All labor processes are conventionally divided into 2 types:

1) predominantly physical work;

2) predominantly mental work.

This division is very relative, because there is no purely physical and purely mental work - we can only talk about the predominance of mental or physical work.

Performing physical work, a person is, to one degree or another, loaded with mental activity. According to physiologists A.S. Egorov and V.P. Zagradsky, when cleaning, washing floors and wiping dust, a person is loaded with mental activity by only 0.9%, when working on a machine - by 25%, when driving a car in sparsely populated places - by 35%, and when typing on a typewriter - by 73 %.

Physiology of physical labor.

Physical activity is understood as the magnitude and intensity of a person's muscular work associated with labor activity, household work, physical culture, sports, etc.

The study of physical loads caused by professional activity, their effect on the functional state and performance of a person is necessary to develop a rational organization of work and rest, to ensure the quantitative and qualitative adequacy of nutrition for people of various professions to improve human performance, efficiency and productivity.

The study of physical activity is important and necessary due to the fact that the development of the sense organs (analyzers) and neuropsychic, emotional stress depend on the motor activity of the organism. Throughout a long evolution, muscle tension and emotional tension have necessarily accompanied each other. For example, a danger signal (encounter with a predator) evoked negative emotions of fear and the need for motor responses to save (run away, hide), encounter with small animals (food sources) evoked positive emotions and the need to catch up and catch them.

Emotions greatly increase muscle activity. In a state of passion (anger, fear), a person can perform such muscular work that he would never have been able to cope with under normal conditions.

Human physical activity is composed of static and dynamic work:

1.Static work is the activity of muscles in conditions of maintaining a fixed position of the body or its links, as well as holding any load. In this case, the muscles contract in isometric mode, i.e. without changing the length, therefore there is no mechanical work in a strictly physical sense.

Static work is the main component of maintaining a person's working shape and is carried out due to titanic and tonic contractions of certain muscle groups. Maintaining a posture requires different muscle tension.

The simplest posture is lying; when lying on the back, only the extensors are tense. The least muscle tension occurs when lying on the side with slightly bent limbs. When sitting, the extensors of the trunk of the neck are most tense. The standing posture requires the tension of many muscles in the trunk, neck, legs.

The amount of static work is determined by the product of the force supported by the muscles and the time during which the stress state is carried out. Generally, the stronger the tension, the shorter the time during which it can be sustained.

During static work, metabolism increases, energy consumption increases, while energy is not converted into mechanical work, but is released in the form of heat. Energy consumption is proportional to the weight of the supported load and the duration of its maintenance. Static work is more tedious than dynamic work because accompanied by a continuous and intense flow of impulses from muscle proprioceptors to the central nervous system.

2. Dynamic work is associated with the movement of a body or its parts in space, i.e. with movements. In this case, the activity of the muscles occurs in an auxotonic mode, in which both contraction and tension are combined. In dynamic work, energy is spent both on maintaining a certain contraction in the muscles and on the mechanical effect of work and is measured by the product of the mass of the load by the distance it moves. Under the conditions of human production activity, it is impossible to calculate work in mechanical units, therefore, to assess the magnitude of physical exertion, the definition of energy expenditure is used. The energy consumption is proportional to the amount of muscle work.

Thus, the assessment of the severity of labor is based on the study of the amount of energy expenditure, the reaction of the cardiovascular system and respiration, thermoregulation and other physiological indicators. At low physical exertion, the heart rate is 76-100 beats per minute, at average - 110-125, at high more than 175 beats / minute. But an increase in heart rate can also be associated with neuropsychic stress, which accompanies a person's professional activity. Therefore, a more reliable criterion for assessing the severity of physical activity is the amount of energy consumption, which reflects well the dynamic load.

This principle has gained international acceptance. According to various physiological indicators and energy expenditures, 4 groups were distinguished - categories of the severity of physical work: light, moderate, heavy and very heavy. According to the sanitary and hygienic standards, it is proposed to consider light work that requires energy costs up to 150 kcal / hour, and the category of heavy work includes work, the energy consumption of which is more than 250 kcal / hour. The physiological norm of physical activity for a person is 180 kcal / hour.

Motor skills are new forms of motor actions developed by the mechanism of conditioned reflexes as a result of systematic exercises. The formation of a motor skill is carried out in 3 stages:

Stage 1 - characterized by a generalized efferent reaction, i.e. all muscles are activated at the same time, so the movements are awkward, inaccurate, posture and facial expressions are constrained, breathing is delayed.

