Psychophysiological features of mental labor. Psychological view (PsyVision) - quizzes, educational materials, catalog of psychologists Psychophysical features of labor

27.04.2020

Brainwork- this is a person's activity to transform the conceptual model of reality formed in his mind by creating new concepts, judgments, conclusions, and on their basis - hypotheses and theories.

The working brain consumes significantly more oxygen than other body tissues. Making up 2-3% of the total body weight, the brain tissue absorbs up to 20% of the oxygen consumed by the entire body at rest. Observations on a person working through a difficult book showed that when reading the first 8 pages, the release of carbon dioxide increased by 12% compared to the state of rest, after 16 pages - by 20%, and after 32 - by 35%.

During mental work, the blood vessels of the brain are filled with blood, the peripheral vessels of the extremities are narrowed and the vessels of the viscera are dilated, that is, vascular reactions are observed that are the opposite of those that occur during muscular work. Functions of the cardiovascular system change slightly. Another thing is when such work is accompanied by emotional experiences. Troubles and unrest, anger and impatience, tension in conditions of lack of time affect the circulatory apparatus. So, before starting work, a group of people had an average heart rate of 70.6 beats per minute; with relatively quiet work - 77.4 strokes. Mental labor of medium intensity increased the heart rate to 83.5 beats per minute, and with strong - up to 93.1 beats. Before entering the auditorium where the exam is taking place, students have a heart rate of up to 130-144 beats per minute. Blood pressure rises to 135/85 - 155/95 millimeters of mercury against 115/70 millimeters during training sessions. A similar psycho-emotional mobilization is observed in the speaker before a public speech. During simultaneous translation, the interpreters' heart rate rises to 160 beats per minute.

Breathing during emotionally intense work becomes uneven, it can become more frequent, deepen and even stop, blood oxygen saturation decreases, its morphological composition changes. The thermoregulation of the body is disturbed, leading to increased sweating - more intense with negative emotions (fear, anxiety) than with positive ones.

The initial signs of fatigue, causing the development of an inhibitory state in the cerebral cortex, which is biologically necessary to prevent exhaustion of the body, are a signal to stop work and physiological recovery. However, this process can be inhibited by an effort of will, which is only

The specificity of intellectual labor lies in the fact that even after the termination of work, thoughts about it do not leave a person, the “working dominant” does not completely fade away. It is impossible to command yourself: "That's it, I'm done thinking!" And in his free time, the doctor is not left thinking about a difficult patient, the engineer is haunted by drawings, plans, and the researcher again and again mentally analyzes the results of a failed experiment, trying to find a mistake, the head of the production team continues to “scroll” in his head options for solving production problems.

It has been noticed that with the expiration of working time, the work does not end, especially for those workers whose workplace is in a room for several people. A specialist who does not know how to think, solve creative problems in public, compensates for the uselessly expended efforts already at home, trying to think with a stale head, looking for ideas during the rest period that he will bring to work tomorrow.

Fatigue increases with dissatisfaction with work, failures. The feeling of fatigue is removed or weakened by positive emotions, increased interest in work. In an excited state, you may not notice fatigue.

There are states of fatigue in which it is still possible to perform mental work, but creative principles are no longer found in it, and a person involuntarily follows ready-made, standard samples. Then there comes a period, accompanied by a feeling of tension, when a strong-willed effort is needed to complete the work. Further continuation of work leads to the appearance of a feeling of displeasure, often bearing a shade of irritation.

Functional fatigue is at first partial. So, tired of computing operations, you can successfully engage in reading. But there may also be such a state when, for example, neither doing mathematics, nor reading literature, nor even a simple conversation are beyond your strength - you just want to sleep uncontrollably.

People who are under information overload for a long time develop the so-called information neurosis, due to the need to process a large flow of information and quickly make it based on a decision. So according to A. I. Kikolov (1980), directors and television assistants, railway transport and airport dispatchers civil aviation, engineers in production, the average number of perceived information and its switching from one type of activity to another reaches 2500 per shift. A driver of vehicles in a large city performs from 30 to 120 professional actions every minute, every two minutes he finds himself in a critical situation bordering on the risk of an accident .

Prolonged neuro-emotional stress without proper rest leads to the fact that a person loses sleep, appetite, Bad mood, there are outbursts of irritability, melancholy, a headache, etc.

According to N.N. Zavadenko, N.A. Manelis, T.E. Uspenskaya, I.N. Suvorinova, T.P. Borisova (1999) in special schools with a mathematical bias, where the teaching load is quite high, high blood pressure was detected in students in 16-23% of cases against 6.5% of the case among schoolchildren in ordinary schools.

many kinds mental labor associated with the need to contact other people, entire teams. In such conditions, neuro-emotional stress and fatigue associated with it are largely determined by the culture of interpersonal relationships, the psychological climate in the team, and often in the family. A properly organized working day, after-work rest, physical education, sports hobbies will significantly help in relieving fatigue and preventing neurotic and psychological diseases (neurogenic hypertension, coronary heart disease, gastric ulcer and duodenal ulcer, etc.).

With prolonged professional mental work, functional changes may occur in the body, mainly due to low mobility. This is expressed in the deterioration of the heart, sclerotic changes in blood vessels, the appearance of hypotension (in young people) and hypertension (in the elderly), and the occurrence of neuroses. Lack of movement also leads to a weakening of breathing. In the lower parts of the lungs, in the abdominal cavity and legs, blood stagnates. Intestinal atony occurs, decay products accumulate in the body, headaches appear. A decrease in oxidative processes in the body entails anemia, as well as obesity.

It is known that emotional reactions lead to an increase in the level of cholesterol in the blood due to an increase in the level of secretion of a number of hormones, for example, in artists before going on stage, in pilots before flying, etc. Considering that this chemical is credited with an important role in the development of sclerotic changes in blood vessels, the special significance of the prevention of cardiovascular pathology will become clear. From a poorly functioning muscular system, a limited flow of information enters the brain, and this leads to a weakening of the excitatory process and inhibition in certain areas of the cerebral cortex. There are conditions for increased fatigue, a decrease in working capacity not only physical, but also mental, general well-being worsens, a decrease in muscle tone worsens posture.

Panchenko Alexander Yurievich, Ph.D. in Economics, Associate Professor

Ural Federal University

named after the first President of Russia B.N. Yeltsin

Yekaterinburg city

Psychophysiological aspects of labor activity: human resource of production.

Modern economic science, in accordance with the methodology of A. Marshall, understands land, labor, capital and human abilities as economic resources. At the same time, the term “labor” denotes the cost of working time or the number of workers employed in production, in general terms forming the labor potential of society, which in turn characterizes the possibility of participation of a person of labor, the able-bodied population of the country in the production, distribution, exchange of material goods.

The concept of "human resources" began to invest more deep meaning than in the concept of "labor force" and "labor resources". So, under the human factor, and, consequently, under the concept of "human resources" is understood, first of all, the totality of employees of enterprises, organizations, institutions united by joint activities. At the same time, the human factor is a set of socio-cultural, personal and psycho-physiological characteristics and properties of workers that affect their labor activity, therefore, the concept of "human factor" is more meaningful and deep in its content, since it characterizes the humanistic approach to characterizing the personality of a working person.

AT modern conditions, the human factor is a special factor of production, endowed not only with production, but also with social, psychological, physiological capabilities and needs.

The growing role of the human factor, and, consequently, the human as a labor resource, is currently due to structural changes in market conditions.

The specificity of human resources in modern conditions is, in our opinion, as follows.

This is a complex object of socio-economic management.

Resources are determined not by quantitative, but by qualitative characteristics of the able-bodied population.

The professionalization of activities requires an increasing capital intensity for the formation of professionals.

A person's resources include all of his quality characteristics- mental, physical, intellectual, psychological, moral, personal and many others. Some characteristics of a human resource are determined not only by education and complex professional knowledge and skills, but also character traits, personality traits, depending both on heredity and on the upbringing of a person - in the family, social group, society.

The important components of human resources include such as: the potential of labor mobility, the level of needs, the motivational characteristics of labor activity and such an important characteristic as the potential for physical and mental health.

The study of the psychophysiological characteristics of labor activity is one of the components of improving the level of health and, consequently, increasing the duration of a person's able-bodied activity.

In its most general form, any activity is “a specific human form of relations to the surrounding world, the content of which is its expedient changes and transformations of people's interests; conditions for the existence of society.

In general, taking this definition as a basis, we point out that it lacks an extremely important emphasis related to the fact that when implementing an activity, a person modifies not only the world around him, but also himself. Therefore, activity is presented as a process, on the one hand, of the expedient transformation of the surrounding world, and on the other hand, of an active change in the very personality of a person.

The physiological side of the labor process appears in the form of material processes occurring in the human body when performing various tasks.

The psychological side of labor activity is considered in the context of psychological (ideal) phenomena that accompany the labor process and the main task in this direction is to reveal “how the subjective reflection of reality is carried out in the process of this activity and what is the mechanism of mental regulation of activity. Its task is also to study the influence of activity on the development of psychological functions, processes, states and properties of a person.

In the most general form, an individual labor process can be imagined as a transformation of masses, energy and information by a person at the workplace.

In the psychophysiology of labor, the working capacity of the human body should be considered an adequate concept. From this point of view, the most acceptable is the characteristic of this category by Professor V.V. Its components are: a) the maximum possible physiological costs; b) the efficiency of these costs, that is, the efficiency of the physiological object. The decrease in performance during fatigue occurs due to each of these parameters. The definition is objective with some additions. First, one should keep in mind under the totality of spiritual and physical abilities for the performance of the labor process the maximum psychophysiological costs of the body, which we define as "general working capacity".

The second component of overall performance is the efficiency of maximum psychophysiological costs, that is, the ratio of the amount of labor product produced at the maximum workload to the marginal psychophysiological costs. This efficiency at maximum loads, from our point of view, is the efficiency of labor. Thus, the concept of “general performance”, expressed as the ratio of the maximum workload to the maximum psychophysiological costs, is related to the concept of “labor efficiency” in labor economics.

The overall performance of the human body is intermittent. “Current working capacity”, which, on the one hand, is the psychophysiological reaction of the body to a given level of load (psychophysiological costs), and on the other hand, as a general working capacity, and the effectiveness of these costs can be defined as the ratio of the value of the produced product to the value of psychophysiological costs in the labor process. In this sense, the concept of "current working capacity" coincides with such a concept in labor economics as "labor productivity". Therefore, taking into account the psychophysiological capabilities of a person in the indicator of labor productivity, his current performance is measured in this way.

In the most general form, labor productivity in labor economics is determined by the ratio:

where P m - labor productivity;

Q is the total product produced;

T well- the amount of living labor;

T about- the amount of materialized labor.

It should be borne in mind that research in the field of psychophysiology of labor is directly related to all three parameters included in the above formula. So, the amount of product produced ( Q) must necessarily include its quality in terms of produced use values, therefore, for example, when assessing the quality of the result of labor, it is important to study such an issue as the formation and dynamics of the needs of the individual and society as a whole, and this is the prerogative of psychophysiology and sociology of labor. It is important to read the psychophysiological features of labor activity in qualimetric measurements, i.e. quantitative assessment of product quality. On the other hand, the amount of living labor (T well) should certainly be measured on the basis of psychophysiological studies. Here, two most important parameters of labor costs within the framework of individual labor come to the fore - this is the severity and complexity of the labor process.

The severity characterizes the energy component of the labor process and is directly related to the magnitude of the physical load. The complexity of the labor process is determined by the mechanism of information processing by the central nervous system and the magnitude of the information load. Thus, two aspects of the subject of study of the psychophysiology of labor should be singled out - the workload and the body's reaction to this load.

