I am grateful to the Department of Labor and social protection
population of Moscow for help and support in the development
exercise programs for the elderly.
I express my special gratitude to the Moscow pensioners who
actively attended physical therapy classes and fulfilled all the requirements for
load and proposed material. objective data
well-being, indicators of the dynamics and functional state of their
health contributed to the choice of ideas and directions in the development
this health program.
The developed health-improving complexes of exercises are
intellectual property of the author of this program and may
be used only with attribution. complexes
exercises are in photo and video materials and cover the period from
August 2014 to February 2016
Tatiana Onishchenko.
July 24, 2016
Compiled by:
Onishchenko Tatyana Petrovna
trainer-teacher, physical therapy instructor
1. Explanatory note
Therapeutic physical training is an integral part of physical culture and health-improving work aimed at improving a person's motor activity. It is the main tool in the prevention of diseases and restoration of health. It is based on the data of anatomy, physiology, hygiene, biochemistry, pedagogy, theory and methodology of physical education. Exercise therapy has no contraindications to its use, from the first days of his birth to old age. Human movements can and should be used to stimulate, develop and support its functional capabilities. The pedagogical expediency of exercise therapy is a method of treatment that uses the means of physical culture with a therapeutic and prophylactic purpose and for a faster recovery of health. Exercise therapy is closely related to the medical and educational process, it develops a conscious attitude towards the use of physical exercises among those involved, requires the implementation of hygiene procedures, provides for the active participation of a person in regulating his general regimen, in particular the regimen of movements, stimulates those involved in hardening by natural factors of nature, supports working capacity , right attitude to life and behavior in society.
The problem of aging has occupied man since ancient times. The first definitions of aging and its causes date back to ancient times. The great ancient Greek physician Hippocrates (V-IV centuries BC) considered old age to be the result of leakage of natural heat and drying of the body. The philosopher Plato pointed out that aging is especially influenced by lifestyle in middle age. V different years In its development, science and aging absorbed new knowledge created by specialists in various fields: doctors and physiologists, philosophers and biologists, psychologists and sociologists, historians and jurists.
During the development of the organism from birth to adulthood, the capabilities of all functional systems increase and reach peak values by the age of 20-25. The period from 25 to 35 years is characterized by the most stable state of vital activity of all human systems. But after 35 years, there is a steady decline in the viability of the body. By the age of 60-65, the efficiency and functional activity of all organs and systems decreases. Physical activity becomes less, disturbed habitual image life and thinking, which has developed over many decades. And when you no longer need to “pull yourself into a fist” in order to continue earning a living, the meaning of existence is quickly lost. An active perception of reality is replaced by a sedentary lifestyle, immersion in oneself and in one's "sores". In the absence of a struggle "for survival", immunity is weakened.
Hippocrates said: "Nothing exhausts the body like physical inactivity." A lot is known about the dangers of hypodynamia, including in the elderly.
Generalized scientific data show that the lack of balanced physical activity in older people over 65 accelerates the aging process, and can also cause the development of many diseases.
Numerous studies show that a considerable number of people suffer from ten diseases or more. Most often, it is arterial hypertension, diabetes, diseases nervous systems s. Frequent circulatory disorders, which are accompanied by heart disease, loss of vision and depression. Almost every old man suffers from tooth decay, back pain or headache. Purely physiological causes diseases in a person are intertwined with his general mental state.
Despite such a depressing situation with the listed problems in the elderly, not everything is so hopeless. Doctors point out the need for an integrated approach to solving problems, raise questions about the quality of rest, occupational therapy, physical and sports activities.
A healthy nutritious diet rich in vitamins and microelements and an active lifestyle are a favorable factor for the prevention of certain diseases and the successful treatment of existing pathologies.
We are not talking about cardinal changes in this matter. Prevention and mitigation of the course of already developed pathologies, elimination of the pain factor and assistance in adapting to life in society are the main areas that modern science and medicine are focused on.
There is strong scientific evidence that regular physical activity provides large and lasting health benefits for older adults by slowing down involutionary processes. Physically active older people are much less susceptible to common causes of death. They have a higher functional level of the cardiovascular, respiratory, muscular systems, a strong skeletal system, more correct weight and body structure.
“Movement is the pantry of life,” said Plutarch. To maintain the health of an elderly person, it is necessary to adhere to the principles of balanced physical activity. It must be accessible in terms of its kinetic and dynamic characteristics. It is also necessary to take into account the general patterns and individual characteristics organism and personality.
An important role in maintaining the health of the elderly is played by physiotherapy exercises, which, acting on the body through physical exercises, contributes to the overall strengthening of the body and allows you to maintain the functional activity of all organs and systems at a sufficiently high level, both physically and mentally.
Socio-psychological and biological factors influence the process of human aging. Knowing the features of this influence, it is possible to purposefully change the conditions and lifestyle of older people for more optimal functioning of the individual. Taking on a new business, establishing friendly contacts, maintaining the ability to control one's environment generates satisfaction with life and increases its duration. Thus, they have a restraining effect on the aging process.
This program provides for an integrated approach to solving psychophysiological problems in exercise therapy classes through a targeted impact on the cardiovascular, respiratory systems, musculoskeletal system and thought processes during classes.
The goals of exercise therapy:
– to promote an active lifestyle among the elderly;
- contribute to the overall strengthening of the body;
- to maintain at a sufficiently high level the functional activity of all
organs and systems both physically and mentally;
– change the conditions and lifestyle of older people for optimal functioning
the personality of an older person;
– have a deterrent effect on the aging process;
– to develop the habit of regular exercise and promote the integration of physical
activities in everyday life;
- to involve more elderly people in classes;
– expand geography, strengthen friendly ties between neighboring cities and
countries.
Tasks of exercise therapy:
– support for the physiological activity of all body systems, assistance
optimization of mental and physical performance;
– improvement of applied vital skills and abilities in walking, swimming
combined with breathing;
– enrichment of motor experience with physical exercises from gymnastics,
outdoor games, dances;
– the optimal combination of the level of physical fitness with the level of basic
physical qualities: strength, speed, endurance, coordination and flexibility;
– teaching complexes of physical exercises with health-improving and corrective
orientation, the simplest ways to control physical activity and
the functional state of the body in the classroom;
- the formation of a sustainable interest in exercise therapy.
Forms of exercise therapy.
Forms of exercise therapy include:
-elements of exercise therapy in the daily regimen (walking, walking, health path, dosed swimming,
rowing, elements of sports games, close tourism, excursions, elements of dancing and
sports);
– independent physical exercises;
- morning exercises;
- Therapeutic gymnastics.
Remedial gymnastics is the main form of application of remedial gymnastics.
Classes are held in the form of training, which should be carried out with a strictly differentiated load, taking into account the individual condition of those involved.
The occupancy of groups for exercise therapy is 10-15 people, the frequency of classes is 1-3 times a week for 30-45 minutes. It is most expedient to complete these groups taking into account the state of health, the degree of preparedness and activity of older people. Classes are held in the gym or in a specially equipped room. Regular physical activity throughout the week develops the habit of constant exercise and promotes the integration of physical activity into daily lifestyle.
Means of exercise therapy.
Physical exercise is the main means of exercise therapy. These include gymnastic exercises: strength, speed-strength, in static tension, corrective, exercises for coordination, in relaxation, in resistance, in balance, etc.
Applied physical exercises. Basic movements include methods of movement (walking, running), throwing, dance movements. Among the various forms of physical activity, walking has a universal health-improving effect: regular, accelerated, sports.
Walking - as a means of treating hypertension, dystonia, postinfarction cardiosclerosis, endarteritis, varicose veins, diseases of the respiratory system, gastrointestinal tract, metabolic disorders.
Walking provides significant health benefits by increasing the functional level of the cardiovascular, respiratory, and muscular systems; strengthening the skeletal system, correct weight.
Special gymnastic complexes: to activate the function of breathing, cardio- vascular system, to preserve the mobility of the spine, joints of the upper and lower extremities; to train the function of balance and coordination, normalize the function of the gastrointestinal tract and metabolism.
Dancing is the easiest way to improve your coordination. Dancing is an excellent means of emotional impact on the body. They have a positive effect on both the physical and mental state of a person.
Sports types of physical exercises in exercise therapy in the elderly are used with restrictions and only according to indications. Within the framework of exercise therapy, simple relay races, some sports games (or their elements), swimming, skiing, athletics elements can be used.
Reasonable use of physical exercises of a sports nature and dance elements increases interest in classes, creates positive emotions, helps to quickly achieve a certain level of performance, correct existing disorders.
Outdoor games: low mobility (games on the spot, held in the initial positions of sitting, reclining, lying, standing). These include chess, checkers, board games. Games of medium and high mobility (billiards, table tennis, tennis, golf, "Gorodki").
It must be remembered that games are more difficult to dose, so during games, fatigue, overload (physical and emotional) can imperceptibly occur. To avoid this, it is necessary to carefully select games, distribute them correctly throughout the lesson, and monitor the condition of the elderly.
Selection of means of physical therapy.
An indication for the choice of exercise therapy will be the coincidence of the mechanism of therapeutic action of these drugs with the expected effect on the affected organ or system. The selection of funds is carried out taking into account medical problems, physical activity and the characteristics of the mental state of an elderly person.
Selection of means of exercise therapy in accordance with medical tasks.
Special - tasks characteristic only for a given disease.
General - tasks associated with changes in protective forces: to form the motivation for constant and systematic physical exercises, various available sports, necessarily hardening, restorative and psycho-regulatory measures.
The selection of funds must be carried out in accordance with age characteristics and taking into account the physical condition of the elderly.
The selection of funds should be carried out taking into account the psychomotor state, a change in which is often observed in an elderly person due to illness.
Methods of dosing physical activity depend on:
-Choice of starting position;
– Difficulty of exercises;
– Alternation of muscle loads;
– The number of muscles involved in the work;
– The number of repetitions of each exercise;
– The nature of the exercises (active, passive, etc.);
– Tempo;
– Amplitude of movements;
– Power load;
– Breathing exercises;
– Emotional factor.
Basic principles for the use of exercise therapy.
The leading principle is systematic, i.e. continuous, planned. regular use of any means of exercise therapy in various forms. Thanks to this, the physiological changes that occur in the body under the influence of physical exercises are consolidated, as well as the fixation of compensatory-adaptive reactions. A break in exercise therapy leads to the loss, weakening of conditioned reflex connections, changes the course of adaptive reactions.
The principle from simple to complex implies an increase in the requirements for the body. This principle is important for ensuring the adaptation of the body to an increasing load and solving educational problems.
Principle individual approach to every person. Increasing loads and changing the nature of exercises should occur individually, because. Different people adapt at different rates.
The principle of accessibility. Accessibility is determined by the correspondence of physical exercises to the level of psychomotor development, health status, motor experience, physical fitness and the state of the motor apparatus.
The principle of alternation is necessary to prevent fatigue. The means of physical therapy must be combined so that the work of the muscles that carry out the movement is replaced by the work of other muscles, leaving an opportunity for recovery processes.
The principle of consciousness and activity. The conscious attitude of older people to exercise therapy makes them interested in classes, allows them to escape from thoughts of a biological and socio-psychological nature, and gives all therapeutic measures an optimistic attitude. Therefore, attempts at independent action must be treated carefully and kindly.
exercise therapy groups.
For the purpose of a differentiated approach to organizing classes with the elderly, it is advisable to create exercise therapy groups. Classes in these groups differ in curricula, volume and structure of physical activity, as well as requirements for the level of mastering the proposed material.
The exercise therapy program can become part of the health-saving component of the educational program of the departments of social protection of the population.