Stage 2 - accompanied by improved coordination, accuracy of movements; some stereotype is observed in the movements.

Stage 3 - characterized by a high degree of coordination and automation of the motor act.

In the education and implementation of skills, thinking, motivation, memory play an important role, which provide triggering information and afferent synthesis. At all stages of skill formation, strength, speed, agility and endurance play an important role. When a skill is performed, afferent impulses are sent to the central nervous system from proprioceptors, vestibular, auditory and tactile analyzers, due to which at all stages of skill development, the program compliance and its implementation are monitored.

A large number of muscles are involved in the implementation of most household, labor and sports motor skills. Some of them directly implement the local voluntary movement itself, while others maintain the necessary posture, fix the joints, etc. Physical exercises cause profound changes in all organs and systems of the human body, while physiological, biochemical and morphological changes occur.

Due to neurohumoral regulation, functional shifts in the autonomic nervous system begin in the pre-working period, i.e. only when preparing for work or physical exercise, continue in the exercise process (while the muscle load is being performed) and remain after the end of work. Vegetative processes are activated by the mechanism of conditioned and unconditioned reflexes. Together with the motor stereotype, a vegetative dynamic stereotype is formed, which ensures the correspondence between the level of various physiological functions and the level of motor activity.

In connection with physical work, the concept of "physiological reserve of the body" is distinguished. The physiological reserve is understood as the ability of an organ or functional system to multiply the intensity of its activity in comparison with the state of relative rest. This ability has developed in the process of evolution and depends on physical fitness.

The physiological reserve is clearly seen in the example of an increase in blood circulation in skeletal muscle during physical work. At rest, skeletal muscles consume 25-30% of the IOC, with hard physical work - 80-85%; MOQ increases from 5 to 30 liters; the heart rate (in swimmers, for example) increases from 170 to 205 beats / min. Respiration reserves are great: its activity during physical work increases 10 times, oxygen consumption increases 15-16 times.

However, in the process of performing his professional activity, a person does not work at the limit of his physical capabilities, because such work does not last long and leads to fatigue of the body. The volume of the physiological reserve stands out most clearly in sports, where properly organized training expands the physiological reserve of the body, making it more enduring and resistant to negative influences. So, for example, the works of Arshavsky showed that the performance of the neuromuscular apparatus with normal blood circulation can be maintained for a long time (4-5 hours) if the rhythm of contractions is at such intervals that the anabolic processes have time to complete completely. Thus, a motor act properly organized in time can be carried out without signs of fatigue. High performance during physical exertion is associated with the use of the aerobic capabilities of the body and with the possibility of long-term maintenance of a stable state of respiratory functions, cardiovascular system, i.e. transport systems throughout the entire labor process, capable of regulating homeostasis.

Systematic sports activities improve the physiological reserve of the body, increase the mass of skeletal muscles, chest volume, VC, muscle strength. Physical labor and sports in its optimal form can act as a source of increasing the reserve capacities of the body even in old age, pushing the boundaries of aging, although the physiological reserves of the body decrease with age. The maximum muscle strength occurs at the age of 20 to 30 years, and, on the contrary, with an excessive, unbearable nature of labor, it can be the cause of early wear, aging, wilting of the body.

In a well-trained body, the physiological reserve is not used to the maximum, and the changes observed in the body during physical work and outside it are characterized by a certain economization of functions. So, the heart rate of well-trained athletes is 40-45 beats / min. at a high level of USS - 100 ml - the basal metabolic rate is 20-40% lower than its proper values This allows the body to use energy resources most efficiently at the time of physical effort.

The economization of functions is based on the following rearrangements of the functional systems of the body. Moderate heart hypertrophy occurs, the ratio of its mass to body mass can increase by 40%. This is accompanied by the development of a network of capillaries and anastomoses between them, an increase in the content of glycogen and myoglobin in the heart muscle. During training, the diastole period is significantly lengthened, during which the resynthesis of energy-rich phosphorus compounds takes place in the myocardium. In addition, there is a swelling of mitochondria and an increase in their energy-generating surface.

Systematic exercise leads to the improvement of the respiratory muscles. The excitability of the respiratory center in a trained person is somewhat reduced, so they are able to produce a longer breath hold. Athletes are also characterized by a high level of oxygen utilization by tissues (from 30% to 70%), nutrients, as well as the removal of decay products.