As for the amount of materialized labor (T about- in formula 1.1), then it also has a psychophysiological aspect. So, materialized labor cannot be measured without understanding the patterns of accumulation of experience by the performer of work, on the one hand, and without knowing the laws of formation and development of such an important mental process as memory, long-term and short-term (operational). It should be noted that scientists, research work on the collection of empirical material, which in the future will make it possible to make a qualitative leap in this area of the intersection of economics and psychophysiology of labor.

It has already been noted above that the performance of the human body can be considered in two ways: firstly, as a potential integral ability to withstand workloads and, secondly, as the effectiveness of psychophysiological costs during work. That is, performance can be measured, on the one hand, by the value of psychophysiological costs, and on the other hand, by the efficiency of the work performed, determined by the ratio of the workload to the value of psychophysiological costs. Bearing in mind the limiting (potential) psycho-physiological capabilities of the organism (as a certain quantitative set of various human abilities), we identify this set with the concept of "labor force" in labor economics. The marginal efficiency of psychophysiological costs characterizes the efficiency of a person's labor activity. The actual psychophysiological costs that are manifested when a person performs a labor process determine the so-called current performance of the body. It, expressed in the form of the actual effectiveness of psychophysiological costs, is labor productivity.

Thus, the potential psychophysiological prerequisites for labor activity may not be in demand, they can manifest themselves and be present in a person outside of activity, but the effectiveness of psychophysiological costs is manifested exclusively in the labor process. Therefore, the main intersection basic concepts economics and psychophysiology of labor occurs on the effectiveness of labor activity.

The problem of working capacity in the psychophysiology of labor occupies one of the leading places. At the same time, in addition to revealing the essence of the concept of "working capacity", it is very important to study the issue of the dynamics of working capacity in different time periods. The practical way out of this problem in the field of labor economics is to build rational modes of work and rest. The meaning of this construction is to catch the moment of onset of fatigue and use at this moment one or a set of measures to stimulate working capacity. To build a rational regime of work and rest, it is necessary to perform a series of sequential operations.

1. At fixed intervals (for example, every half an hour or an hour), two groups of parameters are measured: technical and economic (hourly output, scrap rate, operational time, etc.) and psychophysiological (parameters of mental processes: memory, attention, perception , thinking, functional state parameters: heart rate, galvanic skin response, pulmonary ventilation, etc.). The ratio of these parameters is then calculated for each measurement. The values of these ratios are postponed throughout the entire work shift.

2. At the second stage, the regression equation is constructed, which allows choosing such a connection between the points that shows the maximum “entanglement” of the points, that is, a mathematical model of the performance dynamics is built in the form of a performance curve.

3. The regression equation is translated into a graphical form of a performance curve

4. On the performance curve there is a point of the beginning of the decline in the level of performance - the beginning of the process of fatigue, and during this period either an unregulated break is introduced, or one of the methods of stimulating performance.

In different time periods, fluctuations in working capacity are of a diverse nature. So, fluctuations in working capacity during the day have four pronounced characteristic points: two minima and two maxima. The weekly dynamics of working capacity is characterized by an increase in its level by Wednesday and its gradual fall on Thursday and Friday (with an 8-hour working day). Recently, general trends have appeared that some changes in various types of working capacity are manifested during the year.

The analysis carried out allows us to conclude that in the psychophysiology of labor, the value of working capacity can be identified with the efficiency of labor activity.

According to the author, performance is integral in nature and is expressed by a multifactorial function. The author believes that optimal performance depends on several factors, first of all, the state of the production environment, the energy component of a person, the motivational factor, the information subsystem that affects the nature of performance. Therefore, performance can be represented as the following formula:

where P is the working capacity of a person, characterizing his activity in optimal conditions;

E wholesale– performance in optimal conditions;

X st- the nature of the work performed under standard conditions;

C is the optimal state of the production environment;

I - information component that affects the efficiency of labor activity.

E - energy indicators, or the energy state of a person, his physical, psychological, emotional, nervous capabilities of a person or employee;

M is the motivational factor of working capacity, expressed in stimulating subsystems;

All indicators in this formula are expressed in relative numbers, they are equal to 1, with the optimal value C,E,M.

Moreover, it should be noted that subsystems C and M can obviously be reduced to optimizing the energy-information interaction of an employee with the production environment and the process of forming labor motivation.

In the labor process, the employee interacts not only with objects, means of labor, environment and other participants in the labor process, but implements this interaction through the information component of production.

Regulation information flows employee is carried out in several stages, i.e. there is a certain sequential transformation of information by the employee. Usually, the following stages are distinguished in the activity of the performer of the work: receiving information; evaluation and processing of information; decision-making; implementation of the decision.

Thus, the psychophysiological aspects of labor activity are directly related to such social and labor categories as: labor force, labor productivity, labor efficiency, labor intensity, forms social and individual use value as the ultimate goal. social production. The psychophysiological factor is the most important evaluation component that largely forms the value of a human resource, thereby affecting the value of both the total and individual human capital.

Literature:

Lomov B.F. On the problem of activity in psychology // Psikhol. magazine. 1981. -V.2. #5

Perevoshchikov Yu.S. labor process. - Izhevsk: Udmurtia, 1977-165p.

Rosenblat VV. Fatigue // Guide to labor physiology / ed. Z.M. Zolina, N.F. Izmerova - M.: Medicine, 1983 - 528s.

Panchenko A.Yu. Psychophysiological aspects of labor activity: human resource of production. // Scientific electronic archive.
URL: (date of access: 01/04/2020).

Practice 17

Topic: the study of purposeful human activity

Purpose: to identify the impact of preliminary goal setting on the result of activities.

Task 1. Conduct a test with a table (number-letter).

Task 2. Make a conclusion about the dependence of the result of the activity on the goal.

6.2. Topics for abstracts and essays to prepare for practical exercises

Semester homework for full-time students

Fulfillment, execution and preparation for the defense of home semester assignments(DSZ) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

The assignments necessary for completing home semester assignments (DSZ) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 are issued by the teacher who conducts practical classes, indicating the recommended literary sources.

Semester homework assignments are performed for the purpose of practical study of sections of the discipline, which contributes to the consolidation, deepening and generalization of theoretical knowledge, develops creative initiative and independence, increases interest in studying the discipline and instills research skills. Home semester assignments for the discipline are performed by each student within the framework of independent work on the following topics:

DSZ 1 . “The body is a complex open self-regulating system” consists of an explanatory note (at least 12–15 pages), which must contain the following sections:

1. Introduction.

2. Levels of organization of the organism's vital activity. unity of the body and external environment. The internal environment of the body. Homeostasis.

3. Conclusion

DSZ 2 . "Physiology of the cerebral hemispheres" consists of an explanatory note, including the following sections:

1. Introduction.

2. Development of the cerebral cortex in ontogeny. Paired activity of the cerebral hemispheres and features of its development in ontogeny.

3. Reflexometry as a method for assessing the functional state of the central nervous system. Electroencephalography as a method for studying the functional activity of the cerebral cortex and its relationship with subcortical structures. Basic electroencephalogram (EEG) rhythms. EEG formation in ontogeny.

4. Conclusion.

DSZ 3. " Congenital and acquired activity of the body"Consists of an explanatory note containing the following sections:

1. Introduction.

2. Congenital and acquired activity of the organism. Instincts as complex unconditioned chain reflexes that form an innate form of behavior. Characteristics and the mechanism of development of instincts.

3 Dynamic stereotype, its physiological essence, features and significance in the process of learning and skills formation. The difficulty of remaking stereotypes as a pedagogical problem in case of learning errors.

4. Conclusion.

DSP 4. "Biological maturation and mental development" consists of an explanatory note containing the following sections:

1. Introduction.

2. General concepts of maturation. maturity criteria. biological age. The problem of acceleration and retardation of development and adolescents. Critical and sensitive periods of development, their characteristic features.

3. Dynamics and heterochrony of the maturation of the main blocks of the brain and mental development. Heterochrony in the maturation of the cerebral hemispheres and the formation of the characteristics of the human psyche.

4. Conclusion.

DSZ 5 "Psychophysiology of the emotional-need sphere" consists of an explanatory note containing the following sections:

1. Introduction.

2. Functional asymmetry of the cerebral hemispheres and emotions. Emotions and health. The influence of emotions on human activity.

3. Conclusion.

DSZ 6. "Psychophysiology of speech and mental activity" consists of an explanatory note containing the following sections:

1. Introduction.

2. Speech as a historically established form of communication between people through language. Basic parts of speech. Localization of speech centers, their physiology and functional unity.

3. Ontogeny of speech. Aphasia. Speech cinematography. Expressive, impressive, inner speech. Speech functional asymmetry.

4. Thinking and speech. Modern ideas about the nature and mechanism of thinking. Electroencephalographic correlates of thinking. Intellect, its physiological basis and aspects. Factors that determine the level of intelligence development.

5. Conclusion.

DSZ 7 "Functional state" consists of an explanatory note containing the following sections:

1. Introduction.

2. Determination of the functional state. The role and place of the functional state in human behavior. Methods for diagnosing functional states.

3. Physiology of stress. Definition of stress. Classification of stresses. Physiological mechanism of stress development. G. Selye about stress as a general adaptation syndrome. Stages of development of stress. Eustress and distress. Stress, behavior and human health. Management of stress reactions. Feedback in the regulation of functional states and human behavior.

4. Conclusion.

DSZ 8. “Psychophysiology professional activity»consists of an explanatory note containing the following sections:

1. Introduction.

2. The role of psychophysiology in solving practical problems of labor psychology. Methods of research in the psychophysiology of professional activity. Psychophysiology professional selection and aptitude.

3. Psychophysiological components of performance and determinants of human adaptation to extreme conditions of activity.

4. Conclusion.

DSP 9. "Biological rhythms" consists of an explanatory note containing the following sections:

1. Introduction.

2. Biological rhythms. Chronobiology and biorhythmology. Natural and biological rhythms. Indicators and classification of biorhythms. The concept of biological clock. Synchronizers. External and internal synchronization of biorhythms. Pacemakers.

3. Biorhythms and performance. Individual biorhythms of working capacity. Desynchronosis, its causes and significance. Prevention of desynchronosis. The value of the doctrine of biorhythms in pedagogy.

4. Conclusion.

DSZ 10. "Psychophysiology of mental work" consists of an explanatory note containing the following sections:

1. Introduction.

2. Psychophysiological foundations of the effectiveness of mental labor in professional and pedagogical activities (the concept of mental labor). Efficiency of mental activity; information component in mental work.

3. Intensification of mental labor and fatigue, consequences; physiological rationalization of work and rest regimes.

4. Conclusion.

Each semester homework is carried out, drawn up and defended by the student independently.

Preparation for the defense of the home semester assignment is carried out independently by each student with the study of sections of lecture material covering the topic of this DSS, includes the implementation of the DSS and the preparation of an explanatory note in accordance with the requirements.

The explanatory note is drawn up on sheets of white paper in A4 format and includes the following sections: title page, introduction, clear and logical presentation of the material, accompanied, if necessary, by graphic illustrations and drawings.

At the end of the explanatory note, a list of literary sources used by the student in the implementation of the DSS is given, including a bibliography of guidelines and manuals.

The defense of semester home assignments is carried out in the form of a conversation or testing, provides for the solution of situational tasks or test tasks and is designed to identify the level of student knowledge on the topic of the defended DSS.

Students who have not completed the DSZ are not allowed to defend them. DSZ protection without an explanatory note is not allowed. An explanatory note and graphic material, designed carelessly or not in accordance with the requirements, are not allowed for protection.

Reception of DSP defenses is carried out by teachers who conduct practical or lecture classes.