Acquisition of exercise therapy groups.
The recruitment of those involved in exercise therapy groups is carried out on the basis of the data of the medical institution and is issued by order of the head of the organization, the structural divisions of which will conduct health work with older people.
When completing a group, in addition to the diagnosis of the disease and data on the functional state of those involved, it is necessary to take into account the level of their physical fitness, which is determined using motor tests. As tests, it is permissible to use only those exercises that, taking into account the form and severity of the disease and the state of health, are not contraindicated for those involved.
Building a lesson.
1. Introductory part - preparation for an increased level of load. With the help of such methodological techniques as building, rebuilding, opening, turning on the spot, calculations for “first - second”, various steps on the spot and in motion, exercises for attention and coordination, the organization of the elderly is ensured. Then physical exercises are included, which contribute to a rapid transition from the level of reduced physical activity to the level of intensity of physical activity, determined by medical tasks. Walking and its variants, gymnastic exercises in combination with breathing are used. It is known that the higher the level of physical activity of an elderly person, the faster his body adapts to the increasing load.
2. The main part - the leading medical and medical-educational tasks are solved. For their implementation, both special and general developmental physical exercises, dance elements are included. In the content of any form of exercise therapy, general developmental exercises are included, taking into account the impact on all muscle groups in compliance with alternation and combination with respiratory, corrective and special ones. General developmental exercises can be carried out without objects, with objects.
3. The final part - physical activity is gradually reduced to a level corresponding to the motor mode, which is an elderly person.
The exercises used in the final part should help speed up the recovery processes.
For the elderly, dance elements are used to improve coordination and dances with simple repetitive movements. The more active ones use dances with more complex movements and frequent changes of elements.
Physical activity should correspond to the structure of classes, functional and adaptive capabilities of older people. The exercise therapy instructor controls the load on the pulse, breathing and external signs of fatigue, constantly maintaining contact with those involved. Since physical activity declines with age, the majority of the population has a low ability to exercise. Therefore, loads of medium and low intensity are required throughout the entire school year, since it is under the conditions of such a regime that the harmonious work of the cardiovascular, respiratory, nervous systems, musculoskeletal system is achieved, the necessary skills and abilities are formed, the weakened body is not subject to increased requirements.
The effectiveness of exercise therapy:
The most important criterion is the positive dynamics clinical picture and functional indicators.
Monitoring the condition of an elderly person during classes:
Observational data are divided into objective and subjective. Subjective indicators include: mood, well-being, appetite, sleep, desire to exercise, exercise tolerance, sweating, violation of the regimen. Objective indicators - pulse rate, weight, height, muscle strength, body temperature, respiratory rate.
External signs of fatigue (presented as a table in the document)
2. TRAINING MATERIAL.
2.1. THEORETICAL TRAINING
1. Daily routine and personal hygiene.
2. Rules for compiling morning exercises.
3. Rules of conduct in the classroom.
4. Rules for preparing places for self-study.
5. Health monitoring during exercise.
6. Causes of injuries during training and injury prevention.
7. Rules for the use of hardening procedures.
8. Physical qualities and physical training. Diary of self-control.
2.2. PHYSICAL PREPARATION.
GENERAL PHYSICAL PREPARATION.
General developmental exercises.
1. Combat exercises. Commands for group management. Concepts of order and commands. Line: interval, distance, flank; column: guiding, closing; starting position, main stance; commands “Let me!”, “Attention!”, “At ease!”, “Turn right (left)!”; movement: "bypass", "3make", "circle", etc.
2. Gymnastic exercises. Exercises for the muscles of the arms and shoulder girdle. Leading straight arms up, down, to the sides. Circular rotation of the shoulders. Cross movements of the hands, alternate movements of the hands in different directions. Exercises without objects, individual and in pairs. Exercises with balls: lifting, lowering, throwing from one hand to another, in front of you, throwing and catching the ball. Exercises with gymnastic sticks. Exercises on the gymnastic wall.
Exercises for the muscles of the trunk and neck. Turns, tilts of the head, stretching the neck forward, to the sides. Tilts bending forward, to the sides with the active use of hands when performing exercises. Tilts and turns with a semi-squat, with lunges forward, to the sides. Exercises without objects, individual and in pairs.
Exercises for the muscles of the legs and pelvis. Exercises for the foot, front, back and inner surface of the legs, back muscles, abdomen, oblique muscles of the body. Walking on the outer and inner arches of the foot, on the toes and heels, with the turn of the feet in and out. Half squats, lunges with bending, turning, etc. Exercises without objects, individual and in pairs.
3. Track and field exercises. Walking, light running. Running in alternation with walking up to 200 m. Normal walking, accelerated, sports. Walks, close tourism, health path (walking along paths).
Springy semi-squats and walking from heel to toe, imitating jumps and jumps.
Throws and throws. They are used only in games of high and medium mobility (golf, tennis, "Gorodki").
4. Exercises for the development of speed and agility.
Exercises with frequent changes of movements to the music. Various options for steps, hand movements, changing the starting position, walking in different directions with synchronous hand work, bypassing partners and frequent transitions from one movement to another. Mindfulness and coordination exercises. Dance moves. Dancing.
5. Exercises for the development of strength.
Push-ups, standing at the Swedish wall, in pairs, overcoming resistance, pull-ups, exercises on simulators. Exercises with dumbbells.
6. Exercises for the development of flexibility.
Gymnastic exercises without objects, in various starting positions, sitting on chairs, holding on to the back of a chair, lying on your side, lying on your back. Gymnastic exercises with objects, with jump ropes, gymnastic sticks, balls. Gymnastic exercises on the Swedish wall and using a gymnastic bench.
7. Swimming. Be able to stay on the water, exhale into the water. The ability to swim 25 m without regard to time and for time in any way.
SPECIAL THERAPEUTIC GYMNASTICS.
Breathing exercises. Complexes of respiratory gymnastics in combination with general developmental exercises.
Corrective exercises. Exercises aimed at strengthening the muscles of the back, at correcting posture defects in various I.P. - standing, sitting, with support on the back of a chair, at the Swedish wall, with sticks.
Exercises on the gymnastic wall. Hanging standing, stretching exercises.
Exercises with balls in various sp.
Stick exercises.
SPECIAL PHYSICAL TRAINING.
General strengthening exercises with and without objects. Corrective exercises.
Breathing exercises combined with various movements of the head, arms, legs.
Rhythmic gymnastics. Performing complexes to music using exercises in various I.P. with active breathing.
Exercises for the development of coordination with balls, in outdoor games, in sports games of low mobility. Dance moves.
Exercises with elements of dancing "Salsa", "Zumba", "Quadrille", Waltz, tango, etc.
ELEMENTS OF SPORTS AND MOBILE GAMES.
Sport games. Basic skills in the technique of sports games (table tennis, football - hitting the ball, basketball - throwing the ring). Games are played according to simplified rules.
Outdoor games. Low mobility (chess, checkers, board games). Medium mobility (billiards, golf). Great mobility (table tennis, tennis, "Gorodki").
DANCE PREPARATION.
Waltz, tango, polka, quadrille, zumba, salsa, bachata, lambada, etc.
3.EDUCATIONAL AND THEMATIC PLAN. (Represented as a table in the document)
4. TESTING AND EVALUATION OF THE STATE OF PREPAREDNESS.
General endurance - can be assessed when running (walking) for 6 minutes, the test person performs at a pace convenient for him, switching from running to walking and back. The result of the test is the distance travelled.
The strength of the muscles of the arms and shoulder girdle - can be assessed by flexion and extension of the arms, in a lying position (with a straightened torso). The number of exercises performed is counted.
Squats performed at an arbitrary pace, to the point of fatigue, allow you to evaluate strength endurance. The number of exercises performed until the moment of failure is counted.
Performing a complex of rhythmic gymnastics. The correctness of the exercises is assessed. Pay special attention to posture.
Performing a complex of respiratory gymnastics in combination with exercises. The work of the cardiovascular and respiratory systems is assessed.
Dance performance: individually, in pairs, in groups. Coordination of movements, individual and collective actions, emotional state are assessed.
Performing a dance complex, consisting of 6-8 dance segments. Collective actions, the speed of switching from one action to another, and the emotional state are evaluated.
Performing a complex of morning hygienic gymnastics. Estimated independent work held daily.
Physical fitness tests for those involved in exercise therapy groups are held in September, December and April.
Also, an assessment of the preparedness of elderly people involved in exercise therapy groups can be carried out in the form of competitions in accessible sports and competitions with the obligatory implementation of complexes of morning hygienic gymnastics, therapeutic exercises, rhythmic gymnastics, breathing exercises, dance complexes. Holding demonstration performances, competitive and competitive events is stimulating in nature and aims to popularize an active lifestyle, attract more elderly people to activities, expand geography, and strengthen friendly ties between neighboring cities and countries.
When testing and evaluating the state of preparedness of those involved, it is necessary to observe a special tact, be as attentive as possible, not degrade the dignity of an elderly person, use the data in such a way that they contribute to his development, stimulate his further medical treatment. physical education.
The final results are issued taking into account theoretical and practical knowledge, as well as taking into account the dynamics of physical fitness and activity.
The main emphasis in evaluating the achievements of those involved should be placed on the dynamics of their physical capabilities and persistent motivation for physical exercises. Even the most insignificant changes in the physical abilities of those involved must be noted positively and communicated to everyone.
A student who has not demonstrated significant changes in the formation of skills, abilities and the development of physical qualities, but regularly attended classes in therapeutic physical culture, diligently completed tasks, mastered the skills available to him in self-studying health-improving or corrective gymnastics, the necessary knowledge in the field of physical culture.
5.KNOWLEDGE AND SKILLS.
Requirements for the quality of mastering the program material
As a result of mastering the minimum of the exercise therapy program, those involved should know and have an idea of:
– about daily routine and personal hygiene;
- about the rules for compiling complexes of morning exercises;
- about the rules of conduct in the classroom;
– on the rules for preparing places for self-study;
– on the rules for the use of hardening procedures;
– about the causes of injuries during classes and the prevention of injuries.
be able to:
- perform morning exercises;
- perform exercise therapy complexes;
– monitor heart rate indicators during exercise;
– perform individual exercises for the development of basic physical qualities with
taking into account medical indications;
– perform sets of breathing exercises;
- use simulators and conduct independent physical exercises with their help;
workout;
- Organize classes with children, do homework with them
physical training;
– perform hardening procedures;
-keep a diary of self-observation;
-provide first medical care with abrasions, bruises;
- conduct campaigning work to attract friends and relatives to the classes.
6. CRITERIA AND NORMS FOR EVALUATION OF KNOWLEDGE, SKILLS, SKILLS.
The correct consideration of the results of the educational and training process can be carried out only on the basis of a thorough analysis of all aspects of the preparedness of those involved.
At the end of each stage, period, cycle, the department of social protection, together with a sports and educational institution, sums up the work done, analyzes the accounting data, which are based on quantitative indicators: the results of performing control exercises, the dynamics of the physical capabilities of the body, the effectiveness of actions involved in control tasks.
Types of pedagogical control.
Preliminary control.
The goal is to determine the state of health, the readiness of those involved in the next classes. Usually held at the beginning of the school year.
operational control.
The goal is to determine the urgent training effect during one session in order to assess the effectiveness of the use of the load. It is carried out according to the indicators of well-being, frequency and depth of breathing, heart rate, etc. The data of this control allow you to quickly adjust the dynamics of the load during the lesson.
current control.
The goal is to determine the reaction of the body involved in physical exercises to the load after exercise. The data of this control are the basis for planning the content of the next classes and the load on them.