In increasing the efficiency of the body, the endocrine glands play an important role: hormones of the adrenal cortex, pancreas (insulin), which provide a high level of carbohydrate metabolism, which is the basis of high efficiency. The metabolism is also activated by the thyroid gland, adrenal glands, and pituitary gland. High fitness of the body is achieved only with sufficient volitional and psychological preparation.

Physiology of mental labor .

For modern practical medicine, the study of the problem of mental and emotional human activity is of great importance. We have already said that work is not limited to physical and mental activity, it is almost always associated with emotional experiences.

The phylogenesis of the central nervous system shows that its structure and activity are becoming more complex. At the same time, if earlier the brain of most people controlled mainly physical activity, then over the past hundred years, and especially the last decades, the volume of human intellectual activity in all spheres of production has increased enormously. The working conditions of modern man have changed dramatically. Modern man is at that stage of social development, which is characterized by a large amount of diverse information. The central nervous system is under great stress, the requirements for human intellectual activity are extremely increasing.

In addition to professional features, another important aspect of life that increases the load on the central nervous system is the saturation of it with a variety of information. This, for example, an increase in the population, especially in cities, an increase in the speed of various types of transport, television, radio, telephone, huge literature, art, and, finally, an increase in the pace of life in general and the complication of relationships between people. All these phenomena, characteristic of our "nervous" century, create an additional burden on the intellectual and emotional spheres.

In the sphere of emotions and human mental activity, there is a significant intensification. All this leads to the fact that a modern worker does not have time to adequately and quickly respond to all biologically and semantically significant information. More and more unreacted and unrealized emotions and tasks of a different nature are accumulating. In this regard, the tension of the regulatory mechanisms of the central nervous system and homeostatic constants of the body increases significantly.

It is naive and unrealistic to think that it is possible to stop scientific and technological progress and the associated increase in nervous overload. There is only one way left - to teach the brain, to facilitate the perception and processing of various information, to create the necessary optimum of the activity of the whole organism.

It should be noted that under the influence of chronic exposure to a complex of emotional stimuli, overstrain nervous system in persons of mental labor and in students it can take on a stagnant character and thereby lead to the emergence of neuroses.

Never before during its existence has mankind so badly needed a solution to such problems of the century as mental fatigue, neuro-emotional overstrain and neurotic disorders.

Emotional tension and nervous tension are not the same thing. Nervous tension is not always accompanied by negative emotions. In this regard, it is very important, firstly, to accurately identify the presence of an emotional sign in a person in each case, because positive emotions in most cases are not harmful and do not interfere with human activity, and, secondly, to know that only a chronic effect on the body of emotional stress is essential in the occurrence of nervous overstrain, overwork and neurotic states. Constant or repeated emotional stress disrupts the coordinated work of the body's homeostatic constants and increases the excitability of various nerve formations. In the same aspect, the possibility of the emergence of nervous overstrain of an informational nature and informational neuroses is considered - in persons who almost constantly process a large flow of emotionally colored information in conditions of lack of time (student before the exam).

Features of mental and emotional activity of students and

teachers.

In the context of the rapid growth of scientific information, the training of specialists with higher education gets more complicated every year. Increasingly high demands are placed on them, both in terms of intellectual abilities and physical development.

Students differ from other categories of knowledge workers in that their mental activity is determined by the learning process, is associated with the accumulation of knowledge and the development of intellectual abilities. It is very important to physiologically substantiate and rationalize the study load in order to prevent overstrain or impairment of the cerebral adaptation mechanisms, which are still in the stage of development and improvement in students.

Yesterday's schoolboy, becoming a student, finds himself in new conditions of activity with an intensive academic load, high social activity and new life situations. One of the characteristic features of students is the fact that the passing of final exams at school, preparation for entering the institute take place in a short period and very intensively. This plays a significant role in the development of adaptive and compensatory mechanisms of the GNI of future students.

In the same difficult period, the elements of social adaptation of the individual change, a transition is made from child dependence to independent activity, the activity of an adult with all his rights and obligations. In this regard, significant difficulties, especially for nonresident students, are: remoteness from their family and a feeling of loneliness, inclusion in a new team, new living conditions, etc. Having entered the institute, young people find themselves in new educational conditions compared to the average. school (an increase in the number of teachers, unusual teaching methods, high pedagogical requirements, the need to independently plan the time of study and other issues of student life, a different system of examinations, etc.) Consequently, the school stereotype is violated and a new, more complex university stereotype of behavior is formed.