6.3. Tasks for the test for students of the correspondence department and guidelines for their implementation

To study the course "Anatomy and developmental physiology", part-time students need to independently familiarize themselves with some of its sections, as well as complete a test. This course is a necessary discipline for the preparation of future bachelors. Its main task is to acquire knowledge about the structure and functions of the human body. The performance of the test is a prerequisite for admission to the offset of students of the correspondence department of all specialties. Control tasks are compiled in accordance with the work program for the discipline "Anatomy and age-related physiology". The tasks of the control work contain two questions. The student receives an assignment, the number of which corresponds to the last digit of the record book number. Each question of the control task is carried out in the form of an abstract. The abstract is notable for its small volume and most fully sets out the main content of the primary document. The essence and purpose of the abstract is a brief and fairly complete presentation of the main content of the source, in the transfer of new problematic information available in the read scientific publication. When writing a paper, the student must rely on the recommended literature, additionally use the literature of other sources, including scientific periodicals. An abstract plan is drawn up indicating the pages in the text, in accordance with which the material should be presented. All quotations used must be cited. References can be given in the form of indicating the number of the primary source in the bibliography. The main literature should be mostly not earlier than 2009 edition, and periodicals for the last 6-12 months. To perform abstract work, at least 3-4 sources should be used. The answer to each question of the control task is presented according to the scheme:

1. Plan of work with indication of pages in the text.

2. Introduction, contains a rationale for the relevance of the topic, questions that the student proposes to disclose, goals and objectives of the work.

3. A brief historical digression (if the topic requires it).

4. The main part, revealing the content of the topic, contains a detailed analysis of the issue, as well as ways and means of solving it.

5. The conclusion is a brief summary of the material presented.

6. The list of used literature is compiled according to generally accepted rules for describing sources (author with initials, year of publication, publisher, number of pages).

Registration of control work. Test performed on A 4 format or in a regular notebook. Computer version preferred. If it is impossible to print the work, the abstract is written by hand in a clear legible handwriting. The amount of work (both questions) within 8-10 pages of handwritten text or equivalent typed on a computer. The number of the task option is chosen by the student in accordance with the last two digits of the number of his record book according to the proposed scheme:

Option 1.

1. General idea of the human body. The body as a self-regulating system.

2. Human musculoskeletal system. Patterns of ontogenetic development of the musculoskeletal system. Flat feet and measures for its prevention.

Option 2.

1. Anatomy and physiology of the medulla oblongata. Development in ontogeny.

2. Heredity and environment. Their effect on the child's body.

Option 3.

1. Nervous tissue. Features of the structure and function of the neuron and glion.

2. Emotions, their features, components. Neuroanatomical substrates of emotions. Features of the emotional sphere in adolescence.

Option 4.

1. Structure and functions of synapses. The mechanism of transmission of excitation and inhibition in the synapse.

2. Working capacity. Changes in the working capacity of students in the process of learning activities.

Option 5.

1. The concept of ontogenesis, growth and development of the human body. Scheme of age periodization. Patterns of individual growth and development of the child's body.

2. Blood as a kind of connective tissue. Functions of the blood. Age-related morphophysiological features of blood.

Option 6.

1. Anatomy and physiology of the diencephalon. Development in ontogeny.

2. Circulatory system. Circles of blood circulation, their functions. Age features of the circulatory system in children and adolescents.

Option 7.

1. Reticular formation of the brain stem. Features of its structure and function.

2. Structure and functions of the heart. Age-related morphophysiological features of the cardiovascular system.

Option 8.

1. Immunity. The immune system of the body. Types of immunity, its formation and change with age.

2. Comprehensive diagnosis of the level of the functional state of the child.

Option 9.

1. Anatomy and physiology of the cerebellum. Development in ontogeny.

2. Overall plan structures and functions of the respiratory system. Mechanisms of regulation of respiration. Age-related anatomical and morphological features of the human respiratory system.

Option 10.

1. Functional asymmetry of the right and left hemispheres.

2. Human ontogeny. Prenatal and postnatal ontogeny. Scheme of age periodization.

Option 11.

1. Fundamentals of higher nervous activity of children. The development of speech in a child.

2. General plan of the structure and function of the organs of the digestive system. Digestion regulation. Age-related morphophysiological features of the organs of the digestive system.

Option 12.

1. The structure and functions of the cerebral hemispheres. Development of the cerebral cortex in ontogeny.

2. Metabolism and energy. Age-related features of metabolism.

Option 13.

1. The general plan of the structure of the human skeleton. Types of bones connection. Posture. Anatomical and functional prerequisites for the formation of posture in school age, its violation, the importance of correct posture in schoolchildren.

2. Fundamentals of proper nutrition for children and adolescents. Prevention of gastrointestinal diseases.

Option 14.

1. I. P. Pavlov’s doctrine of analyzers. Classification of analyzers. The value of analyzers in the knowledge of the surrounding world. The importance of sensory systems in maintaining brain activity, automatic regulation of homeostasis, organization of adequate behavior and cognitive activity child.

2. Heat generation. Balance of heat production and heat transfer. Thermoregulation. Heat transfer in children and adolescents.

Option 15.

1. Visual sensory system. The concept of refraction and its change with age. Age features of vision: visual reflexes, light sensitivity, visual acuity, accommodation, convergence. The development of color vision in children.

2. The role of the excretory system in maintaining the constancy of the internal environment of the body. Prevention of diseases of the excretory system.

Option 16.

1. Auditory sensory system. Sound perception. Age features of hearing. hearing thresholds. Features of speech perception.

2. Endocrine system. Features of its functioning during puberty. The role of the endocrine glands in the processes of growth and development of the body.

Option 17.

1. The concept of the first and second signal systems of reality (IP Pavlov). Formation of the second signal system in ontogeny. Artistic and mental types of higher nervous activity. General idea of functional disorders of higher nervous activity. Causes and manifestations of neuroses. Didactogenic neuroses, their specificity and prevention.

2. Structure and functions of the skin. Skin derivatives. Prevention of skin diseases.

Option 18.

1. General plan of the structure of the nervous system. Reflex as an elementary act of nervous activity. Reflex arc, its links and their functions.

2. Biorhythms and the pedagogical process. Daily rhythms of the body, active wakefulness and sleep. The meaning of sleep, its rational organization.

Option 19.

The structure and function of the spinal cord. Basic spinal reflexes, their features in children of the first year of life and early childhood.

The concept of a dynamic stereotype, its age features. Dynamic stereotype and its role in training and education. Dynamic stereotype and daily routine.

Option 20.

Anatomy and physiology of the midbrain. Development in ontogeny.

The development of speech in a child. speech centers. Relationship of areas of the cerebral cortex with motor speech function. Speech disorder. The development of a child's speech in ontogenesis.

Option 21.

1. The structure and functions of neurons, the meaning of dendrites, axon, axon hillock. Lifespan of neurons.

2. The concept of ontogenesis. Scheme of age periodization. prenatal ontogeny.

Option 22.

1. Auxiliary apparatus of the muscles. Muscle work and strength. Fatigue during muscular work. Theories of fatigue, the role of local and central mechanisms.

2. Sleep. The influence of life experience and direct stimuli on the nature of dreams. Significance of the phase states of the nerve centers. sleep theories.

Option 23.

1. Physiology of the musculoskeletal system. The structure of the skeleton of the skull. Age features.

2. Memory. Changes in the volume of memorization in different age periods of life. Neural mechanisms of short-term and long-term memory.

Option 24.

1. Characteristics of the digestive tract. Mechanical and chemical processing of food. Characteristics of digestion in the duodenum.

2. The division of people into types according to the characteristics of higher nervous activity. Features of the characteristics of nervous processes in adolescence.

Option 25.

1. Characteristics of the blood system. The composition of the blood. ABO blood groups. Possibility of blood transfusion from a donor to a recipient. Cellular elements of blood, their significance.

2. Structural and functional features of the hypothalamus of the diencephalon. The value of the hypothalamic-pituitary system.

Option 26.

1. Characteristics of the departments of the respiratory system. Airways and lungs. Gas exchange in the lungs and tissues. The concept of lung capacity. Basic volumes. Age differences. The mechanism of respiratory movements of the chest. The role of the diaphragm

2. Visual analyzer. Methods for assessing its functional state. Vision hygiene. Receptor system of the eye. Meaning of cones and rods. Features of their distribution on the retina. Refractive media of the eye. Optical system of the eye. The value of the lens. Accommodation. Pupil reaction to light.

Option 27.

1. Characteristics of the excretory system. The structure and functions of the skin. The role of the gastrointestinal tract in the excretion of metabolites.

2. Auditory analyzer. Methods for assessing its functional state. Hearing hygiene.

Option 28.

1. The structure and functions of the kidneys. Structure and functions of the nephron. Features of the blood supply to the kidneys. Mechanism of urination. Regulation of urination and urinary excretion. Age features.

2. Tactile and muscle analyzers. Methods for assessing their functional state.

Option 29.

1. The structure and functioning of synapses. The value of the mediator. Features of the conduction of excitation along the central part of the reflex arc.

2. Instinct and dynamic stereotype. The difficulty of remaking stereotypes as a pedagogical problem with errors in education and training.

Option 30.

1. Characteristics of the autonomic part of the nervous system. Its structural and functional features.

2. Physiology of memory. Changes in the volume of memorization in different age periods of life.

6.4. Exam Preparation Questions

1. History of the development of anatomy and physiology as scientific and educational disciplines.

2. Age anatomy and physiology as a science and academic discipline, its relationship with other sciences. Research methods.

3. The concept of anatomy and physiology as the sciences that study the structure of the body, its vital activity and the conditions for maintaining human health.

4. The concept of ontogenesis. Scheme of age periodization. prenatal ontogeny.

5. The concept of ontogenesis. Scheme of age periodization. Postnatal ontogeny.

6. The concept of ontogenesis. Critical periods of ontogeny. Acceleration.

7. Quantitative and qualitative changes in the process of development of the organism. Calendar and biological age, their ratio, criteria for determining biological age at different stages of ontogenesis.

8. The value of the external environment and heredity for the development of the organism of children. The influence of natural and social factors on the development of the child.

9. Anatomical and physiological characteristics of the endocrine glands. Changes in the hormonal background in the human body during puberty.

10. The role of endocrine glands in the formation of behavioral reactions in children.

11. Hormones of the cortex, adrenal medulla and stress. The concept of stress according to G. Selye. Types of stress conditions.

12. General plan of the structure of the nervous system. Methods for studying various parts of the central nervous system.

13. The structure and functions of neurons, the value of dendrites, axon, axon hillock. Lifespan of neurons.

14. Anatomical and physiological characteristics of the autonomic nervous system. Its structural and functional features.

15. Reflex as an elementary act of nervous activity. Links of the reflex arc and their functions.

16. Structure and functions of the spinal cord. gray and white matter. The role of the anterior and posterior roots.

17. The structure and functioning of synapses. The value of the mediator. Features of the conduction of excitation along the central part of the reflex arc.

18. Anatomical and physiological characteristics of the midbrain. Orientation reflexes. Posture-tonic reflexes.

19. Structural and functional features of the hypothalamus of the diencephalon. The value of the hypothalamic-pituitary system.

20. Thalamus diencephalon. His role is as the collector of all sensibility.

21. Anatomical and physiological characteristics of the brain. Brain stem. reticular formation.

22. Cerebellum. Structure and functions. Research methods.

23. Cerebral hemispheres, their structure and functions. gray and white matter. Interhemispheric symmetry. The development of cognitive abilities in children.

24. Large hemispheres of the brain, their structure and functions. Projection and associative zones.

25. The division of people into types according to the characteristics of higher nervous activity. Features of the characteristics of nervous processes in adolescence.

26. Types of GNI, their consideration in the implementation of an individual approach to students in the process of education and upbringing.

27. First and second signal systems. The 2nd signaling system is a qualitative difference between the GNI of a person. The development of the child's speech and thinking.

28. General idea of functional disorders of higher nervous activity.

29. The system of "signals" and its role in the formation of abstract thinking in children and their education at school.

30. Periods for the formation of speech function. The process of speech perception as a means of communication.

31. Conditions for the formation of conditioned reflexes. Biological significance of conditioned reflexes.

32. Conditioned and unconditioned reflexes. Their comparative characteristics. The value of the development of conditioned reflexes in the process of education.