Step control:
The goal is to obtain information about the cumulative (total) training effect, which was obtained for the corresponding period of time. The data of this control make it possible to assess the feasibility of choosing and using various means, methods, dosing of physical activity that were offered.
Final control.
The goal is to determine the success of the implementation of the annual curriculum, the degree of solving the tasks set, to determine the positive and negative consequences of the components of the physical education process. The data of this control (the state of health of those involved in physical therapy, the success of solving the problems they face, etc.) is the basis for planning the next educational process, usually planned for the end of the academic year.
Requirements for pedagogical control: timeliness, objectivity, accuracy, reliability, completeness, simplicity, clarity.
Methods of pedagogical control:
-pedagogical observation (showing interest, students' behavior, external
signs of reaction to physical activity, degree of attention);
– questioning or survey (definition of subjective feelings);
– performance of practical tests;
– the simplest medical measurements (VC, heart rate, body weight, etc.);
– analysis of working documentation.
The main accounting document is a register of the educational work of the group and diaries of the well-being of those involved, where, in addition to data on diseases (confirmed by a certificate from a doctor), physical development(height, weight, chest circumference, VC), records are kept of changes in the level of physical condition and physical fitness, as well as well-being (pulse at rest, during exercise, recovery time after exercise, load value, sleep, appetite, desire to exercise, presence pain, functional test results).
7. The list of educational and methodological support (required for the implementation of this program), methodological and study guides, equipment, sports equipment, inventory.
To implement this program, you need:
1. A sports hall or a room adapted for training, a bathroom, locker rooms,
coaching.
2.Gym.
3.Pool.
4.Basketballs and soccer balls, wall bars, gymnastic sticks,
jump ropes, etc.
5.Inclined boards, gymnastic benches, tennis balls, rugs.
6.Technical means for playing music (tape recorder, speakers).
7.Computers with Internet access, software, screens, projectors,
training CDs.
8. Literature used:
1. Amosov N.M., “Reflections on health”. - M., 1987
2. Alperovich V.D. Gerontology. Old age. Sociocultural portrait: Proc.
allowance.
– M.: Prior, 1998. – 272p.
3. Bayer K., Sheinberg L. Healthy lifestyle. - M., 1997.
4. Balsevich V.K., Zaporozhanov V.A. Physical activity of a person. - Kyiv:
Health,
5. Bolotova A.K. Psychology of development: a reader. – M.: CheRo: Omega-L, 2005.
6. Bocharov V.V. Anthropology of Age: Proc. allowance. - St. Petersburg: Publishing House of St. Petersburg.
un-ta, 2001.
7. Weinbaum Ya.S. Hygiene of physical education. - M., Education, 1986.
8. Vinokurova N. F., Trushin V. V., Global ecology. - M., Enlightenment, 1990
9. Doronina I.V. Age-related psychology: practicum. - Novosibirsk.: SibAGS, 1996.
10. A healthy lifestyle is a guarantee of health. / Comp. Professor F.G. Murzakaev. Ufa:
Bashk. book. publishing house, 1987
11. Ilyushchenkov V.V., Berseneva T.A. Health and education. - SPE., 1993
12. Kazin E.M., Blinova N.G., Litvinova N.A. Fundamentals of individual health:
Introduction to general and applied valeology. - M., 2000
13. Krasnova O.V. Social psychology of aging: Proc. allowance. - M .: Academy,
2002.
14. Lamb M. Biology of aging. – M.: Mir, 1980
15. The process of forming voluntary breathing skills (S.F. Zvek, S. Yazlovetsky)
16. Human psychology from birth to death. - St. Petersburg: Prime Eurosign, 2002.
17. Medvedeva G.P. Introduction to social gerontology. – M.; Voronezh: Modek, 2000.
18. Sorokoumova E.A. Age-related psychology. - St. Petersburg: Peter, 2006
19. Shcherbakov I.M. Post-labor socialization of older people in modern Russia. -
Nizhny Novgorod: Upper Volga Academy of Public Administration, 2006.
To ensure mass participation in physical education for the elderly, at least 2 Health Days will be held, where older people from all over the region will be able to test themselves in sports competitions and relay races that are acceptable to them. At least 200 people of this age group will take part in the Health Days.
On the basis of the district library, monthly classes of the “School of Health” will be organized, at which medical workers tell older people about the most common diseases at their age, how to prevent them, how to live with them, build skills healthy eating and a healthy lifestyle, elementary practical skills for health control, etc.
In order to raise awareness of older people about healthy lifestyles, maintaining and strengthening their health, it is planned to subscribe to periodicals on these topics.
Goals
- creation of conditions for strengthening and maintaining the health of the elderly in the Rebrikhinsky district of the Altai Territory
Tasks
- Providing opportunities for physical education for the elderly.
- Raising awareness of older people on the issues of maintaining and promoting health, promoting a healthy lifestyle
- Involvement of the elderly in mass sports and recreation activities
Substantiation of social significance
23010 people live in Rebrikhinsky district, 1/3 of them are people retirement age. According to the data of the Rebrikha District Hospital, about 80% of the older generation suffer from multiple chronic pathologies. On average, 1 patient over 60 years of age has 4-5 different chronic diseases. Therefore, at this age, it is necessary to pay special attention to one's health, and since science has proven that almost 52% of a person's health depends on his lifestyle and habits, then active physical activity and proper nutrition can have a beneficial effect on the quality of life of the elderly. In 2016, the NGO "Native Spaces" at the expense of the Governor of the Altai Territory implemented the project "To be healthy - to live actively" to attract older people to physical education in the regional center. The project proved its viability and the health group is still continuing its activities. Interest in this topic is also shown by pensioners from other villages of the district, so it was decided to extend the positive experience gained to at least 7 more villages of the district. But, unfortunately, they lack opportunities to meet the needs of older people in physical education: there are no sports specialists, gyms are only in schools and they are busy, there is no elementary sports equipment that older people could use.The problem can be solved by organizing classes for the elderly in health groups on the basis of rural houses of culture, where there are free premises, and classes at the School of Health based on rural libraries. To conduct classes in health groups, it is necessary to attract older people who have the skills of physical education - public trainers. They just need to be armed with additional knowledge on the specifics of working with the elderly. There are such activists in almost all villages. Most of them are former physical education teachers. And the knowledge gained by the project participants in the classes at the School of Health, where health workers will act as teachers, will help them independently control their well-being, eat right in the presence of chronic diseases, and form healthy lifestyle skills.
The project is innovative for the Rebrikhinsky district, since there are no sports specialists in the villages of the district, and within the framework of the project they will be replaced by public trainers. And the use of the premises of rural houses of culture for conducting classes will become an alternative in the absence of other sports facilities in rural areas.
Older people face social challenges
health problems,
lack of attention from the surrounding people.
Let's clarify the names of the age:
- Old age - 60 - 70 years;
- Senile age - 70 - 80 years;
- Long-livers are over 80 years old.
In old age, as a rule, there are many different chronic diseases accumulated throughout life. An aging body gradually loses its ability to produce hormones of "youth" - sex hormones, as well as adrenal hormones, which reduce the likelihood of exacerbations of previously transferred diseases.
There is no doubt that any disease leaves some consequences. In youth, this is not so noticeable, and with age, due to atrophy of organs and the extinction of their functions, the body can hardly cope with stress, immunity decreases, a person gets tired quickly, chronic diseases often worsen, which often have an atypical course with insufficiently pronounced symptoms. Something always hurts. Some women tend to think they have been jinxed. But there is no one to blame.
Life goes on, and you need to strive to improve and strengthen the body, maintain self-care skills, do not let yourself relax: try to do your homework, keep the home clean and tidy and the hygiene of the body, monitor appearance, to be neat and collected (thought out) in order to rationally carry out the necessary things and save time and energy, which “flies” faster and faster with age.
Therapeutic exercise is necessary for the elderly. Indeed, with such most common diseases as osteochondrosis of the spine, osteoporosis of bones, arthrosis, vegetative - vascular dystonia, sleep disorders, hypertonic disease, diseases of internal organs, metabolic disorders and other diseases, the body needs compensation (adaptation to internal and external conditions that are important for health and life expectancy).
Skeletal changes in osteoporosis.
When selecting physical activity for the elderly, we take into account that the metabolism is reduced, the content of under-oxidized decay products is increased (fatigue, overwork should not be allowed);
there are changes in the skeleton, an increase in tone and a decrease in muscle strength, posture and gait are disturbed due to a shift in the center of gravity;
possible disorders of cerebral circulation, encephalopathy, problems with coordination of movements and balance;
there may be prolapse of internal organs, urinary incontinence;
reduced vital capacity of the lungs, dystrophy of the heart muscle.
Elderly patients have limited movement of the eyeballs (especially upwards), have to turn their heads, and may feel dizzy.
We must remember about age-related changes in the psyche. With age, pre-existing character flaws are exacerbated. Emotional lability appears (tearfulness, capriciousness, grouchiness), apathy, there is a reluctance to engage in physical education.
Due to the constant feeling of fatigue and ailments, it can be difficult for older people to exercise. And yet one must force oneself to overcome the malaise and, starting with the most simple exercises gradually increase your physical activity. Physical exercise is an excellent means of preventing body disorders, and therapeutic exercises for the elderly improves the quality of life in many diseases, increases self-confidence and improves mood.
Supervision is very important of cardio-vascular system to avoid myocardial infarction.
Required to define heart reserve. To do this, you need to calculate the maximum allowable heart rate during exercise and heart rate at rest for 1 minute.
HR (heart rate) maximum \u003d 180 - age.
For example, age 62. Maximum heart rate \u003d 180 - 62 \u003d 118 (beats per minute).
Using a stopwatch, we calculate the pulse rate at rest (after 15 minutes of rest) for one minute. Let's say 84 beats per minute.
RS (heart reserve) \u003d maximum heart rate - resting heart rate.
PC = 118 - 84 = 34 beats per minute (100%). This means that the pulse during physical activity should not be higher than 118 beats per minute. And you need to know the reserve of the heart because for people over 60 years old, you should not give a load of 100%.
In old age (60-70 years) we use up to 90% of the heart reserve.
In senile (70 - 80 years) - up to 50%.
Long-livers have no more than 40%.
We approach this gradually, starting with the load
20% individual heart reserve.
So, for example, at the age of 62 years, the reserve of the heart with a resting heart rate of 84 beats per minute is 34 beats per minute - this is 100%.
In the first sessions of therapeutic exercises, you can allow an increase in heart rate by 20% - in this example, by 7 beats per minute.
And in the future, after gradual adaptation to physical activity, it is possible to allow an increase in heart rate up to 90% of the reserve of the heart - in this example, by 30 beats per minute.
So, in this example, at the age of 62 years and with a heart rate at rest of 84 beats per minute in the first lessons, we allow an increase in heart rate by 7 beats per minute (= 91 beats per minute), gradually increasing the load, we allow heart rate to 90% of the heart reserve (by 30 bpm). Heart rate will be up to 114 beats per minute.
Now take a sheet of paper and a pen, a clock with a second hand, sit in a chair for 15 minutes to rest.
one). Write how old are you.
2). Now subtract this figure from 180. Write: "The maximum heart rate is ...".
3). Count the pulse rate for 1 minute by the second hand and write this figure like this: “The pulse at rest is ...”.
4). Calculate the heart reserve using the above formula. (HR (heart reserve) = maximum heart rate - resting heart rate). Write this number.
You can regulate the load from 20% to 90% of the heart reserve by controlling the pulse during exercise.
Lessons by small-group method in the polyclinic.
For older people, classes in a small group method are useful, since this involves communication with peers, which is very popular with older people. But you can do it yourself at home.
