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B)Complete the table.
C) Read the following questions and answers. 1. Why was the "Society for the Encouragement of the Physical Development of Student Youth " organized? While supervising officer training, Lesgaft published his major works, Family Upbringing, Teaching Physical Education to Schoolchildren and Fundamentals of. Theoretical Anatomy. His desire to organize sport in civilian schools was for some time thwarted by the authorities, who still tended to look on it as frivolous and tending to encourage academic idleness. This led Lesgaft in 1892 to found and become Secretary of the "Society for the Encouragement of the Physical Development of Student Youth" which quickly spread its branches to Odessa, Kiev and Moscow. 2. What did this organization exactly do? Besides encouraging public development both in the home and in school, this philanthropic organization constructed play areas in a number of towns and provided sports amenities for children of the poor, arranging for them competitive games, camps and excursions as well as boating in summer and ice skating and sledging in winter. The Society finally, in 1896, persuaded the Minister of Education to set up the first civilian physical-training courses for men and women instructors with Lesgaft in charge. However, Lesgaft was accused of inciting student unrest and the courses were closed down in 1907. After the October Revolution, Lesgaft's "Courses" were reorganized into the famous Institute of Physical Culture in Leningrad that today bears his name. 3. Were women admitted to practising sports ? The admission of women to training was certainly novel: the official view in Russia had long been that sport was the preserve of men and that women were not suited to it by their social status and anatomical structure. For much of his academic career, Lesgaft espoused the cause* of women's sporting rights, giving official physical education and anatomy courses to women students at his home and, after 1896, at the university, 100 women students attended them in the first year and 166 in the second. Lesgaft regarded women's participation in sport a means to social liberation: "Social slavery has left its degrading imprint on women. Our task is to free the maidenly body of its fetters, conventions and drooping posture, and return to our pupils their freedom and suppleness which have been stolen from them. We must develop in them firmness, initiative and independence, teach them to think and take decisions, give them knowledge of life and make physical educationalists out of them." A) Read and translate the text. PYOTR LESGAFT Part 2 Lesgaft's medical studies of the human system led him to the conclusion that it was in constant development and change, partly under the influence of the social environment; physical education instructors should, in his opinion, have a knowledge of chemistry and physics, particularly the general laws of mechanics, so as to be able to apply them to the "human mechanism". On the basis of his theory, he elaborated and recommended a system of physical education for the school and the home: The child starts by simple movements which are explained to him but not demonstrated, he has to analyse them himself and distinguish one from another, then begin to understand them. The movements, recommended for early school classes, consist of normal walking, running, jumping and throwing a ball. The child then learns to master exercises of gradually increasing complexity in various conditions, after which he can tackle more difficult tasks swiftly and easily. These exercises are designed for the intermediate classes and consist of running against the clock, long and high jumping and distance throwing. The child then learns to harmonize his movements in time and space and in relation to surrounding objects, already foreseeing the result. By these exercises, he develops muscular control and learns to act in the best possible way in any circumstances. Exercises are for the upper forms and include running at a set speed, target or distance ball-throwing, exercises associated with an understanding of special relationships and the temporal distribution of effort. Simultaneously with these groups of exercises, the child checks the skills he has acquired and consolidates them by employing difficult actions during games, excursions and work movements. At each stage of physical education, different, increasingly complicated, pedagogical aims are pursued, the main purpose being to teach the child conciously to master the movements of his body and to attain the best results with the minimum energy and time expenditure. In Lesgaft's opinion, just as in intellectual education, the child should not merely accumulate knowledge but be able to apply it, so in physical education, he should both develop physical skills and be prepared to apply them in the best way possible. The exercises to be included in this system were mainly gymnastics, team games, expeditions and tumbles. Lesgaft, however, opposed the German system and any gymnastics that employed special equipment: "Exercises employing equipment involve sharp sensations, they therefore blunt the emotions of young people and make them less receptive and impressionable, it is hardly surprising that, when young people go to university, they smoke heavily, have late nights and so on...". Further, in his opinion, the type of gymnastics in vogue in Germany and Sweden did not correspond to children's anatomical structure and were, therefore, physically harmful. He favoured the type of free gymnastics that is today known in as "artistic gymnastics", which would satisfy the children's natural desire for physical movement and achievement, and also encourage such qualities as will power and initiative: "A person develops in the family, the family gives him affection, warmth, makes him responsive and kind, the school develops his mind, gives him the ability to form his own views, judgments and thoughts; along with an independence of thought the person's moral values are formed. Physical exercises develop activity in a person and he acquires the ability to subordinate all his desires to his will." Date: 2015-12-18; view: 1253
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