33. Classification of conditioned reflexes.

34. Unconditional and conditioned inhibition of conditioned reflexes, their biological significance and distinctive features.

35. Neuropsychiatric disorders in children. Causes and manifestations of neuroses. Didactogenic neuroses, their specificity and prevention. Features of formation in the ontogenesis of memory and motivations. Content and development in the ontogeny of emotions and thinking.

36. The concept of a dynamic stereotype, age characteristics. Dynamic stereotype and its role in training and education. Dynamic stereotype and daily routine.

37. The formation of communicative behavior and its components at each stage of ontogenesis.

38. Formation of group communicative behavior. Violations of communicative behavior.

39. The value of sensory information for the development of communicative behavior.

40. Acoustic imitation, connection of motor and sensory mechanisms; development of speech somatosensory behavior.

41. Visual sensory system. Methods for assessing its functional state. Vision hygiene.

42. Receptor system of the eye. Meaning of cones and rods. Features of their distribution on the retina.

43. Refractive media of the eye. Optical system of the eye. The value of the lens. Accommodation. Pupil reaction to light.

44. Auditory sensory system. Methods for assessing its functional state. Hearing hygiene.

45. Tactile and muscular sensory systems. Methods for assessing their functional state.

46. The role of tactile sensitivity in communicative behavior in children.

47. Anatomical and physiological characteristics of the blood system. The composition of the blood.

48. Blood groups of the ABO system. Possibility of blood transfusion from a donor to a recipient.

49. Cellular elements of blood, their significance.

50. Blood as the internal environment of the body. Prevention of anemia in children and adolescents.

51. Anatomical and physiological characteristics of the cardiovascular system. The structure and functions of the heart. Indicators reflecting the activity of the heart.

52. The structure of the human heart. Cycle of cardiac contraction, its phases. The value of the valvular apparatus of the heart.

53. Cardiovascular system. Structure and function of the main blood vessels. Age changes.

54. Methods for diagnosing the cardiovascular system. Determination of blood pressure and heart rate. Age features.

55. Age features of the heart. Factors that adversely affect the heart and blood vessels.

56. Anatomical and physiological characteristics of the respiratory system. Airways and lungs. Gas exchange in the lungs and tissues.

57. The concept of vital capacity of the lungs. Basic volumes. Age differences.

58. The main diseases of the respiratory system in childhood and adolescence, their prevention.

59. The mechanism of respiratory movements of the chest. The role of the diaphragm

60. Anatomical and physiological characteristics of the digestive tract. Mechanical and chemical processing of food. Characteristics of digestion in the oral cavity.

61. Anatomical and physiological characteristics of the digestive tract. Mechanical and chemical processing of food. Characteristics of digestion in the stomach.

62. Anatomical and physiological characteristics of the digestive tract. Mechanical and chemical processing of food. Characteristics of digestion in the duodenum.

63. Anatomical and physiological characteristics of the digestive tract. Mechanical and chemical processing of food. Characteristics of digestion in the small intestine.

64. Anatomical and physiological characteristics of the digestive tract. Mechanical and chemical processing of food. Characteristics of digestion in the large intestine.

65. Digestive glands. Their participation in the processes of digestion.

66. Pancreas. Its participation in the digestive processes and processes of internal secretion.

67. Participation of the liver in the processes of digestion. barrier function of the liver.

68. Development of the digestive organs in children.

69. Metabolism and its change in the process of human life.

70. The concept of proteins, fats and carbohydrates. Macro- and microelements, vitamins.

71. The concept of rational nutrition and the requirements for it. Dietary differences between children and adults.

72. Formation and release of heat by the body. Features of thermoregulation in children.

73. Anatomical and physiological characteristics of the excretory system. Age features.

74. Structure and functions of the skin.

75. The role of the gastrointestinal tract in the excretion of metabolites.

76. Structure and functions of the nephron. Features of the blood supply to the kidneys.

77. The mechanism of urination. Regulation of urination and urinary excretion. Age features.

78. Structure, functions and development of the kidneys. Urine formation. Features in children.

79. Musculoskeletal system. The structure of the skeleton of the skull. Age features.

80. Musculoskeletal system. The structure of the skeleton of the body. Age features.

81. Musculoskeletal system. The structure of the skeleton of the free upper limbs and their girdle. Age features.

82. Musculoskeletal system. The structure of the skeleton of the free lower limbs and their girdle. Age features.

83. Types of bones, their functions and connection with the structure. Chemical composition, physical properties bones.

84. Age-related changes in the development of bones. Osteogenesis. Joints of the bones of the skeleton. Age features.

85. Macroscopic and microscopic structure of bones. Bone growth in length and width. Prevention of osteoporosis.

86. Posture, anatomical and functional prerequisites for the formation of posture at school age, its violation, the importance of correct posture in schoolchildren.

87. The concept of flat feet.

88. Prevention of dislocations.

89. Musculoskeletal system. Structure and function of skeletal muscles. Muscle classification. properties of skeletal muscles.

90. The mechanism of muscle contraction.

91. Auxiliary apparatus of the muscles. Muscle work and strength.

92. Fatigue during muscular work. Theories of fatigue, the role of local and central mechanisms.

93. Motor mode of students. Development of motor skills.

94. The concept of hypodynamia. The effect of exercise on the human body.

95. The role of the vestibular apparatus in maintaining posture and organizing complex movements in children.

96. Comprehensive assessment of the level of functional development of the child.

97. Somatometric, physiometric and somatoscopic indicators of physical development.

98. Memory. Changes in the volume of memorization in different age periods of life.

99. Neural mechanisms of short-term and long-term memory.

100. Natural and biological biorhythms. Types of desynchronosis. Daily routine and health of children and adolescents.

101. The structure of normal human sleep. "Fast" and "slow" sleep, the state of autonomic functions in these types of sleep.

102. Sleep. The influence of life experience and direct stimuli on the nature of dreams. Significance of the phase states of the nerve centers.

103. Theories of sleep.

104. The biological significance of emotions, their characteristic features. Components of emotional reactions. Classification of emotions. Features of emotional reactions in adolescence and youth.

105. Positive and negative emotions. Sthenic and asthenic emotions. The influence of emotions on human performance and health.

EDUCATIONAL-METHODOLOGICAL AND INFORMATION SUPPORT OF THE DISCIPLINE

Main literature

1. Sapin M.R., Bryksina Z.G. Anatomy and physiology of children and adolescents. M.: ACADEMIA. 2012. 453 p.

2. Human Physiology: in 2 volumes [Text]: textbook. for universities / ed. V.M. Pokrovsky, G.F. Briefly. - M.: Medicine, 2011. - 447 p.

3. Yugova E.A., Turova T.F. Age physiology and psychophysiology. [Text] / E.A. Yugova, T.F. Turova - M: Academy, 2012. - 336 p.

additional literature

1. Bezrukikh M.M. Reader on age physiology [Text]: textbook. for universities / M.M. Bezrukikh, V.D. Sonkin, D.A. Farber. - M: Academy, 2007. - 288s.

2. Brin V.B. Human physiology in diagrams and tables. [Text]: studies. for universities / Brin V.B. - Rostov-on-Don, Phoenix, 1999.

3. Danilova N.N., Krylova A.L. Physiology of higher nervous activity. [Text]: studies. for universities / Danilova N.N., Krylova A.L. - M., Educational literature, 1997.

4. Maryutina T.M., Ermolaev O.Yu. Human biology. Anatomy. Physiology and human hygiene with the basics of medical ecology in tables and diagrams. [Text]: studies. for universities / Mryutina T.M., Ermolaev O.Yu. - M., Medicine, 1988.

5. Matyurina T.M., Ermolaev O.Yu. Psychophysiology. [Text]: studies. for universities / Matyurina T.M., Ermolaev O.Yu. - M., Publishing house of URAO, 1998.

6. Fundamentals of psychophysiology[Text]: studies. for universities / ed. Yu.I.Alexandrova. M., Infra-m, 1997.

7. Sapin M.R., Sivoglazov R.I. Anatomy and physiology of a person with age characteristics of a child's body. [Text]: studies. for universities / Sapin M.R., Sivoglazov R.I. - M., Academy, 2000.

8. Semenov E.V. Physiology and anatomy. [Text]: studies. for universities / Semenov E.V. –M., 1997.

9. Smirnov V.M. Neurophysiology and higher nervous activity of children and adolescents. [Text]: studies. for universities / Smirnov V.M. - M., Academy, 2000.

10. Sudakov K.V. normal physiology. [Text]: studies. for universities / Sudakov K.V. - M., 1999.

11. human physiology[Text]: studies. for universities / ed. ON THE. Agadzhenyan. - M .: Medical book; NN: NGMA, 2008.- 257p.

Software and Internet resources

www.informika.ru

www.wikipedia.org

8. LOGISTICS OF THE DISCIPLINE

Microscopes, micropreparations, stopwatches, glass slides with tissue micropreparations, electronic tonometer, phonendoscopes, spirometers, reflexometer, perimeter.

multimedia technology. Table sets.

Educational-methodical complex of the discipline

"Anatomy and age physiology"

Signed for seal _________. Format 60´84/16. Paper for plural devices.

The print is flat. Conv. oven l. ___. Uch.-ed. l.____. Circulation ____ copies. Order No. ____.

FGAOU VPO "Russian State Vocational Pedagogical University". Yekaterinburg, st. Machine builders, 11.

Risograph FGAOU VPO RGPPU. Yekaterinburg, st. Machine builders, 11.

Breathing exercises.

Eye exercises.

Fatigue warning.

Computer and life.

Conclusion.

Introduction.

The development of science and technology leads to an ever greater intellectualization of labor. This process led to the emergence of such new professions as general operators, machine adjusters, conveyor workers, laboratory technicians for the maintenance of electronic computers, transport dispatchers, etc., requiring special knowledge and high nervous tension from workers. The forms of physical labor that have dominated for centuries are being replaced by increasingly intellectual labor.

Scientific and technological progress has a global impact on all types of human labor activity, on the nature of his recreation and entertainment. The pace of life is accelerating, the forms of interaction between people in small and large teams are changing, many of the needs of people are becoming different.

Many types of labor can be classified as mental, which differ significantly in the organization of the work process, the distribution of the load, and the degree of neuro-emotional stress. Conventionally, the following groups can be distinguished:

1) The work of engineers, economists, accountants, office workers, requiring mainly the tension of thought processes and carried out according to a predetermined plan;

2) The managerial nature of work is typical for the heads of enterprises, institutions, large and small teams, for teachers. Its distinguishing features are the uneven load, the need to make non-standard decisions, the possibility of conflict situations;

3) The work of scientists, designers, writers, composers, artists, artists is characterized by the creation of new products of creative activity, an unregulated schedule, a periodically occurring increase in the degree of neuro-emotional stress;

4) Operator labor covers large group professions related to the operation of machines, equipment, technological processes. The work is characterized by special responsibility and high neuro-emotional stress;

5) Labor with a heavy load on small muscle groups, requiring the tension of individual analyzers and attention functions, is typical for compositors, controllers, assemblers, etc .;

6) Labor medical workers associated with great responsibility, often with a lack of information needed to make the right decision, the complexity of relationships with patients, which causes its high stress;

7) The development of new knowledge requires students to exert memory, attention, thought processes necessary for the perception and reproduction of new information.

Intellectual work, with its increased requirements for mental stability, prolonged nervous tension, and the ability to process a large flow of diverse information, differs from physical labor. In the latter, muscle fatigue is a normal physiological state, developed in the course of evolution as a biological device that protects the body from overload. Mental work is the achievement of nature at higher levels of its development, and the human body has not yet had time, naturally, to adapt to it. Evolution has not yet developed reactions that reliably protect the central nervous system from overstrain. Therefore, the onset of nervous (mental) fatigue, unlike physical (muscular) fatigue, does not lead to an automatic cessation of work, but only causes overexcitation, neurotic shifts, which, accumulating and deepening, lead to a person’s illness. so-called. "diseases of civilization" are especially frequent among representatives of professions associated with sedentary intense mental work and emotional stress.