Exercises for all muscle groups are used.
The density of classes is 50 - 60%. The rest of the time is used for counting the pulse, showing exercises, changing the starting position, static breathing exercises.
The duration of the lesson is no more than 30 minutes 2-3 times a week.
All starting positions are allowed, but ref. the standing position should not prevail.
Exercises with sharp turns and inclinations are excluded. Dmovements are smooth, the pace is slow.
Be sure to include exercises for balance and vestibular functions.
It is necessary to know what factors predispose to imbalance and sudden falls in the elderly.
- Tremor of the limbs.
- Increased reaction time.
- Weakness of the muscles - extensors of the thigh and lower leg.
- Orthostatic hypotension (a sharp drop in blood pressure with a rapid change in body position from the initial lying position to a standing position.
- Visual and hearing impairments.
- Shifting the center of gravity forward.
- The cervical-diaphyseal angle has been changed (from blunt it becomes straight), which reflexively affects cerebral circulation.
- In men, it is difficult to bring the legs together, in women, on the contrary, it is difficult to spread the legs apart, which makes it difficult to stabilize when losing balance.
Falls must be avoided, since osteoporosis can lead to bone fractures and other injuries when falling from a height.
Therapeutic exercises for the elderly carried out only when satisfactory condition of the patient.
Contraindication to exercise in a group is urinary incontinence and a categorical refusal of physical education.
Version of the set of exercises for the elderly to copy without pictures.
Let's prepare a ball the size of an orange (or better an orange), a gymnastic stick (the length of the stick is selected as follows: the distance from the left shoulder joint to the fingertips of the right hand straightened towards the side or while standing, measure the distance from the floor to the xiphoid process of the sternum, subtract 10 from this figure).
one). "Open - Close" Hands on knees, feet shoulder width apart. 1- Hands to the shoulders (beginning of inhalation). 2- Straighten your arms to the sides, open your palms (inhale). 3- Again brushes to the shoulders (beginning of exhalation). 4- Put the brushes on your knees and lean forward slightly (exhale). 4 times.
2). "Raise your leg." Hold onto the chair seat with your hands. 1- Raise the straightened right leg. 2- Lower in ref. position. 3- Raise the straightened left leg. 4- Return to ref. position. 4 times.
3). "Circular rotation of the shoulders." Hands to the shoulders, feet shoulder width apart. 1, 2, 3, 4 - Draw one big circle with the elbows. 4 times. Then the same in the opposite direction 4 times.
4). "Step by foot." Hold on to the seat with your hands, legs wide apart. 1 - Put the right foot on the left, tightly squeeze the muscles of the pelvic floor (inhale). 2 - Return to ref. position (exhale). 3 - Put the left leg on the right, squeeze the muscles of the pelvic floor (inhale). 4 - Return to ref. position (exhale). 4 times.
5). "We swing the stick." (Balance exercise). Put the gymnastic stick vertically with one end on the floor, press the lower end with your feet, spread your knees wide, put the brushes on the upper end of the stick on top of each other. 1 - Leaning on a stick, straighten your arms forward, slowly leaning forward so that your head falls between your hands at ear level (exhale). 2 - Return to ref. position (inhale). 6 times slowly.
6). "Put the stick upright." Take the stick between the palms so that the ends of the stick rest against the middle of the palms, lower the stick down (on the hips), feet shoulder-width apart. 1 - Place the stick vertically on the right leg so that the right hand is at the top and the left is at the bottom (inhale), look at the right hand. 2 - Return to the starting position (exhale). 3 - Place the stick vertically on the left leg so that the left hand is at the top and the right is at the bottom (inhale), look at the left hand. 4 - Return to the starting position (exhale). 4 times.
7). "Roll a stick on your back." Press the stick to the back with your elbows, legs apart for stability. Move the stick with your elbows up your back (inhale) - down (exhale), do not bend over, keep your back straight.
eight). Diaphragmatic breathing 6 times. Put your hands on your stomach, bend your legs at the knees. 1 - inhale through the nose, inflating the stomach. 2 - Exhale through your mouth in a thin stream slowly, folding your lips into a tube; the stomach "deflates", draw the abdominal wall "into yourself".
9). "Ball under the knee." Hands to the sides, the ball (orange) in the right hand, straightened legs together. 1 - Bend the right leg, shift the ball under the knee to the left hand (exhale). 2 - Return to the starting position (inhale), the ball is in the left hand. 3 - Bend the left leg, shift the ball under the knee to the right hand (exhale).
10). "Ball to the other hand with a turn." Hands to the sides, the ball (orange) in the right hand, straightened legs together. 1 - Raise the right hand with the ball and move the ball to the left hand, turn the body to the left, take the ball in the left hand (exhale). 2 - Return to the starting position (inhale). 3 - Also shift the ball to the right hand with the body turning to the right (exhale). 4 - Return to the starting position (inhale). 3 times.
eleven). "The ball in the other hand behind the head." Hands along the body, the ball in the right hand, legs are straightened. 1 - Hands through the sides slide along the floor behind the head, pass the ball to the left hand, without moving the head, raise your eyes towards the ball (inhale). 2 - Return to the starting position (exhale). 3 - Transfer the ball behind the head to the right hand, raise your eyes up (inhale). 4 - Return to the starting position (exhale). 3 times.
12). "Rotate with hands and feet." The arms are bent at the elbows, the hands are in fists, the legs are shoulder-width apart. Slowly and smoothly rotate the fists and feet inward, then in the opposite direction for 4 circles. Repeat again.
thirteen). Arms along the body, legs straightened. 1 - Raise your right hand up and put it on the floor behind your head, at the same time bend your left leg at the knee, sliding your foot along the floor (inhale). 2 - Return to the starting position (exhale). 3 - Raise the left hand up, bend the right leg at the knee, sliding the foot along the floor (inhale).
14). "Tension - relaxation." Arms along the body, legs straightened. 1 - Squeeze the hands into fists, feet "on yourself", squeeze the buttocks tightly (inhale). 2 - Relax all muscles (exhale). 6 times.
15). "Opposite limbs to the sides." Arms along the body, legs straightened. 1 - Take the right hand, left leg to the sides (inhale). 2 - Return to the starting position (exhale). 3 - Also the left arm, right leg (inhale). 4 - Return to the starting position (exhale). 4 times.
sixteen). Diaphragmatic breathing 6 times. (See exercise No. 8).
We count the pulse for one minute and write it down. (The pulse should not exceed the maximum heart rate).
17). "Put your head in your hands." Arms bent at the elbows, lie in front of you, head raised, look up. 1 - Lower the head on the hands with the right ear, turning it to the left (exhale), relaxation. 2 - Return to the starting position, raise your eyes up (inhale). 3 - Put your head on the hands on the left ear, relax (exhale). 4 - Return to the starting position, eyes look up (inhale). 4 times.
eighteen). "Hands on the pelvis." Arms extended forward, legs straightened. 1 - Put your right hand on the pelvis. 2 - Put your left hand on the pelvis, raise your head and chest, look forward. 3, 4 - Return to the starting position in reverse order, relaxing. 3 times.
nineteen). "Beach". The head rests on the hands. Alternately - counter flexion and extension of the legs in the knee joints.
twenty). "Raise opposite limbs." 1 - Raise the right arm forward, left leg back, maintain balance (inhale). 2 - Return to the starting position (exhale). 3 - Raise your left arm, right leg (inhale). 4 - Return to the starting position (exhale). 4 times.
21). "Look at the hand." 1 - Raise your right hand to the side - up, look at it (inhale). 2 - Return to the starting position (exhale). 3 - Raise your left hand to the side - up, look at it (inhale). 4 - Return to the starting position (exhale).
22). "Reach forward." 1 - The right hand slides forward as far as possible, lower the head (exhale). 2 - Return to the starting position (inhale). 3 - The left hand slides forward, lower the head (inhale). 4 - Return to the starting position (inhale). 3 times.
We count the pulse for one minute and write it down. (The pulse should not exceed the maximum heart rate).
23). Lying on the back diaphragmatic breathing 6 times. (See No. 8).
24). "Kitty" (Bend and arch your back).
25). "Fox tail" (Bending of the spine to the right, then to the left).
26). Sitting on a chair, hands hold on to the seat. Rolls from heel to toe.
27). Sitting on a chair, hands on knees. Raise your arms through the sides up (inhale), lower to your knees, lean forward slightly (exhale). 5 times.
Homework.
2). Train the vestibular apparatus: lying on the bed on your back, bend your knees, turn on your side, lower your legs from the bed and, pushing with your hands, sit on the edge of the bed for a few seconds, stand up (spread your legs shoulder-width apart), straighten up, stand a little, shifting from foot to foot. Now lie down on the bed in reverse order. 3 times in each direction slowly, controlling well-being. Avoid dizziness. You can simplify the task by eliminating standing up.
3). Diaphragmatic breathing 6 times before going to bed. (This exercise helps with the appearance of retrosternal pain in angina pectoris, since the diaphragm, by rising and falling, promotes the movement of blood in the systemic circulation, facilitating the work of the heart).
4). Self-massage of hands and fingers. Exercises for the fingers ("Coins" - circular motions thumb on the tips of all other fingers, “Shalbans with all fingers alternately”, “Buttons” - press the thumb on the tips of all fingers alternately, “Figures between all fingers”, “Call to yourself with all fingers alternately”, “Straighten each finger alternately from cam", "Straighten and spread all fingers - clench your fingers into fists."
5). Walks with long walking, you can run (breathe only through your nose, if there is not enough air, switch to walking), skiing in winter, swimming in the pool is useful and classes in the health group by age. Remember to control your blood pressure and pulse.
6). Gymnastics for the eyes.
Prepare a ball the size of an orange (or a real orange is better),
gym stick ( gym stick length: the distance from the left shoulder joint to the fingertips of the right arm extended towards the side or while standing, measure the distance from the floor to the xiphoid process of the sternum, subtract 10 from this figure),
chair with backrest and mat.
Let's air the room.
Starting position sitting on a chair.
1). "Open - Close"
Hands on knees, feet shoulder width apart.
1- Hands to the shoulders (beginning of inhalation).
2- Straighten your arms to the sides, open your palms (inhale).
3- Again brushes to the shoulders (beginning of exhalation).
4- Put the brushes on your knees and lean forward slightly (exhale). 4 times.
Initial position.
Once! Start of inhalation.
Two! Inhale.
Three! Start of exhalation.
Four! Deep breath.
2). "Raise your leg."
Hold onto the chair seat with your hands.
1- Raise the straightened right leg.
2- Lower in ref. position.
3- Raise the straightened left leg.
4- Return to ref. position. 4 times.
Initial position.
Once! Raise your right leg. Inhale.
Two! Exhalation.
Three! Left foot! Inhale.
3). "Circular rotation of the shoulders."
Hands to the shoulders, feet shoulder width apart.
1, 2, 3, 4 - Draw one big circle with the elbows. 4 times.
Then the same in the opposite direction 4 times.
Once! Circular rotation of the arms in the shoulder joints.
Two!
Three!
Four!
And repeat on the other side 4 times.
4). "Step by foot."
Hold on to the seat with your hands, legs wide apart.
1 - Put the right foot on the left, tightly squeeze the muscles of the pelvic floor (inhale).
2 - Return to ref. position (exhale).
3 - Put the left leg on the right, squeeze the muscles of the pelvic floor (inhale).
4 - Return to ref. position (exhale). 4 times.
Spread your legs shoulder-width apart.
Right leg - One! Squeeze the muscles of "patience". Inhale.
Two! Exhalation.
Left leg - Three! Squeeze the muscles of "patience". Inhale.