An especially important place in the learning process is occupied by the information overload of students with numerous academic subjects, the quality and scientific level of which is constantly increasing. In addition, situations of emotional stress, which arise especially during the period of examinations, traumatize and sensitize the very labile and still little controllable emotional sphere of students.

The workload and intensity of students' work is determined by the conditions of the educational process. According to academic standards, the workload of students of all universities, as a rule, should not exceed 36 hours per week. However, in the process of studying, the length of the working week is often 40-43 hours. At the same time, there is an uneven distribution of the training load and a violation of the operating mode. Calculations show that the working day of 1-3 year students averages 10-12 hours. A survey of junior students in many universities showed that they sleep no more than 7 hours a day and spend 3 hours daily on independent work. They often do homework on evenings and Sundays. (Naturally, we are talking about conscientious students).

The modern complex educational tasks that the higher school is designed to solve imposes increased requirements on teachers. Teachers make up a very significant part of the knowledge workers. Along with high scientific and pedagogical qualifications and good knowledge of the subject, the teacher is required to have high erudition and intelligence, good education, mastery of oratory, artistic skills, neatness, exceptional concentration and concentration, kindness and strict discipline. The pedagogue-clinician is also distinguished by high professional skill of medicine.

The most difficult type of work is lecturing, which is accompanied by neuropsychic tension and requires sustained attention, subtle and precise interaction of analytic systems and all higher mental functions: thinking, will, memory, perception, attention, imagination, etc. Lecture work, as a rule, is combined with extensive teaching and educational work, research activities and, most importantly, the formation of the ability to control the audience.

The labor activity of the teaching staff of a higher school can be considered as highly qualified mental work, which is accompanied by neuro-emotional stress and frequent emotional manifestations.

A specific feature of students' activity can be considered that they do not know how to work. The great potential of their body is used inadvertently and irrationally, without the necessary skills. In this regard, a significant academic load for students, especially 1st year students, is a significant factor, which causes them neuropsychic stress and a state of frustration during the exams.

As you know, the duration of the working day of university teachers should be 6 hours. However, their working day often reaches 8-10 hours. At the same time, lecture and teaching work takes the most time. In addition to lecture work, teachers conduct scientific research, and clinicians carry out medical work. The specific features of highly qualified teaching staff are constant communication with students, as well as careful preparation before each lecture performance. In addition, if an exam almost always causes emotional stress for a student, then from the teacher it requires a great deal of neuropsychic tension of intellectual capabilities and the manifestation of professional experience.

Physiological differences between mental and physical labor.

Mental and physical labor are interconnected and affect each other. Even Mosso (1893) with the help of an ergograph determined that a professor who gave a lecture to students gets tired so much that after the lecture, the muscle strength of his arm decreases by 20%. After a 3-hour exam, the student's muscle strength drops by 4 times. In turn, under the influence of physical fatigue, the productivity of intellectual activity decreases. At the same time, there are a number of essential features that distinguish mental labor from physical labor.

First of all, it should be noted that overcoming the essential differences between mental and physical labor does not mean eliminating their relative independence. This independence is apparently determined by the specificity of their physiological mechanisms. In addition, even if we say that there is no "pure" mental labor without physical elements, and, conversely, physical labor without mental elements, this should not mean that there is no difference between mental and physical labor.

Kandror (1970) notes that for any type of labor, it becomes necessary to separately assess the energy and information aspects of the labor process. In his opinion, it is advisable to characterize the first about the degree of severity, and the second about the degree of tension. It is the energy and information aspects of labor activity that distinguish physical labor from mental labor in the first place.

Researchers in the physiology of labor are well aware of how effective and long-term physical work is ensured, but they are still poorly aware of what means and resources provide mental work, not to mention the complex structural and functional organization of the brain, which provides mental activity.

It is known that during physical work there is an intensification and deepening of breathing, a redistribution and increase in the amount of circulating blood, an increase and increase in heart rate, an increase in the level of sugar and corpuscles in the blood. Mental activity tinged with emotion produces much the same changes. However, if these peripheral shifts of autonomic reactions are necessary for the energy supply of working muscles, more precisely, to cover energy costs during physical work, then the same shifts that occur during the implementation of mentally emotionally intense work are far from necessary, because during mental activity, there is no large energy consumption and, accordingly, utilization, i.e. implementation of redundant exchange.