In these new conditions for the human body, every mental worker must learn to calmly and soberly assess his strengths and capabilities, learn to control his body, and competently use the means of physical culture and sports for this purpose. The latest scientific data, of course, testify to the enormous benefits of physical exercise for people working with increased neuro-emotional stress in conditions of hypodynamia.

Preserving and strengthening the health of workers, increasing and maintaining their high efficiency is one of the most important tasks of our society. Among the many factors that determine its solution, a prominent place belongs to physical culture. It contributes to the adaptation of the body to the rapidly changing conditions of work and life, being one of the main components healthy lifestyle the lives of contemporaries. It is no coincidence that K. Marx characterized health as unlimited freedom for each person to perform their biological and social functions. In strengthening the health of the population, the harmonious development of the individual, in preparing young people for work and the defense of the Motherland, the importance of physical culture and sports, their introduction into everyday life, is growing.

Psychophysiology of mental labor.

Job satisfaction is more conducive to longevity than physical development, diet, non-smoking, and parental longevity.

M. Bernst

The working brain consumes significantly more oxygen than other body tissues. Constituting 2 - 3% of the total body weight, the brain tissue at rest absorbs up to 20% of the oxygen consumed by the entire body. Observations on a person working through a difficult book showed that when reading the first 8 pages, the release of carbon dioxide increased by 12% compared to the state of rest, after 16 pages - by 20%, and after 32 - by 35%.

During mental work, the vessels of the brain are filled with blood, the peripheral vessels of the extremities are narrowed and the vessels of the viscera are dilated, i.e., vascular reactions are observed that are the opposite of those that occur during muscular work. Functions of the cardiovascular system change slightly. Another thing is when such work is accompanied by emotional experiences. Troubles and excitement, anger and impatience, tension in conditions of lack of time affect the circulatory apparatus. So, before starting work, a group of individuals had an average heart rate of 70.6 beats per minute, with relatively calm work - 77.4 beats. Mental labor of medium intensity increased the heart rate to 83.5 beats per minute, and with strong - up to 93.1 beats per minute. Before entering the auditorium where the exam is taking place, students have a heart rate of up to 130-144 beats per minute. Arterial pressure rises to 135/85 - 155/95 mm. rt. Art. versus 115/70 during training sessions. A similar psycho-emotional mobilization is observed in the speaker before a public speech. During simultaneous translation, the interpreters' heart rate rises to 160 beats per minute.

The initial signs of fatigue, causing the development of an inhibitory state in the cerebral cortex, which is biologically necessary to prevent exhaustion of the body, are a signal to stop work and physiological recovery. However, the process can be inhibited by an effort of will, which only delays fatigue, but does not eliminate it.

The specificity of intellectual labor lies in the fact that even after the termination of work, thoughts about it do not leave a person, the “working dominant” does not completely fade away. It is impossible to command yourself: "That's it, I'm done thinking!". And in his free time, the doctor is not left thinking about a difficult patient, the engineer is haunted by drawings, plans, and the researcher again analyzes the results of a failed experiment, trying to find a mistake, the leader manufacturing enterprise continues to “scroll” in his head options for solving production problems.

It has been noted that with the expiration of working hours, the work of those workers whose workplace is in a room for several people does not end. Unable to think, solve creative problems in public, a specialist compensates for useless efforts already at home, trying to think with a stale head, looking for ideas during the rest period that he will bring to work tomorrow.

Table 1. External signs of fatigue during mental work.

Objects of observation	Fatigue
Objects of observation	minor	significant
Attention	Rare distractions	Scattered, frequent distractions	Weakened, no response to new stimuli
	Unsteady, stretching the legs and straightening the torso	Frequent change of postures, turning the head to the sides, leaning on, supporting the head with hands	The desire to put your head on the table, stretching, leaning back in a chair
movements		Uncertain, slow	Fidgeting movements of the hands and fingers (deterioration of handwriting)
interest in new material	Lively interest, ask questions	Decreased interest, lack of questions	Complete lack of interest, apathy

According to S.A. Kosilov.

With a systematic overstrain of the nervous system, overwork occurs, which is characterized by a feeling of fatigue already before the start of work, lack of interest in it, apathy, increased irritability, dizziness and headache. In addition, dyspeptic disorders occur, tendon reflexes increase, sweating appears, and the body's defenses decrease (table 2).

Table 2. Characteristics of the degrees of overwork.

Symptoms	The degree of overwork
Symptoms	beginning		expressed
Decreased capacity		Noticeable	Expressed
The appearance of fatigue	With increased load	Under normal load	With light load	No visible load
Emotional shifts	Temporary loss of interest in work	Mood instability at times	Irritability	Depression, severe irritability
sleep disorder	Difficulty falling asleep, waking up	Difficulty falling asleep and waking up	Daytime sleepiness	insomnia
Decreased mental performance		Difficulty concentrating	Forgetfulness at times
Vegetative shifts	At times heaviness in the head	Often heaviness in the head	Occasional headaches, loss of appetite
Preventive measures	Streamlining rest, physical culture	Recreation, physical culture	Organized vacation, vacation care

According to K.K. Platonov.

The observations of clinicians, educators, and sociologists suggest that people who have been under information overload for a long time experience the so-called "information neurosis", conditioned by the need to process a large flow of information and quickly make decisions based on it.

Prolonged neuro-emotional stress without proper rest leads to the fact that a person loses sleep, appetite, he has a bad mood, there are outbursts of irritability, melancholy, a headache, etc.

Many types of mental labor are associated with the need to contact other people, entire teams. Under such conditions, neuro-emotional stress and the fatigue associated with it is largely determined by the culture of interpersonal relations, the psychological climate in the team, and often in the family. A properly organized working day, after-work rest, physical activities, sports hobbies will significantly help in relieving fatigue and preventing neurotic and psychological diseases (neurogenic hypertension, coronary heart disease, gastric ulcer and duodenal ulcer, etc.).

It is known that emotional reactions lead to an increase in the level of cholesterol in the blood due to an increase in the level of release of a number of hormones, for example, in artists before going on stage, in pilots before flying, etc. Considering that this chemical is credited with an important role in the development of sclerotic changes in blood vessels, the special importance of the prevention of cardiovascular pathology will become clear.

From a poorly functioning muscular system, a limited flow of information enters the brain, and this leads to a weakening of the excitatory process and inhibition in certain areas of the cerebral cortex.

There are conditions for increased fatigue, a decrease in working capacity not only physical, but also mental, and general well-being worsens. A decrease in muscle tone worsens posture.

All of the above emphasizes the importance of the correct organization of mental labor and the conditions in which it is performed.

Physical exercise in mode labor day.

The most important condition that increases the functioning of memory is a healthy state of the nerves, for which physical exercises are necessary.

K. Ushinsky

We are all accustomed to the words "physical culture", they have become commonplace and therefore risk losing their appeal. But we are talking about a very important component of human culture, which includes not only the development of muscles and exercise to meet the body's natural need for movement, but also the ability to manage one's well-being.

This also includes the active use of natural factors (sun, air, water), hygienic working conditions, rest, life, nutrition. Physical exercises have on a person's performance either a direct effect immediately after their use, or a distant one, after some time, or cause a cumulative effect, in which the total effect of repeated (over several weeks or months) of their use is manifested.

Professor A.M. Vein, head of the All-Union Center for the Pathology of the Autonomic Nervous System, identifies three main factors that determine the influence of movements on the organization of human mental activity. The first factor is related to mental protection, since during excitement or shock, harmful active substances are formed in the body every time. Physical activity helps to "burn" these poisons. The most dangerous for the body are those negative emotions to which it did not respond with pronounced actions. The second psychotherapeutic factor provides a substitution effect, i.e. switching from negative emotions to a favorite activity associated with the use of physical exercises. The third factor determines the activation of the creative process, stimulates the sphere of intellectual activity.

The direct impact of exercise on mental performance is not clear. The stimulating effect, as already noted, is exerted by small loads. An increase in their intensity and volume, which do not correspond to the preparedness of a person, may be useless, and under certain conditions, it can have a negative effect. Ceteris paribus, the better the state of health and the higher the level of physical fitness of a person, the greater his resistance to mental fatigue, the stronger the positive impact of various physical activities. That is why in the morning exercises (exercise), physical breaks at work or in educational institutions, short-term loads of moderate intensity predominate. To maintain mental performance for enough high level for a long time, it is advisable to use moderate-intensity exercises.

Table 3. Change in mental performance when using various physical activities for 90 minutes, %.

Load intensity	Heart rate, beats/min	Health level
Load intensity	Heart rate, beats/min	initial	in 10 hours
small

Physical activity as a norm and an integral part of a healthy lifestyle for each person can be implemented during the working day in the form of performing short-term sets of exercises, or in a separate longer session.

For productive mental work, daily walks in the fresh air for at least 60-70 minutes are necessary, in addition, physical exercises at least 2-3 times a week for 40-90 minutes.

Self-study requires extensive use of funds physical education for comprehensive physical development, as well as exercises of directed (specific) effects that affect the vascular system of the brain. These include breathing exercises, exercises for the micromuscles of the visual apparatus, for relaxation, tempering procedures, etc.

It is better to start familiarization with physical culture by turning to the most elementary forms of classes that do not require any special medical supervision, or a certain preliminary physical fitness, or a specially equipped place. It is necessary to go from simple to more complex, observing the basic principles - regularity, gradualness, accessibility, control ...

Morning hygienic gymnastics.

Every day of a practically healthy person should begin with morning exercises.

A set of simple exercises, which can be done for only 8-10 minutes to begin with, makes it easy and pleasant to move from morning sluggishness to an active state, to quickly eliminate congestion that has arisen in the body after a night of motor inactivity. Morning exercise increases the excitability of the central nervous system, accelerates the development in the labor process. Thus, observations of a group of students who regularly exercised, and those who did not do it, showed that for the former, the period of inclusion in high-quality educational work was 15 minutes, and for the latter, 45 minutes. Morning exercises help to mobilize for the upcoming work day, increase efficiency, create good mood. Its positive impact increases after water procedures.

It is better to start classes under the guidance of qualified specialists, leading lessons on radio or television, although this may not exactly coincide with your morning routine, calculated by the minute. The inconvenience will be temporary, when you have the skill to correctly perform various and multidirectional exercises, you can do it yourself. Make up a set of gymnastics exercises for yourself, including in it those movements that are especially necessary for you personally.

When compiling an individual complex, make sure that it meets the medical requirements:

- exercises should correspond to the functional capabilities of your body, state of health, age, gender, specifics of work activity;

- to be performed in a certain sequence;

- cover the main muscle groups and affect strength, stretching, relaxation, improve overall mobility;

- be predominantly dynamic in nature, performed without significant effort and breath holding;

- the load should gradually increase with some decrease towards the end of charging;

- the complex is periodically updated, because habitual exercise reduces its effectiveness.

1) exercises that contribute to the gradual transition of the body from an inhibited state to a working one. This is walking, running, performed at a calm pace, sipping. At the same time, several breathing exercises should be done;

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2) exercises that affect the muscles of the arms and legs, activating the activity of the cardiovascular system. They combine rotations in the shoulder joints, swinging arms in different directions, shallow lunges, squats at a calm pace;

3) exercises that strengthen the muscles of the body, increase the flexibility of the spine, train breathing, improve cerebral circulation. These are rotations and tilts of the head, torso, turns to the right and left from various starting positions. For those who work mainly while sitting, special attention should be paid to various rotations and turns of the body, tilting to the side, bending back. Inclinations forward in this case are best limited;

4) exercises for the development of strength capabilities (push-ups in an emphasis lying down, pull-ups);

5) stretching exercises include swinging legs and arms in different directions, bending forward with fingers or palms touching the floor, etc. They increase joint mobility, train muscles and increase the elasticity of the ligamentous apparatus;

6) exercises for the abdominal press should be given special importance, because. sitting posture causes congestion in the abdominal cavity. These are torso lifts from a prone position, various leg raises from a prone and sitting position, circles and leg swings from the same starting positions;

7) leg exercises include deep lunges, single leg squats, jumps, running, dancing to music;

8) complete morning exercises exercises for relaxation and restoration of breathing. This is walking with hand movements. They must be performed after exercise with increased load.