Four! Exhalation.
5). "We swing the stick."(Balance exercise). Put the gymnastic stick vertically with one end on the floor, press the lower end with your feet, spread your knees wide, put the brushes on the upper end of the stick on top of each other.
1 - Leaning on a stick, straighten your arms forward, slowly leaning forward so that your head falls between your hands at ear level (exhale).
2 - Return to ref. position (inhale). 6 times slowly.
Initial position.
Once! Exhalation.
Two! Inhale. Stick to the chest, Straighten your back.
If dizziness does not bother, then this exercise can be complicated by fixing the lower end of the stick with your feet, and slowly rotate the upper end, leaning deeply forward, then straightening up, bringing the upper end of the stick to the sternum (clockwise and counterclockwise).
6). "Put the stick upright."
Take the stick between the palms so that the ends of the stick rest against the middle of the palms, lower the stick down (on the hips), feet shoulder-width apart.
1 - Place the stick vertically on the right leg so that the right hand is at the top and the left is at the bottom (inhale), look at the right hand.
2 - Return to the starting position (exhale).
3 - Place the stick vertically on the left leg so that the left hand is at the top and the right is at the bottom (inhale), look at the left hand.
4 - Return to the starting position (exhale). 4 times.
Initial position. Stick between palms.
Once! Inhale.
Two! Exhalation.
Three! Inhale.
Four! Exhalation.
7). "Roll a stick on your back."
Press the stick to the back with your elbows, legs apart for stability.
Move the stick with your elbows up your back (inhale) - down (exhale), do not bend over, keep your back straight.
Initial position.
Inhale - stick up.
Exhale - stick down.
We count the pulse for one minute and write it down. (The pulse should not exceed the maximum heart rate).
Let's count the pulse for 1 minute.
Starting position lying on your back.
(Pillow under the head to reduce the risk of high blood pressure).
8). Diaphragmatic breathing 6 times. Put your hands on your stomach, bend your legs at the knees.
1 - inhale through the nose, inflating the stomach.
2 - Exhale through your mouth in a thin stream slowly, folding your lips into a tube; the stomach "deflates", draw the abdominal wall "into yourself".
Diaphragmatic breathing. Inhale through the nose, "inflate" the stomach.
Diaphragmatic breathing. Exhale through your mouth in a thin stream, folding your lips into a tube.
9). "Ball under the knee."
1 - Bend the right leg, shift the ball under the knee to the left hand (exhale).
2 - Return to the starting position (inhale), the ball is in the left hand.
3 - Bend the left leg, shift the ball under the knee to the right hand (exhale).
4 - Return to the starting position (inhale). 3 times.
Once! Transfer the ball to your left hand under your knee. Exhalation.
Two! Inhale. Ball in left hand.
Three! Pass the ball to your right hand under your left knee. Exhalation.
Four! Ref. position. Inhale. Ball in right hand.
10). "Ball to the other hand with a turn".
Hands to the sides, the ball (orange) in the right hand, straightened legs together.
1 - Raise the right hand with the ball and move the ball to the left hand, turn the body to the left, take the ball in the left hand (exhale).
3 - Also shift the ball to the right hand with the body turning to the right (exhale).
4 - Return to the starting position (inhale). 3 times.
Ref. position. Inhale.
Once! Exhalation.
Two! Inhale.
Three! Exhalation.
Four! Ref. position. Inhale.
11). "Ball in the other hand behind the head".
Hands along the body, the ball in the right hand, legs are straightened.
1 - Hands through the sides slide along the floor behind the head, pass the ball to the left hand, without moving the head, raise your eyes towards the ball (inhale).
3 - Transfer the ball behind the head to the right hand, raise your eyes up (inhale).
4 - Return to the starting position (exhale). 3 times.
Ref. position. Ball in right hand.
Once! Hands through the sides up, inhale. Ball in left hand.
Two! lower your arms along the body. Exhalation. Ball in left hand.
Three! Inhale. Ball in the right hand.
Four! Ref. position. Ball in right hand.
12). "Rotate with hands and feet".
The arms are bent at the elbows, the hands are in fists, the legs are shoulder-width apart. Slowly and smoothly rotate the fists and feet inward, then in the opposite direction for 4 circles.
Repeat again.
At the same time, we rotate the hands and feet slowly and efficiently.
At the same time, we rotate the hands and feet slowly in one direction, then in the other direction.
13). "Raise your arm, bend your leg".
1 - Raise your right hand up and put it on the floor behind your head, at the same time bend your left leg at the knee, sliding your foot along the floor (inhale).
2 - Return to the starting position (exhale).
3 - Raise the left hand up, bend the right leg at the knee, sliding the foot along the floor (inhale).
4 - Return to the starting position (exhale). 4 times.
Initial position.
Once! Right arm, left leg! Inhale.
Two! Exhalation.
Three! Left arm, right leg! Inhale.
Four! Exhalation.
14). "Tension - Relaxation". Arms along the body, legs straightened.
1 - Squeeze the hands into fists, feet "on yourself", squeeze the buttocks tightly (inhale).
2 - Relax all muscles (exhale). 6 times.
Once! Squeeze the brushes into fists, feet "on yourself", squeeze the buttocks! Inhale.
Two! Straighten your fingers, stretch your toes. Exhalation.
15). "Opposite limbs to sides".
Arms along the body, legs straightened.
1 - Take the right hand, left leg to the sides (inhale).
2 - Return to the starting position (exhale).
3 - Also the left arm, right leg (inhale).
4 - Return to the starting position (exhale). 4 times.
Initial position.
Once! Inhale. Right arm, left leg!
Two! Exhalation. Initial position.
Three! Inhale. Left arm, right leg!
Four! Exhalation. Initial position.
16). Diaphragmatic breathing 6 times. (See exercise No. 8).
We count the pulse for one minute and write it down. (The pulse should not exceed the maximum heart rate).
Starting position lying on the stomach.
17). "Put your head in your hands."
Arms bent at the elbows, lie in front of you, raise your head, look up.
1 - Lower the head on the hands with the right ear, turning it to the left (exhale), relaxation.
2 - Return to the starting position, raise your eyes up (inhale).
3 - Put your head on the hands on the left ear, relax (exhale).
4 - Return to the starting position, eyes look up (inhale).
4 times.
Initial position. Inhale.
Once! put your head on your right ear. Exhalation.
Two! Inhale. Initial position.
Three! Exhalation. Place your head on your left ear.
Four! Inhale. Initial position.
eighteen). "Hands on the pelvis." Arms extended forward, legs straightened.
1 - Put your right hand on the pelvis.
2 - Put your left hand on the pelvis, raise your head and chest, look forward.
3, 4 - Return to the starting position in reverse order, relaxing. 3 times.
Initial position.
Once! Start of inhalation.
Two! Inhale.
Three! Start of exhalation.
Four! Exhalation.
19). "Beach". The head rests on the hands. Alternately - counter flexion and extension of the legs in the knee joints.
Alternately - the oncoming movement of the legs. The body is relaxed.
Alternately - the oncoming movement of the legs.
The starting position is knee-carpal.
20). "Raise opposite limbs."
1 - Raise the right arm forward, left leg back, maintain balance (inhale).
2 - Return to the starting position (exhale).
3 - Raise your left arm, right leg (inhale).
4 - Return to the starting position (exhale). 4 times.
Initial position.
Once! Inhale.
Two! Exhalation.
Three! Inhale.
21). "Look at the hand."
1 - Raise your right hand to the side - up, look at it (inhale).
2 - Return to the starting position (exhale).
3 - Raise your left hand to the side - up, look at it (inhale).
4 - Return to the starting position (exhale).
Initial position.
Once! Inhale.
Three! Inhale.
22). "Reach forward."
1 - The right hand slides forward as far as possible, lower the head (exhale).
2 - Return to the starting position (inhale).
3 - The left hand slides forward, lower the head (inhale).
4 - Return to the starting position (inhale). 3 times.
Initial position.
Once! Exhalation. Reaching right hand forward.
Two! Inhale.
Three! Exhalation. Reach forward with your left hand.
Four! Exhalation.
23). "Kitty".
1- Bend down (inhale).
2- Arch your back up, head down (exhale). 4 times.
"Kitty". Bend your back down. Inhale.
"Kitty". arch your back up. Exhalation.
24). "Fox tail". 1- Take the feet to the right and head with the ear to the right shoulder. Inhale.
2- Ref. position (exhale).
3- Take the feet to the left and head to the left shoulder (inhale).
4- Ref. position (exhale). 4 times.
Once! Inhale.
Two! Exhalation.
Three! Inhale.
Four! Exhalation. Initial position.
We count the pulse for one minute and write it down. (The pulse should not exceed the maximum heart rate).
Rolling feet on heels.
Roll from heel to toe.
27). Sitting on a chair , hands on knees.
1, 2 - Raise your arms through the sides up (inhale).
3, 4 - Knee down, lean forward slightly (exhale). 5 times.
Initial position.
Once! Hands through the sides up, raise your eyes. Start of inhalation.
Two! Hands up. Inhale.
Three! hands to the sides, the beginning of the exhalation.
Four! Exhale deeply, lean forward, resting your hands on your knees.
Homework.
one). Self-massage of the back with a roller massager for the back.
It is better to buy a back massager the size of a gymnastic stick so that you can roll it on your back with your elbows.
Body Massager.
Back massager.
Back massager.
Back massager.
Foot massage mat.
2). Train the vestibular apparatus: lying on the bed on your back, bend your knees, turn on your side, lower your legs from the bed and, pushing with your hands, sit on the edge of the bed for a few seconds, stand up (spread your legs shoulder-width apart), straighten up, stand a little, shifting from foot to foot. Now lie down on the bed in reverse order. 3 times each sideslowly, controlling your well-being. Avoid dizziness. You can simplify the task by eliminating standing up.
Practice getting up and going to bed.
First, bend your knees.
Bend your knees to the edge of the bed and turn on your side.
Lower your legs off the bed and, pushing off with your hands, sit on the edge of the bed.
Sit slowly on the edge of the bed, sit for a while to get used to the upright position.
Resolutely stand up, legs apart for stability, arms to the sides. Maintain balance.
Sit down slowly and smoothly, leaning forward slightly, do not fall on the bed.
Lie on the other side, put your feet on the bed.
Turn on your back. (We train a change in body position).
3). Diaphragmatic breathing 6 times before going to bed. (This exercise also helps with the appearance of retrosternal pain in angina pectoris, since the diaphragm, rising and falling, promotes the movement of blood in the systemic circulation, greatly facilitating the work of the heart).
4). Self-massage of hands and fingers.
5). .
"Coins" - circular movements with the thumb on the tips of all other fingers,
"Shalbans with all fingers in turn",
"Buttons" - press the thumb on the tips of all fingers in turn,
"Figures between all fingers",
"Call to yourself with all fingers in turn",
"Straighten each finger in turn from the cam",
"Straighten and spread all fingers - clench your fingers into fists".
6). Walks with long walking, you can run (breathe only through your nose, if there is not enough air, switch to walking), skiing in winter, swimming in the pool is useful and classes in the health group by age. Remember to control your blood pressure and pulse.
7). .
Health group in the pool.
2. Purchase a modern exercise bike (increases blood circulation in the pelvis) or an elliptical trainer.It creates an imitation of movement when running, creates a vertical load on the bones of the lower extremities, which helps strengthen bones in osteoporosis and for the prevention of osteoporosis, the heart muscle also receives a good load. It is better to purchase a magnetic ellipsoid, as it works quietly and smoothly, it is very pleasant, you want to practice on it. There is control of the work of the cardiovascular system and other possibilities.