Consequently, these vegetative-humoral changes during mental work do not have such a direct purpose as during physical work. Any mental work, no matter how complex it may be, does not need to significantly increase sugar levels, the number of leukocytes, steroid hormones, etc. for its implementation. Hyperfunction of autonomic organs during emotional work occurs not due to muscle tension and an increase in oxygen and energy demand from the periphery, but due to the activation of brain structures, especially subcortical, limbic-reticular and thalamo-hypothalamic formations under the influence of mental and emotional work.

Vegetative and humoral shifts during mental work or pre-start states are conditioned-reflex, occur with the participation of emotional accompaniment and are not associated with the activation of the motor apparatus.

There is no doubt that mental work covers more nerve elements than physical work. Based on the modern data of neurophysiology and neuropsychology, it must be assumed that mental labor is the result of the most complex combinations of nervous processes and histochemical changes in millions of neurons of cortical-subcortical formations. Mental work differs from physical work, apparently also by the fact that the systemic nature of the brain during mental activity is not only more complex and highly qualified, but also more extensive and includes a greater number of systems and subsystems than during physical work. More load on analyzers.

The difference between physical labor and mental labor is manifested in relation to a number of other indicators. The change in physiological functions under the influence of physical work is more distinct than in the case of mental work. Muscle fatigue also has a more or less clear picture of how it differs from mental fatigue. The first, unlike the second, can be quantified. With the onset of muscle fatigue, the work being performed almost completely stops, which is not observed with mental fatigue.

Mental activity can be performed for a long time, it does not stop after the end of a specific work. If we can stop muscular work voluntarily, then with regard to mental work, especially emotionally colored work, it is difficult to do this. Physiological changes that have arisen during mental labor are eliminated much more slowly than during physical labor, which can be considered a phenomenon of aftereffect. If, at the end of mental activity, only traces of excitement or inhibition are often observed, then after physical labor, late pain in the muscles is usually characteristic. The feeling of fatigue is also felt more strongly after physical work. After it, deep sleep sets in faster. The result of physical labor is tangible and visible, and the result of intellectual labor is sometimes not obtained immediately, and some additional actions are needed to express it (speech, writing, drawing, etc.).

Many years of experience and special studies have shown that in the USSR, children of 7 years of age, as a rule, are not only capable of schooling, but also feel the need for it. A rational school regime becomes for them a factor contributing to their all-round development.

Changes that are noted in the central nervous system and in the musculoskeletal system of a 7-year-old child as a result of his previous rational education in the nursery system - kindergarten, make him biologically prepared for the environment and routine established in the school.

According to Soviet legislation, children who will be 7 years old by the beginning of the school year are subject to compulsory schooling.

To provide seven-year-old children with a normal duration of night sleep (at least 10-11 hours) and in order to avoid haste when performing morning routine moments, lessons in the 1st grade of the school should not begin earlier than 9 am.

Special studies have shown that limiting the motor activity of 1st grade students sharply reduces their nervous system excitability. Their longer sitting at their desk, which is a kind of static work, can cause a permanent focus of excitation in the cerebral cortex and tire it relatively more than mental and dynamic physical. For schoolchildren of the 1st grade, the process of writing and reading presents considerable difficulties. The first requires the tension of the small worm-like muscles of the hand, which by the age of seven are still relatively insufficiently developed. The process of reading at a close distance is associated with the tension of the accommodative muscles of the eyes, and when the eyes move along the line and along the page - the oculomotor muscles. Of no small importance for the psychohygiene of teaching in the 1st grade is the fact that the first signal system at this age is more developed than the second. The first sign of fatigue in a child (first phase) is motor restlessness, which indicates a wide irradiation of excitement, which can go into the second phase (irradiation of protective inhibition): the child becomes lethargic, sleepy.

All this, as well as the need for a gradual rather than abrupt transition from the mode of instruction in the preparatory group of preschool age to schooling, indicates the advisability of a reduced duration of a lesson in grade 1 (30-35 minutes).

The change in the position of the student's body, the change in the types of his activities in the classroom as a means of increasing his performance, dictates the expediency of the so-called combined lesson with a gradual transition to a different structure. For the same reasons, as well as in the interests of preventing postural anomalies and protecting vision, it is advisable to spend a physical minute in the middle of the lesson. Special studies have shown the hygienic efficiency of establishing three changes between lessons, of which the first lasts 15 minutes, the second and third - 20 minutes each. The first and third breaks are used outdoors, the second is for a hot breakfast and the third is for organized physical education and outdoor games.