After 8 - 10 weeks of regular classes, almost healthy people young and middle-aged people can complicate some of the exercises, perform them with a rubber bandage, expander or light weight dumbbells (1.5 - 3 kg).

This will reduce the number of repetitions of each exercise by 25 - 50%.

The whole complex of morning exercises takes 10-15 minutes. Do not forget to open the window, and if possible, exercise in the air.

Practically healthy people under the age of 40 can exercise at a pace at which the pulse rises to 150 beats per minute. After 50 years, the pulse rate should not exceed 140 beats per minute, and for 60-year-olds - 120. An indicator of the optimal load is well-being. After completing the complex, there should be a cheerful mood. Fatigue and lethargy after exercise or during the day may indicate either excessive load, or about deviations in the state of health. Charging should invigorate and not cause a feeling of fatigue.

Daily independent or collective exercises can be successfully replaced by a complex of morning exercises of increased difficulty. Performing such complicated sets of exercises can take 20-40 minutes. However, it should be borne in mind that not all people easily and painlessly endure elevated levels in the early morning hours. For some, it is advisable to move them to after-work evening hours.

Physical exercise general impact.

Walking and movement contribute to the game of the brain and the work of thought.

J.J. Rousseau

Usually, any physical exercise to one degree or another affects many systems and organs of a person. However, according to the principle of a predominant effect on the body as a whole or on its individual systems, exercises can be grouped. So, for people whose work is associated with sedentary work, small physical exertion, exercises that improve the cardiovascular and respiratory systems, increase overall endurance, i.e., the ability to resist fatigue, are of particular interest. This task is best met by exercises of low intensity, but of sufficient duration. Walking, running, swimming, skiing, rowing, cycling, sports games, etc. can provide such dosed work. It cannot be said that all these exercises are an effective means of psychological unloading of a person, relieving mental stress.

Forms of practicing selected exercises, elements certain types sports or sports training with their obligatory purposeful component - competitions, are very diverse. With individual self-study, the load is dosed naturally. Too rare are the cases when a person does not feel the measure of the load at all. It is more difficult in collective activities, when emotional enthusiasm can fail. In the process of such studies, there is a natural tendency to average out the total load, which for some is great, for others it is insufficient.

The choice of a place for classes also depends on the individual tastes, conditions and capabilities of each person. One person in shorts and a T-shirt will work out on the sports ground under the windows of houses, while the other prefers classes in a secluded place in nature or in his own apartment. But the main thing is to exercise regularly with an optimal load.

"Accompanying" training.

We call training “passing” very conditionally. We are talking about the use of ordinary working and living conditions for additional physical activity. This includes walking - training on the way to work and back. A very significant useful addition to the results of such a training, according to psychologists, is that during walking a person is relieved of the neuro-emotional stress that has accumulated during the day, and he does not bring it home to his family. Equally useful is the use of a bicycle for commuting to and from work, as well as household chores.

To activate the muscles as an additional load, you can use ordinary flights of stairs, subway escalators. Make it a rule not to use the elevator unless absolutely necessary when going up to the 4th floor, or even higher. After about 2 months, and maybe earlier, you will notice that this causes less and less shortness of breath.

A variety of household chores help to get additional physical activity, evenly distribute it throughout the day: cleaning the bed, apartments, mopping the floor, working with a vacuum cleaner, hand and machine washing. All of them are equated with physical labor of moderate severity and ultimately add up to quite impressive figures of energy consumption.

Wellness walking.

This simple form of physical activity for people leading a sedentary lifestyle is the best medicine. To this it should be added that for untrained elderly and overweight people walking is the most accessible and mandatory initial stage of self-study, since when walking, the load on the legs is 2 times less than when running.

Walking can be practiced on the street, in the park, and in the forest. At the same time, numerous muscle groups are active, including the largest ones: the muscles of the legs, pelvic girdle, back, arms, respiratory organs, etc. Walking can provide a relatively high functional load, training and strengthening the cardiovascular system. So, if at rest a person spends an average of 1.5 Kcal of energy per minute, then when walking at a normal speed of 5-6 km / h, depending on their own weight, energy consumption increases by 3-4 times. For an hour of walking, an excellent result can be achieved in increasing the overall balance of motor activity and energy expenditure - 360 - 600 Kcal (Table 4).

Table 4. Energy consumption during walking at different speeds, Kcal.

Speed, km/h	Body weight, kg
Speed, km/h

According to E.M. Berkovich

There is scientific evidence that low-intensity but longer-duration sessions provide a noticeable aerobic training effect, such as 30 to 40 minutes of exercise 5 times a week for 70 days. This means that cold water effectively trains the respiratory and cardiovascular systems. When increasing the load, do not forget about the initial level of your preparedness, physical condition and age. For older and disabled individuals, a more gradual increase in daily training load may be recommended (Table 5).

Table 5. Recommended sequence of increasing the load during walking.

The length of the distance, km.	Travel time 1 km, min.	Approximate duration of the walk, min.

Wellness run.

Running is a more intense exercise than walking, however, it can also be dosed according to energy consumption, speed of movement, distance, etc. So, according to S.V. Erdakova and V.V. Chernashkin, at a running speed of 10 km / h (jogging), energy consumption is 10.5 Kcal per minute (630 Kcal / h); at a running speed of 15 km / h (normal easy running) - 21 Kcal per minute (1260 Kcal / h), which is more than half of the daily energy consumption of a person engaged in mental work.

It is recommended to start physical training with walking, gradually moving to running. Increasing distance, extra minutes of running should come naturally. You need to know your own capabilities and keep the training load within them. One of the main principles is to train without straining.

It is impossible not to mention that when running, the load on the human musculoskeletal system increases significantly compared to walking. This should be especially taken into account for overweight people. A situation may arise in which it is not the cardiovascular system that will limit the possibility of increasing the load, but pain in the muscles and statutes of the legs. In this case, it is advisable to reduce weight by long walking, intense gymnastic exercises, rational nutrition, and only after that start a health-improving run. However, there are people who are allowed to start their physical training right away with running. And even this group of novice runners should build up gradually (Table 6).

Table 6. Running dosage by month.

Age, years		Running dosage, min.
Age, years

According to A. Wollenberger.

Start dosed running after performing a small set of habitual general developmental exercises. Pay special attention to the preparation of the articular ligaments. If it's cold outside, it's best to warm up at home.

On cold days, it is advisable to choose a circuit route to start and end your run at the doorstep.

Do not try at any cost to fulfill the intended, tk. a person's well-being can change due to weather and many other reasons. Running, as experience shows, should be on the verge of pleasant and difficult, especially for beginners.

Health running has little in common with sports running, including in the technique of movement. Don't put your foot on your toes. The best option is to roll the heel to the nook with more emphasis on the outer surface of the foot.

Of no small importance is psychological unloading, emotional comfort that occurs during a long run at optimal speed. It is no coincidence that most fitness runners note the fact that as a result of long runs they invariably experience a feeling of pleasure.

This phenomenon is reflected in the results of special scientific research. Thus, it was found that when running for 20 minutes or longer with an intensity of 60-80% of the maximum age-specific heart rate in the blood plasma, the concentration of betaendrophins and met-encephamines, mediators of pain and pleasure, significantly increases. Researchers suggest that a similar reaction occurs with all cyclic exercises.

Directional physical exercises.

The courage of the mind consists in giving it flexibility by tireless and persistent training, not retreating before the hardships of mental labor.

R. Rollan

Directed impact exercises for people engaged in mental work include those movements that affect the body systems that are most dependent on the conditions and specifics of work.

Brain training.

Two internal carotid and two vertebral arteries go to the brain, 1500 kilometers is the total length of the smallest vessels of the brain - capillaries. The deterioration of blood flow in the arteries and vessels immediately leads to insufficient cerebral circulation and reduced performance.

Conducted by V.E. Nagorny research made it possible to establish a real opportunity to directly and indirectly influence the vascular system of the brain in order to improve it (Table 7).

Table 7. Classification of physical exercises according to the nature of their effect on the vessels of the brain.

Impact	Exercises
1) Direct	Head movements (turns, tilts, circling). The same, in combination with hand movements. Adoption of postures in which the head is lower than other parts of the body (lifting the legs while lying on the back, "bike", stands on the shoulder blades, elbows, head, etc.). Rapid movements of the head with the appearance of inertia forces (swinging movements of the body). Flexion of the spine in the neck, chest (legs behind the head in the supine position). Intensive breathing through the nose, sharp contractions of the diaphragm (running, skiing, etc.), breathing only through the nose (exercises with intense exhalation, etc.). Massage and self-massage techniques, including gentle tapping of the fingers on the head.
2) Based on reflex vascular reactions	Involving in active work the muscles of the sternoclavicular and interscapular regions of the shoulder girdle. Massage these areas. Causing irritation of the vestibular apparatus (circling, somersaults, coups, etc.). Exercises for the eyes (turns, circular movements, shifting the gaze from distant objects to near ones, etc.). Temperature water effects: foot baths, showers, washing.
3) The use of specific reactions of cerebral vessels to chemical substances entering the blood.	Performing physically easy breath-holding exercises (walking, bending over, squatting, etc.). Diving, swimming crawl or breaststroke with breathing in 1.5 or 2 cycles, etc.

Systematic and regular performance of exercises of the first group with a full range of motion has a versatile mechanical effect on the vessels passing through the neck: squeezing, stretching, massage. Multiple repetitions will help maintain the elasticity of the walls of blood vessels, increase their strength.

In a normal position - standing, sitting or lying down - the blood pressure in the vessels of the head is determined by the pressure that the heart creates. When performing exercises such as all kinds of standing upside down, lifting legs while lying on your back, this pressure is added to the pressure created by the weight of a column of blood with a height equal to the height of a person. Additional pressure requires a response increase and a significant change in the nature of the vascular system. The systematic repetition of these exercises is a highly effective training of all vessels of the head. However, not all people can perform these exercises, the upside down position is vital for people prone to hypertension, with myopia of more than 3 diopters (dpt).

Respiratory movements have a great influence on the vascular and cerebrospinal fluid (cerebrospinal fluid) systems of the brain. During inhalation, the blood supply to the brain decreases, and during exhalation it increases. The impact is more significant if the intensity of breathing increases and there is a hindrance to the passage of air, for example, when breathing only through the nose or one nostril. Even greater pressure drops in the venous vessels of the head are caused by exercises in which exhalation ends with an energetic expulsion of air. All this improves metabolic processes in the brain.

The effect of using the exercises of the second group is explained by the presence of numerous bilateral nerve connections between the internal organs and individual areas of the skin and muscles. Therefore, the involvement in intensive work of the muscles, reflexively associated with the vessels of the brain, has a stimulating effect on the latter.

Irritation of the vestibular apparatus causes dilation of cerebral vessels. The fact that after performing exercises in the form of various eye movements there is a feeling of cheerfulness after mental fatigue is explained by the presence of certain functional connections between the oculomotor nerve and the nerve cells of the brain vessels, as well as the activation of blood circulation in the muscles that control eye movements.

The peculiarity of the influence of exercises of the third group on the vessels of the brain is that when performing certain methods of breathing exercises, there is a feeling of lack of air. This is a signal of excess CO 2 (carbon dioxide) in the blood, in which the vessels dilate. The last deep breath brings them back to normal.