EXPLANATORY NOTE
This training program of art therapy classes for the elderly “Know Yourself and Your Creative Potential” is intended for recipients of social services of the Comprehensive Center for Social Services for the Population of the Primorsky District, a department for servicing citizens living in residential premises of a specialized social housing stock.
The increase in the number of elderly people is typical for St. Petersburg. The total population of the city is four and a half million people, one million are elderly people, that is, almost every fourth person in St. Petersburg has already reached retirement age.
This situation is typical not only for St. Petersburg, but also for other cities. Improving the quality of life of older people, creating conditions that ensure an active, long life for older people is an important task of society.
The concept of "quality of life" (in contrast to the "standard of living", which determines material well-being) is characterized by the absence of serious psychological problems, freedom from the psychological stresses of everyday life, the presence of various opportunities for raising the level of education and culture, the availability of information, a developed sense of self-esteem of the individual.
In practice, we are faced with the fact that older people who have retired and feel the strength to develop, to benefit society, are forced to live out their lives on a very modest pension. Now at the Social Service Centers there are not only departments providing assistance to pensioners who have lost the ability to self-service, but also departments working with the so-called "active pensioners". Not so long ago, departments of emergency psychological assistance were opened in the centers, which are designed to form a psychological culture and strengthen the mental health of older people.
The training program of art therapy classes for the elderly "Know yourself and your creative potential" is relevant in the realities of our time, since among all the factors affecting a person's satisfaction with life at any age, health is considered the most important. The deterioration of health leads a person to a feeling of uselessness and helplessness. It is not surprising that in old age this problem becomes the most urgent: there are physiological changes in the body, a decrease in sensory functions. And at the same time, the solution of age-related tasks: comprehending the life path, helping to raise grandchildren, transferring accumulated experience requires physical and energy costs. As can be seen from the above, it is very difficult to combine the important task middle age(summarizing life results) with the circumstances of the life of the majority of pensioners.
The developed Program has a certain focus.
Educational orientation of the Program. The program is aimed at getting acquainted with the methods of self-presentation, methods of creative work and work in the technique of art therapy, revealing the inner potential of participants. Assistance in knowing yourself and your needs.
Developmental orientation of the Program. The program promotes the development of positive motivation and interest in classes, the ability to work in a team, sensual and non-verbal contact with others. And also, the establishment of communicative and interactive communication, the development of the creative potential of participants, the ability to hear themselves and identify their own needs, the skill in knowing the inner world of oneself and others, the skill of relaxation. Develops the ability to find a way out of a conflict situation, the desire to enter into friendly interaction .
Educational orientation of the Program. The program provides for the removal of neuropsychic stress with the help of methods and techniques of art therapy, the development of a desire to work in a group. Developing in the participants the desire to be happy.
The novelty of the program lies in the successful combination of several art therapy techniques that allow participants to discover their inner world, unleash their creative potential, establish communicative and interactive communication. To develop the ability to find a way out of conflict situations, the desire to enter into friendly interaction and learn how to work in a group.
The expediency of the Program is that it is quite difficult for older people to talk about their experiences, since they cause painful memories. Classes based on art therapy techniques will help older people to express their feelings and re-establish contact with the people around them. Such group classes help retirees to concentrate on their bodily sensations and through this turn to their internal mental processes, accumulate their life experience, and contribute to the acceptance of themselves and their life path.
The forms and methods of activity in the classroom are exciting, as they reveal the creative potential of a person, comfortable, as they improve the communication skills of participants.
Educational and thematic lesson plan
Table 1
| № p/n | Topic of the lesson | Number of lessons |
| Collage "Sympathy" | ||
Total: 10 classes. One lesson lasts from 1 hour to 1 hour 30 minutes
table 2
| № p/n | Topic of the lesson | Number of lessons / minutes |
||
| practice | ||||
| Plasticine painting "My mood" | ||||
| Mandala "My state here and now" | ||||
| Picture of satin flowers "Let's get acquainted" | ||||
| Drawing on starch "My world" | ||||
| Collage "Sympathy" | ||||
| Tissue art therapy. Technique "Handkerchief communication". | ||||
| Salt iso-therapy "Conflict situations" | ||||
| Fairy tale therapy "Fairy tale orange friends" | ||||
| Music therapy "My ideal world" | ||||
| Espress topiary from napkins "Tree of Happiness" | ||||
| Total lessons: 10 Time 750 min. |
||||
| 1 lesson lasts from 1 hour to 1 hour 30 minutes |
||||
Table 3
Methodological support of the program:
| Topic of the lesson | Forms of classes | Techniques and methods of organizing the educational process | Methodical material | Material and technical equipment of classes | Summing up forms |
| Plasticine painting "My mood" | Group, individual | Conversation, story, demonstration, | Visual material | Markers, posters, thick white cardboard, modeling board, simple wax pencils, napkin, palette, drawing glass, brush, acrylic paints, plasticine. | Relaxation, reflection, exhibition of works |
| Mandala "My state here and now" | Group, individual | Information message, independent activity | Visual aid, templates | Templates, scissors, glue, colored pencils. | Reflection |
| Picture of satin flowers "Let's get acquainted" | group | Explanation of technology, demonstration, independent activity | Visual aid, templates reproduction picture | Satin ribbons, decorations, felt blanks, a frame with a substrate, white cardboard, Titanium glue | Reflection, presentation of the picture |
| Drawing on starch "My world" | Group, individual | Explanation of technology, independent activity | Visual material | Starch, water, acrylic and watercolor paints, toothpicks. | Relaxation, reflection |
| Collage "Sympathy" | group | explanation of technology, independent activity | Visual aid, templates reproduction painting, | Coffee beans, frame with backing, fabric, burlap, acrylic lacquer, brush, tourniquet, pins. | Reflection, collage presentation |
| tissue art therapy. Technique "Handkerchief communication". | group, | Explanation, independent activity | Visual material | Silk scarves or pareo (according to the number of participants) | Reflection |
| Salt iso-therapy "Conflict situations" | Group, individual | story, demonstration, explanation of technology, independent activity | Visual aid, templates | Salt, dough dye, white cardboard, glue stick, mortar (according to the number of participants). | Reflection, exhibition of works |
| Fairy tale therapy "Fairy tale orange friends" | group | independent activity | Visual material | A4 sheets, pencils. | Reflection |
| Music therapy "My ideal world" | group | conversation, story, independent activity | Visual material, musical accompaniment | musical instruments | Relaxation, reflection |
| Espress topiary from napkins "Tree of Happiness" | group | Demonstration, explanation of technology, independent activity | Visual aid, templates | Planter, cable channel, newspaper, napkins, alabaster, glue gun, scissors, stapler, decorative tape and beads. | Relaxation, reflection, presentation of the "Tree of Happiness" |
Lesson 1. Plasticine painting "My mood"
Purpose of the lesson: getting to know the participants, establishing communicative and interactive communication, clarifying the expectations and fears of the participants, relieving emotional stress, developing creative potential. Self-presentations.
Introduction
Announcement:"The purpose and objectives of our training sessions."
The facilitator introduces the participants to the goals and objectives of group work. The conditions and mode of work are discussed, the rules of group work are introduced. The facilitator tells in what form the classes will take place and what main topics they will be devoted to.
Dating procedure: participants give their names and express their fears and expectations regarding the proposed form of work, provide certain information about themselves, the facilitator invites the participants to write their name on the badge or how they would like to be called in the group. Attach badge to chest.
Main part of the lesson
Goal tree exercise
Purpose: to determine the conditions for the effective operation of the group, the prerequisites for successful work in the group.
Equipment: markers, posters.
Exercise progress:
a) the presenter asks the question: “What do I expect, what do I hope for, taking part in this group?”, “What do I like about myself, and what prevents me from feeling comfortable and confident?”, “What is needed for this?”;
b) participants are divided into micro-groups (2 people each) and try to complete sentences on the topic: “I am in a group ... Trust in the group”, “I feel confident because ...”: What confuses me ... What for does this need to be done?
Creative work: Plasticine painting "My mood"
Purpose: team building. To promote the emotional disclosure of personality, the development of creativity and communication skills through the creation of a picture from plasticine.
Equipment: thick white cardboard, modeling board, simple wax pencils, napkin, palette, drawing glass, brush, acrylic paints, plasticine.
The facilitator invites all participants to tell in an unusual way about the mood with which each of them came to the group. To do this, he demonstrates the equipment and informs that in the lesson everyone will be able to create a picture that will symbolize his mood. The picture will be drawn, not only with paints, but also with plasticine.
The technique with which our paintings will be created is called "Plasticineography". Plasticineography is the drawing of three-dimensional pictures using soft wax plasticine using additional materials.
For work, we need thick white cardboard, a modeling board, simple wax pencils, a napkin, a palette, a drawing glass, a brush, acrylic paints, plasticine.
The facilitator invites the participants to take a white cardboard and draw their mood with a simple pencil.
After the drawing is completed, the technique of working with plasticine is explained.
For the background, you can use acrylic paint if needed. I want to note that acrylic paint, after drying, acquires a glossy surface. This is necessary so that the plasticine sticks easily and holds well. To draw with plasticine, we use the same techniques as when sculpting from plasticine: mixing, pressing, pressing, smearing.
You can appreciate the advantage of acrylic paint if you applied plasticine and you didn’t like it, then with the help of a stack you can easily fix everything and continue working.
If you need to press in any detail, use a wax pencil for this. All explanation is accompanied by a demonstration. The host draws his mood with plasticine.
Participants get to work after explaining the technique of drawing with plasticine.
After completing the work, the presenter invites each participant to demonstrate their picture from plasticine - “My mood” and continue the phrase “My mood today .... Because …".
Final part
Reflection
At the end of the lesson, the facilitator asks the participants to remember what happened in the lesson. Asking questions:
Was the job interesting for you?
What feelings did you experience during the session?
Did your creative work improve your mood?
All participants stand in a circle, hold hands and close their eyes. The facilitator explains the rule of the exercise. Now, with a light touch of my neighbor's hand, I will share my energy with him. As soon as you receive an impulse from your neighbor, immediately transfer some of your energy in the same way to the neighbor who is on your other hand.
After the transmission of the impulse is completed, everyone says goodbye.
Lesson 2. Mandala "My state here and now"
Purpose of the lesson: development of group work rules for its effective functioning. Creating an atmosphere of trust in the group, which will facilitate the free identification of feelings and help to realize them. Formation of positive motivation and interest in the occupation.
Introduction
The exercise"My name means?"
The exercise is carried out in a circle. Each participant calls his name (tells about himself and his name).
plastic study"Let's warm each other with rays of kindness"
Goal: creating a positive emotional background, increasing the integration and cohesion of group members.
From gentle names it is warm, as if from the sun. It seems to me that each of us has become like a bright sun. Let's warm each other with rays - palms. (Participants gently touch each other with their palms).
Main part of the lesson
Exercise "Group Rules"
Purpose: to develop the rules of the group for its effective functioning.
Equipment: markers, adhesive tape, "Our Rules" poster.
The course of the exercise: in the previous lesson, we tried to determine what is needed in order for you to feel comfortable in the group, to be able to take an active part in its activities. Let's try to formulate our own rules based on the identified prerequisites for successful work in a group.
Guiding rules:
Volunteering and activity. If you don't want to, don't.
Do not interrupt. Everyone wants to be heard.
Honesty, truthfulness.
Confidentiality.
Here and now.
Discuss the action, not the person, and only what is happening in the group now.
Don't rate.
Individual work. Mandala "My state here and now"
This method is not only corrective, but also diagnostic. It is with the help of mandalas that a psychologist can not only determine the state of each participant, but also help them consolidate the achieved result. Mandalas are powerful tool diagnostics and psychotherapy. It will help to establish a dialogue of each participant with his unconscious.