It is extremely advisable to cover all schoolchildren of the 1st grade with an extended day group, in which it is possible to carry out a rational construction of the daily regimen, in particular, to provide for daytime sleep in the air for 1 - 1 1/2 hours.

At the same time, they strive to ensure that homework is completed in the classroom. By order of the Ministry of Education on Monday and after the holidays, it is prohibited to ask home lessons.

The optimal number of lessons during the school day and the duration of each of them

During a typical school day, there is a typical dynamic in students' mental performance. At a younger age, a decrease in working capacity begins to be observed after 1 1/2 hours from the beginning of lessons, in middle and senior school age - after 2 and 3 hours, respectively. In high school, a significant drop in working capacity takes place in the sixth lesson.

Under the influence of a number of specific features - teaching, the nature of the subject and the environment in the lesson, under the influence of the teacher's personal qualities and the individual properties of students, of course, some deviations from the indicated typical dynamics are possible.

The standard curriculum of a Soviet general education school provides for 24 hours in the first four grades, and starting from the 5th grade - 30-32 (IX, X grades) hours of compulsory lessons per week.

As for the optimal duration of each lesson, it has been set by many years of practice at 45 minutes. There are observations on the feasibility and effectiveness of the introduction at primary school age, in sanitary and forest schools, in schools for psychoneurotic children and rheumatic children with 40-minute lessons.

Rational lesson structure, lesson schedule, exams

The rational organization and structure of the lesson, especially in the lower grades, as well as in special schools, is of great importance as a psycho-hygienic tool that contributes to the preservation of the maximum efficiency of students. The so-called combined lesson associated with a change in activities, with alternating stimuli that are mainly addressed to the first, then to the second signal system, fully justifies itself in the 2nd and 3rd grades.

In the senior grades, lessons are structured differently depending on the nature of the subject, the content of the topic, the purpose of the lesson, etc. Recommended by Soviet didactics (the science of content and teaching methods) is a typical, but by no means standard, lesson structure (at first, checking and repeating what was passed on the previous lesson, then the communication of new knowledge and their consolidation in the lesson in the form training exercises, if necessary, a homework assignment with a mandatory indication of the organization of work for their implementation) is physiologically and hygienically quite justified. It takes into account that during the lesson the student's working capacity usually gradually increases (training), remaining at the maximum level throughout the second and third quarters of the lesson. On the same basis, in the lessons, various forms of independent work, a combination of words and clarity are recommended. It is necessary to avoid, if possible, the so-called paired lessons together with a parallel class, etc.

A rational weekly schedule of lessons in each class takes into account the age characteristics of students, the characteristics of the subject, in particular the possibility of changing activities in the lesson, the clarity of teaching, the nature and volume of homework, etc. According to special studies, the maximum performance of students usually falls on Tuesday and Wednesday, the minimum - on Saturday. With regard to fluctuations in the performance of students during the school day, then usually its maximum is observed in the second and third lessons, a minimum - in the fifth and especially sixth lessons. The first lesson plays the role of a training period.

Studies show that the more hygienically favorable the mode of study and rest, as well as the environmental conditions at school, in particular microclimatic conditions and lighting in the classroom at the lesson, the less pronounced fluctuations in the student's performance during the week and day (Fig. 132) ...

The specified features of the dynamics of students' working capacity are taken into account when drawing up a rational daily routine and lesson schedule at school. A school doctor takes part in their development. As an exception, fifth lessons in 4th grade and sixth in seniors are usually scheduled on Tuesday and Wednesday. On Monday, Thursday and Saturday, as a general rule, a minimum number of lessons should be planned. For passing subjects with the least change of types of activity in the lesson, the greatest stress of mental performance and relatively least clarity, for example, mathematics, a foreign language, it is preferable to assign the second and third lessons.

According to hygiene requirements, it is necessary that during the pre-examination and examination periods, students observe a rational daily routine and that exams are conducted in a calm environment. Individual students may be exempted from exams for medical reasons.

The combination of mental and physical labor in school education

The Soviet school builds its activity, guided by the position, according to which "The harmonious development of man is inconceivable without physical labor, creative and joyful, strengthening the body, increasing its vital functions" *.

* (From the law of December 24, 1958 "On strengthening the connection between school and life and on the further development of the public education system in the USSR." M., 1958, p. 6.)