When using the exercises of all three groups, care must be taken in the intensity and number of repetitions. Observations show that an excessive dose not only reduces the positive effect, but can also lead to the opposite results. So, for example, circling the head at small doses causes an expansion of the cerebral vessels, and at an excess - spasms. Therefore, when using directional exercises, it is especially important to observe gradualness and be guided by subjective feelings.

Breathing exercises.

A sharp deterioration in mental activity often occurs due to insufficient supply of oxygen to the brain cells. Of great importance for the fight against fatigue are breathing exercises, which enhance the oxidative processes in the body.

A set of breathing exercises should be done 2 - times a day, at least one hour after eating. First, chest and abdominal breathing is mastered, and then full. exercises are performed in lying, sitting and standing positions.

Abdominal breathing is used not only to train the respiratory system and voice, but also to strengthen the abdominal muscles, reduce fat deposits in the abdomen, with the prolapse of the abdominal organs.

To perform abdominal breathing, a calm breath is taken with a protrusion of the abdomen (2-3 seconds).

When exhaling (3 - 4 sec.), the stomach is pulled in as much as possible. The exercise is repeated 3-5 times. Subsequently, it is advisable to gradually lengthen the exhalation phase, but not bring its duration to excessive stress.

Thoracic breathing begins with exhalation and protrusion of the anterior abdominal wall with the simultaneous removal of air from the chest. While inhaling, draw in the stomach and, without excessive tension, draw air into the chest cavity. The count is the same as with abdominal breathing.

Full breathing is the most effective form of exercise. When it is performed, gas exchange improves significantly, blood pressure normalizes. First, it is mastered lying down, and then sitting and standing. In the prone position with arms lowered along the body, exhale calmly, then gently stick out the stomach (count 1 - 2), lowering the diaphragm as low as possible. In this case, an inhalation begins involuntarily - air is sucked into the lungs. Continuing to inhale, expand the lower ribs, fully expand the chest, slightly raising the shoulders and collarbones and pulling the stomach (count 3 - 4).

With the beginning of exhalation, lower the shoulders and collarbones, remove air from the chest cavity with simultaneous protrusion of the abdomen (count 1 - 4).

Repeat the exercise 3-4 times. A trained person needs to lengthen the exhalation phase.

For further training, it is desirable to perform exercises with breath holding, but of such duration that the feeling of lack of air is easily tolerated. Excessive stress, especially in the elderly and people with diseases of the cardiovascular system, should not be. A feasible breath holding greatly facilitates the work of the heart, dilates the coronary and cerebral vessels, and increases the level of interstitial respiration.

Breathing exercises can be performed while walking.

Exercise 1. While walking at a moderate pace, take a full breath for 4, 6 or 8 steps. Then hold your breath for 2, 3 or 4 steps. Full exhalation is done again for 4, 6 or 8 steps. After exhalation - holding the breath of the same duration (2, 3 or 4 steps).

When discomfort the number of repetitions is determined by well-being. During repetitions, the duration of inspiration can increase to 12 steps or more, and in connection with this, breath holding can also increase.

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Exercise 2. The same as exercise 1, only exhale with jerks through tightly compressed lips.

Exercise 3. After inhaling an average depth, exhale, hold your breath and walk 10-16 steps until you feel short of breath. Repeat 15-20 times.

Exercise 4. While walking, make 15-20 breathing movements with an accentuated exhalation.

Exercise 5. Walk 0.5 - 1 kilometer (you can at an accelerated pace), breathing through the nose, emphasizing the work of the diaphragm (protrude when inhaling, and retract the stomach when exhaling).

Eye exercises.

The lack of movement in most knowledge workers inevitably affects vision. Working at the table, on the instruments or at the easel, a person fixes his gaze for a long time on points located at the same distance. This causes an overstrain of the micromuscles of the lens and the motor muscles of the eye. Therefore, it is recommended during the working day to repeatedly look at far-standing objects and visually fix them. And in lunch break It is useful to play games such as table tennis and badminton.

Unfortunately, among people who are predominantly engaged in mental work, many suffer from myopia (“myo” - squint, “opsis” - look).

This is one of the shortcomings of the refraction of the eye, as a result of which persons suffering from it have difficulty seeing distant objects. Nearsightedness occurs more often in individuals with deviations in general health. They often have a violation of posture, a tendency to excessively tilt the trunk and head during visual work at close range.

Physical exercises for the prevention of myopia and its progression not only contribute to the overall strengthening of the body, but also improve the activity of the eye muscles, blood circulation in the tissues of the eye.

An important role in the prevention of myopia is played by breathing exercises that enhance pulmonary ventilation and improve redox processes in the body.

Distinguish myopia weak (up to 3 diopters), medium (4 - 6 dpt) and high (more than 6 dpt) degree.

For persons suffering from myopia, it is necessary to strictly observe the indications and contraindications for sports (table 8).

Table 8. Contraindications to sports activities depending on the degree of myopia.

Kind of sport	Contraindications
	At any degree

Weightlifting
		Without correction
Cycling on the track	With a high degree, as well as with any with complications in the fundus
Road bike race
Rhythmic gymnastics		Usually without glasses. With a decrease in vision - contact correction
Horseback Riding		Without correction
Water polo		Without correction
Figure skating
Volleyball basketball		Without correction
Target shooting, bullet shooting, archery	No contraindications	Spectacle or contact correction
Modern pentathlon	For any, except stationary, mild myopia
Sports gymnastics		Without correction
Skiing		No correction or contact correction
Short distance running		Without correction
Football, handball		Without correction
Fencing	Only for complicated	Spectacle or contact correction
Swimming		Without correction
		Spectacle correction
Running for medium and long distances		Without correction

Training can have a beneficial effect on the condition of the eyes, but it can also have a negative effect, leading to visual impairment. It all depends on the degree of myopia, the type of sport and the dosage of the loads. With progressive myopia, especially complicated, sports that are associated with great physical stress, a sharp movement of the body and the possibility of shaking are contraindicated.

Fatigue warning.

To be more efficient, give yourself sometimes. Where tension does not alternate with rest, there is no endurance. A drawn bow will burst.

Jan Amos Comenius

The centuries-old experience of mankind suggests that weekly rest is necessary to maintain high performance. During the First World War in England, industrial enterprises canceled Sunday holiday. Negative Consequences were not slow to have an effect - production decreased, the number of diseases increased. Then, at some factories, the day of rest was restored, and indicators of health and labor productivity returned to normal.

Most of the working people of our country have two days off. And they need to be skillfully used. If these days are limited to passive activities: reading, cinema, visiting the theater, concert hall, etc. - such a rest will not contribute to the restoration of working capacity, but, on the contrary, can lead to relaxation, a kind of muscular detraining. Monday will then turn out to be a “hard day”, because working out into the labor process will be difficult.

Weekly rest must be active. On the day off - to nature! Get used to it. Go out of town, no matter in what role - as tourists, summer residents, to work on the site, fishermen, hunters, mushroom pickers, with bicycles or baby carriages. In winter with skis, sleds. Outside the city, you can visit estate museums, natural or historical monuments. Usually, buses and trains run close to these objects, and walking 5-6 kilometers through the fresh air is useful and not tiring.

The air in the forest near water surfaces is the cleanest and healthiest. It contains the largest number of negatively charged ions. In addition, the air around the fields and forests is saturated with the so-called. phytoncides. These substances harmful to microbes secrete the leaves, roots and fruits of many plants. Doctors have found that phytoncides strengthen the human nervous system, relieve fatigue and neuro-emotional stress.

Active rest is absolutely necessary for people of mental labor, leading a predominantly sedentary lifestyle. It is hardly possible to replace the shady coolness of the forests with anything, which causes so many pleasant sensations, raises the working capacity and mood of a person.

Which forest is best for walking? To a large extent, this depends on climatic and weather conditions, as well as individual characteristics and the state of human health. It is believed that the microclimate of deciduous and mixed forests is milder and more favorable for the body than coniferous. Phytoncides are more in warm weather and in the middle of the day, in cold weather and at night their amount in the forest air is minimal.

Poplar, maple, viburnum, magnolia, jasmine, white locust, alder, birch, son and cypress have the most pronounced bactericidal (phytoncidal) properties. Researchers have found that in pine and cedar forests the air is practically styrene; it is detrimental even to the tubercle bacillus. It is also noted that in the forest air there are 2-3 times more negative ("light") ions than in the sea or over a meadow, and 5-10 times more than in the city. The largest amount of light ions was found under the crown of red oak, white maple, and Scotch pine.

However, you should know that some people, for example, those suffering from cardiovascular diseases, a significant disorder of the central nervous system, do not tolerate a long stay in a coniferous forest, especially on dry, hot spring and summer days.

Along with short-term trips on a bicycle, skiing, walking, it is useful to make longer trips that combine active recreation with cognitive tasks. According to the All-Union Laboratory for Tourism and Excursions, tourism is the best way to emotionally switch from one type of activity to another.

There is an opinion that outdoor activities can reduce cardiovascular diseases by half, respiratory diseases by 40%, diseases of the musculoskeletal system by almost a third, and diseases of the gastrointestinal tract by more than 20%.

During tourist trips and hikes, we not only listen to the guide or leader, if there is one, but also observe nature with keen interest, admire the sun, sea, river, forest, inhale clean fragrant air and, of course, do not smoke. It is simply illogical to go out into nature, but to inhale the poisoned smoke of a cigarette.

But no matter how well organized the rest, it cannot compensate for the long annual vacation. Systematic, repeated, from week to week repetition of labor efforts, since they are to a certain extent monotonous external stimuli, weakens the nerve cells of the cerebral cortex. You can prevent such a reaction of the body by resting for several weeks. No medicine can have such an effect in the fight against overwork as a rationally organized annual rest, which prevents the very possibility of overwork.

If daily and Sunday rest helps us to fully restore the energy spent at work, then annual leave, vacation or holiday, advances strength, vigor and health for many months to come. This was pointed out by Academician A.A. The pilgrim, who believed that rest should go ahead of fatigue, warn him.

Even in sanatoriums where people go to be treated and have a rest as prescribed by a doctor, one should strive for active recreation, participate in hiking trips, excursions, go fishing, pick mushrooms, etc.

All this suggests that the ability to actively rest during the year is as important as the ability to work at work and at home.

In order for outdoor recreation to bring only benefits, it is necessary to follow some hygiene rules. So, going on a walking tour, pay special attention to the choice of shoes. It should be durable, moisture resistant, fit the foot well, and not have internal scars. It is not recommended to wear new shoes that have not been tested in walks. Choose clothes that are loose, light and appropriate for the season. When hiking, do not forget about the rules of rational nutrition, do not overeat, do not drink alcohol. Do not drink unboiled water from open sources. Swimming, sunbathing, observe the measure. In a word, nature must be used skillfully, and then it will thank you with a surge of vigor and health.

The impact of the computer on human health.

Computer and life.

Today, the computer is used in the most various fields human activity. In many professions, it is either an object of labor, or the main tool of labor, a working tool. With the expansion of the Internet, an increasing number of people living in different cities, different countries and even on different continents, communicate with each other through a computer. The computer is an excellent assistant in teaching languages, natural, exact and applied sciences to both schoolchildren and adults receiving professional education. Computers are infiltrating everyday life. Recently, a great variety of developing programs, all kinds of thematic computer encyclopedias, assistant programs for home accounting, and libraries have been created. There were multimedia performances on CD-ROMs, computer games, the fans of which are people of all ages, levels of education, intelligence, worldview. Unfortunately, many users of personal computers (PCs) often forget, and sometimes simply do not know, that computers, along with benefits and pleasure, carry a number of factors that adversely affect health.

At the dawn of general computerization, the PC was perceived simply as a more convenient and perfect tool, compared to large computers, for solving a number of programming tasks, managing large databases, as a necessary link in publishing systems, as well as an extremely convenient electronic typewriter or an exciting leisure toy. .