Artistic creativity is the most ancient and natural form of emotional state correction. With the help of our work, you will be able to know yourself more fully. The Mangalatherapy method will allow you to work with yourself.
The facilitator invites the participants to depict their current state in a circle, in images and colors, exactly as they imagine and feel it.
And for this, choose from the palette of all pencils three colors that, in your opinion, impress you the most, that is, the most pleasant for you. And with these crown colors in a circle, create a certain picture that will display: you, your desired state and the obstacles that prevent you from acquiring the desired state. You can draw symbolically.
And now, after creating three images, sketch out some kind of life that boils around these three images (some events, some situations, people, meetings). Everything needs to be shown schematically. Just draw, even if at the moment you don't understand what it looks like. Your unconscious will speak to you in the language of images and symbols. The more symbolism, the more understanding.
The members are working.
Now look closely at your drawing. What does it look like? What is this world? How would you name it? What's this?
Look, there is something important and unique in your mandala. This picture contains important information. Your unconscious has joined in the work and tells you about the resource, thanks to which you can overcome any obstacles on the way to your well-being.
Look at the drawing and highlight some element or detail that will symbolize your resource or your quality, unique ability, talent.
Maybe at the moment, you don’t understand how exactly this should manifest itself in your life, but there is something important in your drawing. Highlight this part for yourself and circle it with a bright color.
Now write for yourself: “What is this part broadcasting? What does it symbolize? What is she telling you?"
Your task now will be as follows. Please prepare now the second sheet of paper with the circle and place it to your right.
Now we return to the first work and the part circled by you, the resource part, you need to select from the work (carefully tear out or cut out). After you have selected the resource part from the Mandala, transfer it to clear sheet and center it. Anyone who wants to can paste it.
Now break the first mandala, and on the second you need to create an image of well-being, which should come out of the state of the central image. Where will this image be relative to the central part? And what will happen around you when your central image befriends your good fortune. That is, now we are creating a mandala of the interaction of the resource image with the desired well-being. At this stage of the work, you can use all the colors.
The members are working.
Look at your work. Express your gratitude to her for the fact that she appeared in your life. And give her a sweet name.
This is your key to overcoming barriers to success.
If your work could express its grace to you and convey an inner message, give a recommendation or advice. What would she say?
Participants' responses.
This is your inner message, your well-being. Listen to your heart, what does your work tell you? Remember, this is said by your unconscious and must be put into practice in order to improve your condition.
Final part
Reflection
Did you get inspiration from your mandala?
Lesson 3. Picture of satin flowers "Let's get acquainted"
Purpose of the lesson: Continue to develop communication and teamwork skills. Removing emotional stress, developing the creative potential of participants.
Introduction
The exercise"Compliments for a friend"
Exercises are performed in a circle. Participants, calling a neighbor by name, give him a compliment.
The facilitator invites the participants to get to know everyone who is present at the lesson, closer.
Main part of the lesson
Creative work. Picture of satin flowers "Let's get acquainted"
The facilitator invites the participants to create a general picture of satin ribbons, which will have the name "Let's get to know each other."
Now you will be presented with the kanzashi technique from satin ribbons. You will have the opportunity to learn how to make a flower from satin ribbons.
The facilitator offers to get acquainted with the presented technique.
We will need satin ribbon 2.5 cm wide and about a meter long. We take the tape inside out and wrap it at a right angle, lower it down and wrap the free edge under the bottom - this will be the first petal. We string the petal on a needle and thread. Then we lift the tape up, lower it down, turn right and left from the inside - this is the second petal. We also string it on a needle and thread. We continue along the entire length of the tape. Cut off the excess tape and process with matches. Next, we sew our flower. We wrap the edges of the ribbons inward. We straighten our flower, paste the decoration on the middle, and with reverse side glue a circle of felt in order to make it more convenient to glue the flower on a plane to create a picture.
In order to get started, you need to close your eyes and think about which of the colors you associate yourself with. Now open your eyes and take a ribbon of the color that you thought of and that seems to you to be your reflection in the mirror. If you saw yourself in the light of several colors, then take exactly as many ribbons and such colors with which you made an association.
Participants choose ribbons to work with.
Now you can start creating a flower from the satin that you have chosen. Those with multiple ribbons should make just that many colors.
Participants create flowers.
Now I suggest that you look very carefully at all the participants and identify yourself next to the person with whom you are comfortable. Your flower will be in the picture next to the flower of this group member, but only if the place on the plane also suits you.
All participants arrange and fix their flowers. The overall picture has been created.
Final part
The exercise"Don't rush, but remember"
The host offers to draw a "flower of friendship" chamomile. Drawing each petal, say such words to prove that each of you - a true friend, For example:
I try to be honest with a friend.
If necessary, I always help a friend.
I remember everything well and try to forget the bad.
Now give your flowers to the person you want to give a gift to.
Reflection
And now, I will ask you to answer a few questions in a circle.
Was the lesson and this technique of creating a picture interesting for you?
What color did you choose for your flower? Why?
Did you manage to place your flower in a place that is comfortable for you?
If not, why not?
What feelings did you experience while creating the overall picture?
Lesson 4. Drawing on starch "My world"
Purpose of the lesson: Creating a psychologically relaxed atmosphere in the group. Disclosure of the internal potential of the participants. Developing the ability to listen to yourself and identify your own needs.
Introduction
The exercise"Let's say hello"
At the beginning of the exercise, the facilitator talks about different ways greetings, real and comic.
Participants are invited to greet each other with a shoulder, back, hand, nose, cheek, offer their own unusual way of greeting for today's lesson.
Main part of the lesson
Art therapy Drawing on starch "My world"
Before you is diluted starch on a dish. To draw, you need to take a toothpick acrylic paint(gouache), which is consonant with our inner world. Since today each of you will draw a picture on the topic "My World". Listen to your inner world and start drawing. You can mix colors to get new shades. Lead along the starch to "where the hand calls." Water very easily perceives your movements, and thick starch inside. You can play with water and your drawing will change. Draw with a toothpick as if you were holding a brush.
This technique will allow each of you to become an artist.
When choosing colors for drawing, listen to yourself.
Final part
Relaxation(music plays)
Close your eyes, pick up your drawing and listen to your inner state. You can make movements with your hands to the music or convey your inner state with movements. What is in your heart right now? Are you well and calm? Are you relaxing or working?
A light and gentle breeze blows on your face. Do you feel like a happy person? Are you full of energy. Listen to yourself. Make the last movement with your hands. Now open your eyes. Look at your painting. Has she changed or not? What do you see in your drawing now?
Reflection
Did you get inspiration from drawing?
Was today's lesson interesting for you?
What mood are you leaving with?
Lesson 5. Collage "Sympathy"
Purpose of the lesson: Formation of relaxation skills. The development of empathy of the participants for themselves and others. Develop a desire to engage in friendly interaction .
Introduction
The exercise"Cup of kindness"
Participants to the music for relaxation perform the tasks of the leader.
Sit comfortably, close your eyes, breathe calmly, evenly, deeply. Relax. Imagine a sheet of white paper in front of you, and on it is your favorite cup. Paint it mentally the way you want. Take another look at the cup. Fill it to the brim with your favorite drink. Now imagine another cup, empty, and pour into it. And next to it is still empty ... And yet ... Pour your favorite drink into all the cups. Now look into your cup. She's full again! What happened to her? This cup has become especially charming. After all, she was filled with your kindness. Open your eyes. Calmly and confidently say: “It's me! I have such a cup!”
Discussions. After completing the exercise, the participants talk about that. Which cups were seen exchange opinions as to why the cup was always full.
Why does the cup get fuller every time, even though you poured it into other cups?
Main part of the lesson
Today we will make an unusual collage with you - a coffee collage on the theme "Sympathy". But for starters...
The exercise Brainstorm
What is empathy? You need to say one word that you can associate empathy with.
collage"Sympathy"
Today we will create a general collage of coffee beans. Our collage should carry an understanding of what empathy means to all of us.
Listen to the instructions for coffee collage.
To make a collage, certain materials will be needed: cardboard, various types of tourniquet, coffee, titanium glue.
First you need to cover the cardboard with a cloth or burlap. Insert the backing into the frame. After that, draw the necessary pattern on the fabric. A tourniquet is laid out along the traced lines, for convenience it is fastened with safety pins. Then carefully glue the tourniquet to the base. All those parts that will be filled with coffee beans must be filled with glue (titanium), in stages. After a small area of \u200b\u200bthe pattern is filled with glue, it is necessary to cover it with coffee beans and carefully, evenly distribute it. After all the necessary details of the picture are sealed with coffee beans, they must be opened with acrylic to give the collage dazzle.
The participants get to work.
At the end of the work, the facilitator asks to answer the question. What do you see in the created collage.
Final part
The exercise"Be My Friend"
Participants offer their friendship to each other and in doing so put forward an argument. For example: "I really want you to become my friend, because ..."
Reflection
Was today's lesson interesting for you?
What did you like more?
What have you learned?
Did you get inspiration from coffee collage?
What mood are you leaving with?
Lesson 6. Tissue art therapy. Handkerchief Communication Technique
Purpose of the lesson: Creating a good mood and emotional comfort in the group. Formation of positive motivation and interest in the occupation. Develop the ability to understand the inner world of yourself and others.
Introduction
The exercise"Send a smile and a good mood"
Participants sit in a circle, take each other's hands, look into the eyes of the neighbor on the right and give a smile. So the smile is transmitted in a circle. You can say hello to the one who is sitting on the right, say " Good morning!" and say a name. If the participants are ready, invite them to pass on a touch or caress.
Main part of the lesson
Technics"Handkerchief Communication"
To complete the task, the host invites all participants to pick up a large, light scarf(pareo).
The facilitator addresses the participants.
Imagine that the handkerchief that you have in your hands is a kind of living substance. What do you want to do with it right now?
Participants answer.
The leader gives the task.
If now it was necessary to show movement with a scarf, in order to show its maximum potential, what kind of movement would it be?
What does this movement mean? What feeling does it evoke? How often do you experience this feeling in your life?
The leader gives the task.
If in this space that surrounds us, you would be asked to find a place for your scarf where you are, and then a place where you would like to be. What was this place?
The facilitator asks each participant.
When you placed your handkerchief in this place, how does it make you feel?
The leader gives the task.
Now team up in pairs and make a composition, imagining that you are, for example: friends, business partners, neighbors. How would you feel comfortable interacting?
The facilitator asks each pair.
Tell me why exactly? What feelings does it give you?
The host invites everyone to take their headscarf so that it is comfortable.
What do you feel? Is this feeling different from the one you experienced after completing the first task? Participants' responses.
What can you do with the handkerchief now to make it feel comfortable and secure on your part?
This technique makes it possible to diagnose how a person treats himself (treatment with a handkerchief).
What was this technique for you?
What could you understand about yourself as a person?
The facilitator invites the participants salty dough so that everyone fashions out of it a way out of the conflict situation they have drawn.
What kind of way out of the conflict situation did you create from the test?
Final part
The exercise"Give a Gift"
The facilitator asks the participants:
Do you like receiving gifts?
What about giving them?
What do you like more?
The facilitator invites each participant to give a gift for the whole group. Each participant plays their gift on the instrument and answers the questions:
What was this gift?
Why does everyone need it?
Reflection
Was today's lesson interesting for you?
What did you like more?
What new things have you learned about yourself?
What mood are you leaving with?