According to the data of many modern special studies, rationally organized physical labor is a kind of active recreation for schoolchildren. Under their influence, the speed of simple mental and verbal responses increases, the quality of responses improves, differentiation becomes more durable, the functions of the neuromuscular apparatus improve: differentiation in the motor analyzer and coordination of hand movements improve, maximum muscle effort increases, and endurance to static muscle tension.

As shown by special studies, such classes, as well as physical education lessons, if they are carried out in a favorable hygienic environment, in particular in the open air, help to increase the efficiency of students not only immediately after graduation, but also throughout the entire school day.

Research on the impact of physical labor on students in metal-working vocational schools and students in the senior classes of general education schools during agricultural work with a pronounced dynamic character muscle activity revealed a number of positive functional changes in their bodies: a relative increase in the vital capacity of the lungs, an increase in the muscular strength of the hand and muscle performance, an increase in the functional capacity of the circulatory apparatus. Therefore, the introduction of elements of physical labor in the schedule of training sessions in order to maintain the performance of students should be recognized as very expedient.

The most pronounced effect is achieved if such classes are provided in the schedule of lessons on Monday, Thursday and Friday in the third (in the lower grades) and in the fourth (in the senior grades) lessons, that is, during the initial phase of the development of fatigue.

In the process of schooling, the alternation of mental and physical labor has a number of physiological advantages. At the same time, the greatest opportunity is provided to change the forced sitting position of the body, increase the volume and diversify the nature of muscular activity, and reduce the tension of the visual analyzer. In addition, the introduction of elements of physical labor into the practice of school teaching allows the most widespread use of students' stay in the open air.

Physiologically, the daily combination of mental and physical labor in school education is physiologically more justified than the alternation of days completely devoted to physical work and days completely filled with theoretical, classroom lessons.

With the optimal combination of mental and physical labor in the learning process, it is necessary to take into account the peculiarities of the production process and the duration of the student's continuous work.

The curriculum and programs of the general educational labor polytechnic school include special classes where the physical and mental labor of schoolchildren is organically combined: labor training in manual labor lessons in grades 1-4, labor lessons for students in grades 5-8 in locksmith and carpentry workshops , home economics lessons, agricultural labor lessons in the school area, self-service, socially useful work.

Regarding the structure of labor lessons, it should be borne in mind that the alternation of two or three different labor operations in the lesson, causing a change in the working posture and the alternate involvement of various muscle groups in the active activity, contributes to an increase in efficiency and increases the efficiency of the lesson.

If it is necessary to plan in middle and high school, double labor lessons should be done every 45-50 minutes for an 8-10-minute break, during which students should engage in such a complex of physical exercises that compensates for the monotonous labor movements during the lesson.

Speaking about other hygienic requirements for labor lessons, it is necessary to point out the education of schoolchildren in a proper working posture in order to protect their eyesight and prevent defects in posture, to maintain a uniform load on the left and right halves of the body, to exclude or drastically reduce the static component of the work of schoolchildren, to comply manual tools for age characteristics, for the use of classes to educate schoolchildren in the appropriate personal hygiene skills, work culture and safety measures, for preliminary and current medical control in order to identify schoolchildren for whom, for health reasons, classes in workshops and in agriculture are contraindicated or should be limited ... All these requirements are regulated with the corresponding sanitary rules and instructive and methodological instructions of the USSR Ministry of Health and the USSR Ministry of Education. The basic hygienic requirements for the organization of the external environment during labor and polytechnic training are set out below in the chapter "Hygienic requirements for furniture and equipment".

The participation of young people in social production after graduating from secondary school or vocational school puts forward the need for medical professional advice and vocational guidance for adolescents. The purpose of this career guidance is to help adolescents choose a profession that promotes the development of functional capabilities of the body and strengthens their health. Determination of the professional suitability of young people is based on taking into account the physiological state and health of adolescents, sanitary and hygienic characteristics and profession - the latter includes a detailed hygienic assessment of this profession: working conditions, characteristics of production operations, the load experienced by various organs and body systems of adolescents in the process of work, pace and the rhythm of work, energy consumption, body position, etc.