But, since 1990, publications began to appear that intensive and prolonged work with a computer is the cause of a number of diseases. Moreover, many scientists believe that the possibility of long-term consequences due to exposure to radiation from the display cannot be ruled out.

Factors of influence of the computer on the person.

The problem of computer influence on human health is being developed in two alternative directions. The most numerous and, most likely, the closest to the truth are the supporters of the assertion that computer disease exists. Their arguments are weighty.

The negative impact of the computer on humans is complex.

First, as the results of numerous scientific works using the latest measuring technology have shown, the PC monitor is the source of:

— electrostatic field;

- weak electromagnetic radiation in the low-, ultra-low and high-frequency ranges (25 Hz - 400 kHz);

- X-ray radiation;

- ultraviolet radiation;

- infrared radiation;

- radiation of the visible range.

Their influence on the human body has not been studied enough, but it is clear that it is not without consequences.

Secondly, the motionless tense posture of the operator, chained to the display screen for a long time, leads to fatigue and pain in the spine, neck, and shoulder joints.

Thirdly, intensive work with the keyboard causes pain in the elbow joints, forearms, wrists, hands and fingers.

Fourthly, the activity of the operator involves, first of all, the visual perception of the information displayed on the monitor screen, therefore, the visual apparatus of those working with a PC is subject to a significant load. The factors most affecting vision are:

1) imperfection of ways to create an image on the monitor screen. This group of factors includes:

- incompatibility of monitor and graphics adapter settings;

- insufficiently high resolution of the monitor, defocusing, non-convergence of rays and a low level of its other technical characteristics;

- Excessive or insufficient brightness of the image.

2) ill-conceived organization of the workplace, which is the reason for:

- the presence of glare on the front panel of the screen;

- lack of the required level of illumination of workplaces;

- non-observance of the distance of the operator's eyes from the screen.

Fifth, computer operation is accompanied by acoustic noise, including ultrasound.

A possible deterioration in the health of PC operators is the object of research programs of the National Academy of Sciences, scientific and medical institutions in Sweden, France, Germany, Austria, Japan and Russia.

Specialists of various fields and specializations, after careful research, came to the conclusion that the reason for deviations in the health of users is not so much the computers themselves, but insufficiently strict adherence to the principles of ergonomics. There is nothing in computer-related work that makes pain, physical discomfort, vision or musculoskeletal dysfunction inevitable. A person should remain healthy and energetic even after long work at the computer. Today it is possible!

However, many operator workplaces, due to the lack of available information both from the heads of institutions and the users themselves, continue to retain their former appearance, which will lead to complaints from operators.

So, many people who constantly work with a PC note that often after a short time after starting work, a headache appears, pain in the muscles of the face and neck, aching pain in the spine, pain in the eyes, tearing, impaired clear vision, pain when hand movement. The degree of pain sensations is proportional to the time of work at the PC.

Due to prolonged sitting in a stationary position, some PC operators develop muscle weakness, a change in the shape of the spine (prolonged static load syndrome), which in the most extreme cases can lead to disability. Similar diseases are companions of any "sedentary" work.

Those who work with information displayed on the monitor screen for 7 hours or more a day are much more likely to develop asthenopia (weakness of vision) and inflammation of the eyes than people whose work is not related to a computer. In addition, it was found that among professional operators there is an increased incidence of glaucoma and cataracts. According to the World Health Organization, such operators are forced to change glasses every 6-9 months in the direction of their strengthening.

Regular PC users are more often and to a greater extent exposed to psychological stress, functional disorders of the central nervous system, diseases of the cardiovascular system and upper respiratory tract. A low-frequency electro-magnetic field, when interacting with other negative factors, can initiate cancer and leukemia. Dust attracted by the electrostatic field of the monitor, like any dust, sometimes causes facial dermatitis, exacerbation of asthmatic symptoms, and irritation of the mucous membranes.

Although the picture of the impact of computers on the human body, described above, looks rather gloomy, it must be remembered that such consequences are possible only if the problem is completely ignored. Each PC user must know the danger "by sight" in order to be able to avoid it.

Special sets of exercises for PC operators.

The complexes are based on the developments and proposals of the Research Institute of Eye Diseases. Helmholtz under the guidance of Professor E.A. Avetisova. They have a beneficial effect and help restore the normal functioning of the eyes and muscles of the body.

Complex 1.

Exercise 1. Sit with your eyes closed, relaxing the muscles of your face, leaning back on the kick of the chair, put your hands on your hips (10 - 15 sec.).

Exercise 2. Close your eyes and perform self-massage of the superciliary arches and the lower part of the eye sockets, making light circular stroking movements from the nose outward with your fingers (20-30 seconds).

Then sit with your eyes closed for 10-15 seconds.

Exercise 3. Bend your arms in front of your chest, tightly connect your hands, crossing your fingers. Turn the whales with your fingers towards the chest, avoiding separation of the palms. Turn your fingers forward. Repeat 4-6 times. Then lower your arms down and shake your relaxed hands.

Exercise 4. Bend your arms at the elbows, palms up and forward. Perform alternate finger clicks, starting with the index finger (each time before clicking, the thumb on top).

The same in reverse order. Repeat 2-3 times. Then lower your arms down and shake your hands.

Exercise 5. Tilt your head to your chest and take it back, then take it back slightly. Tilt your head forward. Repeat 4-6 times. The pace is slow.

Exercise 6. Look into the distance in front of you for 2 - 3 seconds. Look at the tip of the nose for 3-5 s. Repeat 6-8 times.

Complex 2.

Exercise 1. Very slow circular movement of the head in one direction, then in the other. Repeat 3-4 times.

Exercise 2. Self-massage of the back of the head and neck. Perform all movements with the fingertips from top to bottom outward; stroking, circular motion, rubbing.

Exercise 3. Close your eyes tightly for 3-5 seconds, then open them for 3-5 seconds. Repeat 6-8 times.

Exercise 4. Hands on the belt. Right hand on the head. Tightening the muscles, turn the body to the right. Relax the muscles, return to the starting position. The same - on the other side. Repeat 2-3 times.

Exercise 5. Follow with your eyes the slow lowering and then raising your arms at a distance of 40 - 50 centimeters from the eyes. Repeat 10-12 times, changing hands.

Complex 3.

Exercise 1. Close your eyes, with the pads of three fingers of each hand, it is easy to press on the upper eyelid for 2-3 seconds. Then remove your fingers from the eyelid and sit with your eyes closed for 2-3 seconds. Repeat 3-4 times.

Exercise 2. Raise the top with arms bent at the elbows, lowered hands almost touching the ears. Then lean forward slightly, lower your head on your chest, successively “drop” your shoulders, forearms, hands, completely relax. Repeat 2-3 times.

Exercise 3. Sitting with arms straight down, sharply tighten the muscles of the whole body. Then immediately relax completely, lower your head to your chest, close your eyes. So sit 10 - 15 s. Repeat 2-3 times.

Exercise 4. With the rotation of the torso, raise your arms up. Spread your fingers tensely, strain all the muscles of the body, hold your breath for 7-8 seconds. With the rotation of the torso to the starting position, “drop” the arms and relax the whole body for 7-8 s. Repeat in different sides 3 - 5 times.

Exercise 5. Connect the palms of both hands at the chest, finger to finger, without tension. Consistently spread and reduce with inhalation and exhalation index fingers, little fingers, middle, large, ring fingers. Repeat in reverse order.

Exercise 6. Place the finger of the right hand in the middle at a distance of 20 - 25 cm from the eyes. Look at him with two eyes 3 - 5 s., with the right eye (closing the left one) 3 - 5 s., with the left eye (closing the right one) 3 - 5 s., with two eyes. Change hand. Repeat all sachala. In total, perform 2 - 3 cycles.

Complex 4.

Exercise 1. Sitting at the PC, take the most comfortable position:

- relax, do not strain;

- gently, without walking, straighten your back (do not slouch);

- closing your eyes, gently, without squeezing, close your eyelids;

- with eyes closed, look only straight ahead - eyes, without straining, defocus;

- hold your head easily, without straining, without effort;

- do not strain your body and perform slight tilts of the head: to the chest, back, in turn to the right and left shoulder.

Exercise 2. Without opening your eyes, make rotational movements with them clockwise and counterclockwise, up and down.

Exercise 3. Take a break from work at least once every 2 hours, lean back in your chair, put your hands on your hips, relax your facial muscles and sit like this for 10-15 seconds.

Exercise 4. Close your eyes and massage with your fingers, making light circular stroking movements from the nose outward, the superciliary arches and the lower part of the eye sockets for 20-30 seconds. Then walk with your eyes closed for 10-15 seconds.

Exercise 5. Slowly tilt your head forward, resting your chin on your chest, and move your head back. Do a series of head rotations. Repeat 4-6 times.

Exercise 6. 2 - 3 s. look into the distance, then look at the tip of the nose, freeze for 2 - 3 seconds. Repeat 6-8 times.

Exercise 7. Physical education minute. If possible, raise your hands up, spread your fingers tensely, strain all the muscles of the body, hold your breath for 7-8 seconds. With the rotation of the body, “drop” the hands and relax the whole body for 7-8 seconds. Repeat 3-5 times.

Exercise 8. Retract and unclench your fingers so that you feel tension. Relax, and then, slowly, squeeze your fingers.

Exercise 9. To relax your shoulders and upper back, weave your fingers behind your head and move your shoulder blades until you feel tension in your upper back. Stay in this position for 5-10 seconds. Then relax. Repeat 5-10 times.

Exercise 10. Weave the fingers behind the pin with the palms facing inward. Slowly try to raise and straighten your arms. Stay in this position for 5-10 seconds. Repeat 5-10 times.

Exercise 11. In a standing position, slowly raise your hands, while turning your head to the left, then to the right until you feel a slight tension.

Exercise 12. This exercise will help to neutralize the effects of a long stay in a forward-leaning position, when you look at the screen for a long time and carefully. Slowly lower your chin so that wrinkles form under it, stay in this position for 5 seconds. Repeat 5-10 times.

Conclusion.

Work and creativity slow down the coming of decrepitude and withering.

1−14_Physical culture 3 — Page 4

S.T. Konenkov

The achievements of science and technology are increasingly relegating physical labor to the background, giving preference to mental work with its complex psycho-emotional loads. The brain, heart, blood vessels of a person are forced to work with incomparably greater tension than his muscular system, which makes up about 40% of the entire body. The disturbed normal physiological balance of the vital activity of the human body gives rise to more and more new ailments that limit its vital activity. People do not want to get sick and age prematurely, they are looking for a more effective means of maintaining high performance. In these centuries-old and versatile searches, humanity has experienced many hobbies with fashionable medicines, the latest theories of healing and rejuvenation, but the authority of physical exercises has not only not been shaken by this, but has invariably increased. And all because the influence of movements extends both to a separate system or function, and to the whole organism as a whole.

All the proposed exercises, of course, cannot take into account individual characteristics, personal experience and habits of each person. Therefore, they should not be accepted unconditionally, their practical verification and, if necessary, clarification are needed.

Physical exercise activates the natural reserve forces of a person. Nothing is able to compensate our nervous system for what is bestowed upon it by the active work of the muscles, optimal physical activity. Classes in the gym, swimming pool, stadium, sports grounds, forest paths lay the foundation for high performance, the possibility of long-term stress of the most complex functions of the nervous system. Physical Culture Properly organized physical activities are a reliable shoulder that you can and should rely on at any age. Physical culture is a powerful accumulator of vitality, it brings cheerfulness and cheerfulness, muscular joy, pride in one's own motor skills and opportunities.

List of used literature.

1) Vilensky M.Ya., Ilyinich V.I. Physical culture of mental workers.- M: "Knowledge", 1987, - 96 p.

2) F.P. Kosmolinsky. Physical culture and work capacity.- M: "Knowledge", 1983, - 64 p.

3) G. G. Demirchoglyan. Computer and health.- M: "Lukomorye", 1997, - 256 p.

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