Lesson 7. Salt iso-therapy "Conflict situations"
Purpose of the lesson: continue to develop coﹶworkﹶworkingﹶskills. Develop empathy among group members. Provideﹶtoﹶtoﹶtoﹶtoﹶrelieve the psychologicalﹶunloading of all members of the group. Learn to find a way out of a conflict situation.
Introduction
ExerciseﹶExerciseﹶ "Painting of two artists"
The facilitator gives the task: to unite in pairs and withoutﹶ agreeing, rushing twiceﹶm for one pencil to draw any picture: a cat, a house, a tree, etc.
What feelings did you experience working as a couple?
Did you manage to complete the task?
What helped you, what hindered you?
Main part of the lesson
Salt isotherapy"Conflict situations"
The facilitator invites all participants to do drawing in an unusual way - painting with salt.
To do this, each participant proceeds to the next task: coloring the salt. All participants create one shade of color. White salt is poured into a ceramic mortar and a dough dye is added to it. Salt is thoroughly mixed until a certain shade is acquired. Due to the fact that each participant created his own color, many colors were obtained as a result.
The facilitator invites the participants to take and put cardboard sheets in front of them.
In today's lesson, we will draw a picture with salt on the topic "Conflict situations".
To do this, you need to draw a picture with glue (glue stick), after which, choosing a certain color, apply salt to the picture drawn with glue.
The participants get to work.
After completing the task, the participants are invited to present their picture and answer the questions:
What does your painting mean?
What feelings did you experience during the task?
Is it possible to get out of the conflict situation depicted in your picture?
Suggest a way out of the presented conflict situation.
Final part
The exercise"Tree and Elk"
The facilitator invites all participants to unite in pairs. One is a tree, and the second is an Elk. The tree stands firmly, and the Elk rubs, rests, tries to break the tree.
After the clap, the participants in the pair change roles. The participant who was a tree now becomes Elk and vice versa.
After the exercise, the facilitator asks questions:
What did the confrontation mean for you when you were in the role of a tree and in the role of an elk?
How did this exercise make you feel?
Reflection
Was today's lesson interesting for you?
How often do conflicts arise in your life?
What exactly do you find ways out of the created conflict situations?
What have you learned?
What mood are you leaving with?
Lesson 8. Fairy tale therapy "Fairy tale orange friends"
Purpose of the lesson: develop self-regulation skills and work on your feelings. Contribute to the exercise of analysis and introspection. Develop association skills. Continue to cultivate the desire to work in a group.
We are all aware of the state of the safe space and therefore I suggest that everyone get ready for work. Because it is very important for group work. Our lesson today will be based on one of the methods of art therapy, namely Fairytale Therapy.
But for starters...
The exercise"Association"
Participants throw the ball to each other and name any association that the orange color causes in him. It doesn't have to be orange.
The host warns the participants that everyone should have the ball.
After completing the exercise, the facilitator clarifies that this exercise was carried out to update the orange color.
Main part of the lesson
The host reports that the work in the group will be connected with a fairy tale. And participants will work with orange color. The brightest star in the sky shines in this color. And our fairy tale will be dedicated to the color orange. It's called Orange Friends.
Somewhere far away, in space, among unknown stars and alien galaxies, there was a planetary system similar to the solar one. But it differed in that it did not have the sun.
It consisted of small planets, on which it was always dark and cold. On this planet there were houses that looked like mushrooms. They were inhabited by creatures similar to humans. But they differed in that they did not have feelings. They did not know sunlight and therefore did not know how to feel. They never rejoiced and were not sad, did not laugh, and did not cry, did not get angry, and did not do good deeds. Quietly and indifferently they sat in their houses, similar to mushrooms, or wandered aimlessly around their cold planet.
In the evenings, when the reflections of the cold planets faded, and it became completely dark, the inhabitants of the planet gathered around the tables and lit yellow and orange lamps. Then the windows of their houses began to glow. And at that moment it seemed that it was getting lighter.
At the same time in our native land. The sun shone brightly, green grass grew and bright flowers bloomed. All people, especially children, had fun and sadness, laughed and cried, and did their own thing.
One day, cheerful children got together and decided that they needed adventure. They built a big rocket and went on an interplanetary journey on it. And in order not to get bored on the way, they took a lot of oranges with them. Children happily ate oranges and flew farther and farther into the depths of unknown planets.
One evening, flying through the dark outer space, where only the reflections of distant cosmic stars penetrated and there was no sun, the children saw the windows of the inhabitants of this planet glowing in the dark with a warm light.
The houses stood on the planet like mushrooms and their windows looked like large oranges. The children stopped their rocket and landed on a small planet. The children took a lot of oranges with them and ran into houses that looked like mushrooms and began to treat the inhabitants of the planet. Children had a lot of fun and played together with the inhabitants of the planet. It was at that moment that the inhabitants were filled with orange juice and lit up like sunlight. They are for the first time in their lives. Heard laughter and saw joy.
And when the children gathered for the return trip, the planetary inhabitants became sad. This is how the miracle happened. Beings from a distant planet have learned to laugh, have fun and feel. Their lives sparkled with different colors. Illuminated and filled with meaning. This made the planet so light, as if the sun had appeared above them.
So the children, from the planet earth, appeared orange friends in a distant galaxy. They returned to earth, began to live their former lives. They had fun and were sad, laughed and cried, grew up and did their own thing. And every time when people looked at the evening sky, they saw how windows on a distant planet, in houses similar to mushrooms, glowed. And good feelings shine! And distant orange friends rejoice and send them their friendship.
The facilitator offers to reveal their impressions on a sheet of paper using lines and color spots. After completing the work, the participants voice the name of it and talk about their feelings, about the fairy tale. The drawings of all participants are analyzed.
Final part
The exercise"Taste of orange"
The host invites all participants to try an orange and talk about its taste.
How do you feel about the taste of an orange?
Reflection
Was today's lesson interesting for you and what do you remember?
Have there been situations in your life when you came to the aid of a person?
How exactly did you help someone who needed it?
What have you learned?
What mood are you leaving with?
Lesson 9. Music therapy "My ideal world"
Purpose of the lesson: Help participants to know themselves, their capabilities. To form the skill of sensual and non-verbal contact with others. Help relieve stress by listening to music.
Introduction
The exercise"My interest"
The host invites one of the participants to grab the edge of the thread. Name your interest in life and pass the ball to another participant, who, naming his interest, passes the ball to the next.
Main part of the lesson
The exercise"Sound of the surf"
Participants listen to a recording with the sounds of the sea. After that, the host invites them to “breathe”, as the sea breathes during the surf. To do this, you need to take a quiet and soft breath with your stomach while gently raising your hands up. And then, exhale to the sound "sh". It is necessary to exhale for a long, long time, drawing in the stomach. When exhaling, all the air should come out. Then you need to gently lower your hands down and inhale again.
The exercise"Walking in the Forest"
Music therapy"My Ideal World"
All participants have different musical instruments in their hands. The host asks to play “I am good” on his instrument, followed by work with feelings:
Would you like to play “I am good?
What did you hear in the melody you played?
Would you like to change something in playing "I'm good"?
Those participants who, when answering the question: “Did you like the melody that you performed, depicting your ideal world?” gave a negative answer, it is proposed to amend.
What exactly did you change, and why is the melody now more similar to the inner world you imagine.
The facilitator asks all participants to simultaneously imagine their ideal world.
Did you like the melody of the ideal world of our band?
What exactly didn't you like?
Final part
A moment of dance therapy
The host plays nice music. Starts dancing and invites the members to dance with him. Everyone dances the way they can and want. The facilitator gives everyone the opportunity to release energy, the same time serves as a dynamic pause.
Reflection
Was today's lesson interesting for you?
What mood are you leaving with?
Lesson 10. Espress topiary from napkins "Tree of Happiness"
Purpose of the lesson: Develop the skill of analysis. Encourage participants to be happy. Determine whether the participants' expectations were met.
Introduction
Today we are wrapping up our program. This is our last lesson, which we will devote to such a pleasant sensation as the feeling of happiness.
The exercise"Be happy"
The host asks all participants to wish happiness to the one who goes to the center of the circle. The participant standing in the center thanks everyone for the warm wishes.
Main part of the lesson
Espress topiary from napkins"Tree of Happiness"
The facilitator asks questions:
What do you think is a happy person?
What is needed for happiness?
The facilitator invites all participants to create a tree of happiness.
Technics. In order to make a topiary from napkins, a certain material is needed: a planter, a cable channel, a newspaper, napkins, alabaster, a glue gun, scissors, a stapler, decorative tape and beads.
It is necessary to make a ball for the topiary and for this you need a newspaper. Show.
The ball is wrapped with thread. The next step is to secure the stem. Next, you need to make blanks for the topiary, and for this you need a napkin. Show. The napkin must be folded twice and cut along the second fold line. Each part in the middle is fastened with a stapler, cut out a circle from the workpiece. A flower is formed from the blank. Show. We bend each layer to the middle, forming a flower.
To whom would you like to give such a topiary?
Final part
The exercise"Tree of Happiness"
The host invites each participant to close their eyes, listen to the noise of the trees and feel, see that the “tree of happiness” gives you its gifts as a keepsake of our classes:
What were these gifts?
Why did you receive this particular gift?
Reflection
Were our classes interesting for you?
What did you like the most?
What feelings did you experience throughout the program?
Were your expectations justified?
What mood are you leaving with?
Classes in the section are conducted by sports instructor Ivashchenko Yulia Sergeevna (age of those involved is 50 years and older).
It's no secret that reasonable physical activity is necessary for everyone at any age. Charging for pensioners is simply necessary, because it is she who does not let us wither away, it is she who creates our mood in the morning, it is one of the sources of health for a pensioner. But not always any charging is safe, especially for pensioners. The ideal option for classes is in health groups, under the supervision of an instructor and a doctor.
FOK has created a health group for older people who want to overcome the problems of age with the help of physical exercises.
Each workout includes a whole range of exercises - for flexibility, as well as strength and breathing. All exercises are selected taking into account the level of physical fitness of each pensioner. current diseases and age features also do not go unnoticed. During the course, pensioners receive useful information about hardening, about hygiene, about the right rational nutrition
What exercises can be advised to do at home to keep yourself in good shape? What can and what cannot be done?
IT IS FORBIDDEN:
- waving your arms sharply, twitching;
- make sharp movements of the head, turns, tilts, swings of the legs;
- make helical movements, twisting;
- make simultaneous turns and tilts.
It is better to start any activity with walking so that breathing becomes balanced and the body is warmed up. Is it hard to walk? You can also stomp your feet while sitting. Very often there are pensioners with a solid tummy, and if you make strong inclinations, then a large load is created on the internal organs. Turns and bends are not safe for the joints. And when squatting, you can’t bend your knees too much - up to 90 degrees.
CAN:
- first, carefully work out the neck and shoulders, paying special attention to painful places where salts are deposited;
- then move on to the arms - from the shoulders to the wrists, work out the shoulders in all directions;
- then deal with the lower back and legs.
This is the most simple circuit- top down. The most important thing for older people is to maintain joint mobility. It is also important to take care of the muscles of the back and abdominal cavity. Since it is difficult to pump the press at this age, a sports elastic bandage, which can be bought at a pharmacy, can come to the rescue.
In general, the bandage can serve as a universal simulator, and it can be stretched not only with the hands, but also with the legs, and there is no load on those parts of the body that are not involved in this exercise. You can stretch the bandage even while watching TV shows lying down or sitting on the couch.
And most importantly, smile more often! Good mood is the mood of youth! Go outside for a short walk more often, for thirty or forty minutes, without bags, without girlfriends, watch your posture, enjoy life! Charging for pensioners is our vitality.
