Pulsemetry of a physical education lesson or part of a lesson helps to assess the appropriateness of the load to the age, individual characteristics of the students, the content and the conditions of the lesson. Pulsemetry plays an auxiliary role in controlling the physical education lesson at school. On the basis of pulse indicators the heart reaction to the load, caused by a particular exercise or series of exercises, as well as the dynamics of these reactions throughout the lesson, which allows you to assess the effectiveness of load regulation. For this purpose, a physiological “load curve” is plotted.
The actual load curve is evaluated taking into account the general requirements for the deployment of work capacity. When dosing loads in order to increase the functional capacity of the cardiovascular system, their value in terms of HR should not be less than 130 bpm. Therefore, the value of loads at a heart rate of 130 bpm corresponds to the threshold of the training load. For health-improving purposes, the optimal range of loads in the classes is within the heart rate range of 130 to 170 bpm. The upper limit of heart rate after an intensive load for students of the basic medical group is 170-180 bpm.
The range of loads of high intensity is 161-175 bpm, medium intensity 130-160 bpm and low 110-130 bpm. It is recommended to include 2-3 short “peaks” of load duration of 90-100% of maximum heart rate in each lesson.
Pulse rate at the physical education lesson is counted for 10 seconds at the most characteristic moments of the lesson: 5 minutes before the bell, at the 1st minute of the lesson, after the preparatory part of the lesson, 2-3 times during the main part (before and after the basic exercises), and after the final part of the lesson.
Evaluation of pulse data and pulse curve should be accompanied by a comprehensive analysis. Pulse readings in different individuals, as well as in the same person at different times and under different circumstances, are not the same. As a rule, the heart rate of only one person is measured. In addition, we must keep in mind that these changes occur not only depending on the nature and magnitude of muscular work, but also under the influence of emotions, which often reach a considerable strength in physical education classes. Therefore, relatively correct estimation of pulsometry indices is possible only when taking into account the data of pedagogical observation, which are recorded in part in the column “Notes”.
The content and order of entries is clear from the title of individual columns of the protocol.
To ensure that the data is informative, it is important to observe the following conditions:
Timely prepare a clock (with a second hand) or a stopwatch,
which is switched on at the bell and is not switched off until the end of the lesson (without this it is impossible to draw the load curve);
Prepare a protocol for black recording of indicators;
Choose in advance the object of observation-the most
significant for the analysis. This should be an “average” student, characterizing the main mass of students in the class. The physical education teacher gives the characteristic of the target student.
If possible, observe the work of several different types of class representatives (and count their pulse): girls and boys; strong and weak students in terms of preparedness, diligent and negligent, etc. In this case, each student is observed by different people. Analysis and summarizing of all the data can be assigned to one of the assistants who draws up the corresponding materials.
The pupil assigned for observation should be warned in advance and told about the purpose, content and procedure of the procedure. The pulse shall be counted before and immediately after the exercise or series of exercises. To do this, the timekeeper should approach the student in a timely manner so as not to distract them and avoid a pause after the work, and it is desirable to take all measurements when the students are in the same free basic stance.
After the end of the lesson the received ten-second pulse values are converted into minute values and a graphic image of pulse dynamics during the lesson – its “curve” is made according to them.
When analyzing the data obtained, the type of lesson and the content planned in the outline are taken into account. The actual curve of the load is evaluated taking into account the general requirements for the deployment of efficiency.
By the height of the “curve” conditionally we can judge about the intensity of the load, and by the size of the area of the “curve” and the projection from the initial pulse – about its volume. The notes in the note give an answer to the questions that arose.
In order for the analysis of the obtained data to be sufficiently convincing, it is necessary to study special literature on the functional features of the cardiac activity of students of the corresponding age.
Evaluation of the volume and intensity of the load in the lesson.
The analysis of the received data and the graphical representation of the dynamics of pulse indices indicates a significant volume and intensity of the load in the lesson.
Recommendations to the lesson leader.
The lesson of the type of improvement of the learnt material should be characterized by higher loads.
In spite of the value of the main part of the lesson, we observed a weak organization of pupils in the 21st minute of the lesson, which led to violation of discipline, reduction of the motor density of the lesson and unreasonable decrease in heart rate.
The game was well organized, so the heart rate was high enough to keep the health orientation of the lesson.
It is necessary to pay attention to the final part of a lesson as well, because it is designed to provide a reasonable recovery of body functions and transition to the subsequent activity. After the performance of the attention game, breathing and relaxation exercises were obligatory (this was absent in this lesson).