in the student’s mental functions occurs - perception, attention, memory, interest, will, etc. At the same time, physiological functions are also disrupted - the pulse rate changes, blood pressure rises, respiratory rate, body temperature, sweating, etc. increase.

The most important factor in increasing the effectiveness of a lesson is maintaining a high level of student performance. What are the ways to increase the performance of children in satisfactory and even unsatisfactory zones? Let's imagine how fatigue occurs. Each type of activity is controlled by a specific part of the cerebral cortex. Long-term engagement in homogeneous activities causes inhibition in the corresponding area, which affects neighboring areas. A protective, or transcendental, inhibition of nerve cells occurs, their functioning stops, that is, the ability to respond to stimuli. Light, monotonous, long-term work also causes fatigue. Fatigue sets in quickly when doing uninteresting work.

If it is reasonable to switch students from one type of activity to another, then in the sixth lesson their performance may even improve. Thus, it is recommended to change activities up to 3-5 times in zone B, up to 5-7 times in zone C, and up to 9 times in zone H.

How can this change occur? The teacher’s story (5-7 minutes), accompanied, if possible, by a demonstration of clarity, is replaced by students’ work with the book (reading the text, working with reference material, with drawings, answering questions at the end of the paragraph, etc.), composing problems, solving them , selection of examples, etc.

Situations should be avoided when the teacher changes teaching methods, but the students’ activities are of the same type. In middle classes, the duration of continuous speaking by the teacher should not exceed 10-15 minutes.

It is necessary to consider the place and duration of students’ independent work in the lesson. If at the beginning of the lesson you are given independent work for 18-20 minutes, this will adversely affect the performance of children: it is difficult for them to concentrate on learning new material.

How to improve student performance

in speech therapy classes

Intensification of the educational process, unfavorable environmental factors, prolonged exposure to a sensory-poor environment in closed rooms and confined spaces, lack of movement, excessive enthusiasm for methods of “intellectual” development - leads to a deterioration in the health of schoolchildren. Everyone will agree that schooling is one of the most difficult moments in a child’s life, both physiologically and socially-mentally. The specific volume of loads increases greatly compared to the preschool period. During the first year of study, unfavorable changes in the health status of children are noted: due to prolonged work with small numbers and letters, vision deteriorates, due to decreased mobility and improper sitting at the desk, posture is impaired, an increase or decrease in blood pressure is noted, and weight loss is observed. bodies, children become irritable. All these disorders indicate fatigue and overwork of the child’s body.

The urgency of the problem, the prevention of fatigue in schoolchildren, is caused by the fact that children living in the north are in harsh climatic conditions, where there is a shortage of light and ultraviolet radiation in the winter, which adversely affects especially younger schoolchildren, since it is they who earlier experience a decrease in performance during exercise, fatigue develops faster.

An experienced teacher can immediately notice the initial signs of fatigue: the child cannot concentrate on the task, handwriting becomes sloppy, the number of errors increases sharply, etc.

Educational activity does not exclude fatigue, but any lesson should be structured in such a way that fatigue is minimal, and cases of overwork are completely excluded. The working time increased from lesson to lesson.

Any work we perform has several phases: the working-in phase, the phase of optimal stable performance, the phase of decreased performance (fatigue), and before the end of the work there comes a short-term phase of increasing performance. Each phase can be changed in duration.

General education institutions must create conditions to satisfy the biological need of schoolchildren for movement; it is necessary to correctly determine the maximum volume of students’ educational load. Teachers must carefully consider lesson structure. It should include several types of activities, and children should be taught how to relieve tension, get rid of fatigue, i.e. rest properly.

Children come to speech therapy classes after classes from an extended day group, of course already tired, so I start classes with a foot massage. Students enter the office barefoot along the massage path. After walking along it, they plunge into a dry pool with balls. This is where the lesson itself begins. The kids know: while swimming in the pool, you need to find balls that have tasks or letters attached, from which you will need to assemble a word, and then perform a phonetic analysis of it. The time spent in the pool is no more than 3 - 4 minutes, but believe me, this is enough to relieve muscle fatigue and create a situation of interest. Performance is established at a relatively high level and lasts for 10 – 15 minutes. To lengthen this phase to 20 minutes by the end of the first half of the year, you should alternate activities as often as possible and allow some tasks to be completed both while sitting at a desk and standing. The optimal sustained performance phase is followed by a 5-minute rest period.

First, we relieve tension from the eye muscles. The “Starry Sky” panel turns on. Children watch the smooth twinkling of the stars for 1 - 2 minutes. Or I suggest they do eye exercises. For the first exercise, you need to hang balloons of different colors and sizes over the board.

Exercise No. 1.

Place your elbows on the table, rest your chin on your palms, and keep your neck straight. At the speech therapist’s command, move your gaze from the green ball to the blue one, then to the red one, etc.

Exercise No. 2.

Close your eyes tightly for 2–3 seconds, open them and look out the window. Close your eyes again, stretch your arms forward, open your eyes and look at your fingertips.

You can use eye exercises using a computer; various types of exercises can be found on disks.

At the end we carry out a set of physical training sessions, which consists of 3-5 exercises and includes arm movements, flexion and extension of the fingers, shaking the hands, exercises such as stretching, squats, and jumping. Never use physical education lessons like: the teacher throws a ball to a child and asks a question about the topic being studied. Remember that mental performance has also reached high limits and the nervous system needs rest. Invite the children to complete the following set of physical education exercises:

Physical education lesson No. 1.

We raise our hands to the sky.

We wave to our friend Gleb.

We sprinkle grains for the chickens.

We stroke the cat's back.

Physical education lesson No. 2.

Get up on your toes

And reach for the sky.

Now sit down 5 times

And dance a waltz with your neighbor.

Physical education lesson No. 3.

Hares in a forest clearing

They jumped and frolicked.

Suddenly a fox crept up to them -

They ran away in all directions.

A physical education session can be educational in nature.

Teddy bear cub

I ran away from my mother yesterday.

I wandered through the forest for a long time...

And I got to the lake.

He sees a frog jumping.

A heron stands in the reeds

He twirls his long neck.

A beetle glides across the water surface.

“How can I find my mother?”

After a timely physical education session, performance is maintained for 10-15 minutes, and at the end of the lesson, offer the children a game.

In my practice I also use non-traditional methods of relieving fatigue, namely aromatherapy. Back in 1939, philologist D.I. Shatentein first substantiated and experimentally proved that some olfactory stimuli affect many functions and especially performance. You can reduce the level of fatigue with the help of aromas of lavender and rosemary, lemon and eucalyptus. You can use scented lamps only after consulting a doctor and with parental permission. The speech therapist must know for sure that students studying at the speech center are not allergic to aromatic oils.

Using these methods in the classroom allowed me, and I hope it will help you, dear colleagues, to increase the performance of students and avoid their fatigue.