Currently, there are developed so-called professiograms for the most common professions. It is necessary to distinguish between medical and professional advice of healthy adolescents and adolescents with pathology. Medical and professional consultation of healthy people should be based on taking into account the type of higher nervous activity, the functional capabilities of the body and provides for the goal of helping to choose a profession that would contribute to the maximum development of the body's potential. For adolescents with a deviation in their state of health, it is necessary to determine the contraindications that may arise in connection with the requirements for the adolescent body by this profession. Medical professional consultation should be carried out by a commission of medical specialists, preferably with the participation of a psychologist and a teacher.

Rational alternation of learning and rest at school

The changes introduced between lessons are a necessary and very effective form of active recreation for students.

The hygienic effectiveness of changes is ensured through the rational use of the time allotted for them. In all cases, it is desirable that the students are in the open air during the break, since this creates the most favorable conditions for restoring working capacity. In addition, it allows for adequate ventilation (through) in classrooms and school hallways.

During recess, students should be given the opportunity to move actively (walking, playing, etc.).

Timing and accounting for the effectiveness of students' rest show that the duration of the break should not be less than 10-15 minutes. Changes and longer durations are required throughout the school day. Usually in schools after the second (for lower grades) and after the third (for high grades) lessons, a 30-minute break is set. Experience and research confirm the physiological feasibility and pedagogical effectiveness of the presence of two adjacent changes of 20 minutes each. During these breaks, it is possible for one half of the classes to have a hot breakfast, and the other to be outdoors.

A Sunday day free from study sessions should be used for students to stay outdoors, mainly on the move (out-of-town excursions, sports activities, free-choice activities, etc.).

It has long been proven that students' performance decreases significantly by the end of the academic term. In this regard, vacations are provided at the end of each quarter to restore and improve working capacity. For students of general education schools, the holidays after the first quarter (autumn) are set for 5 days (from 5 / XI to 10 / XI), after the second quarter (winter holidays) - for 12 days (from 30 / XII to 11/1) and after the third quarter (spring break) - 9 days (from 24/111 to 1 / IV).

Summer holidays are of great health-improving importance, on the correct use of which the effectiveness of rest and good working capacity largely depend. Participation (dosed) in agricultural work, hiking, sports with the use of hardening factors are an effective means of improving health and increasing efficiency.

Duration summer holidays in different classes is not the same. It is determined by the end of the school year. The duration of summer holidays in the senior classes is 66 days, in the younger ones - 86 days.

Study classes at home (self-study)

One of the main hygienic requirements for organizing training sessions at home is compliance with the norms of their daily duration. Special studies have shown that, depending on age, the following approximate duration of daily lessons at home is optimal: in the 1st grade - 30-45 minutes, in the 2nd - 1 hour, in the 3rd and 4th - 1 1/2 hours, in the 5th and 6th - about 2 hours, in the 7th and 8th - about 2 1/2 hours, in 9-10th - no more than 3 hours. These data served as the basis for the corresponding regulation of the volume of homework by the public education authorities. In practice, these norms are often violated and the volume of work of high school students to prepare lessons at home grows from quarter to quarter.

The main means of combating the overload of students with homework, leading to a reduction, first of all, the duration of their stay in the open air, and then the duration of sleep, are: a rational weekly schedule of lessons, taking into account the volume and nature of homework in individual subjects and such an improvement in the organization and methods teaching individual topics in each subject, in which the educational material would be assimilated by students mainly in the lesson.

The class teacher and school doctor should systematically monitor the volume of homework assignments.

Physiological studies of the dynamics of conditioned reactions throughout the day in students brought up in a boarding school, in an orphanage, have shown that it is most rational to adhere to the regime presented in table. 45.

With the indicated alternation of various types of activity, the efficiency of students when doing homework is at a relatively high level.

In the process of preparing homework, every 45-50 minutes, you should take 10-minute breaks, during which you should carry out active movements (physical education in the open air or, in extreme cases, indoors with open windows or transoms).

Increasing the activity of mental work when doing homework, and, consequently, reducing their duration is significantly facilitated by ensuring the hygienic conditions of the external environment (open transoms, workplace according to the student's height, lighting).

The sequence of completing individual homework assignments is set taking into account that the most difficult tasks for the student are completed after a 15-20-minute period of work, and during these 15-20 minutes tasks of average difficulty are completed.

In the extended day school and in the boarding school, it seems appropriate to use a fundamentally different scheme for constructing the school day as a whole, combining lessons and self-study. According to this scheme, in the first part of the day, when the efficiency of students as a whole is relatively higher, types of activities (lesson "and homework) are included in subjects that require independent completion of tasks; in the second part of the day, after 4 pm, lessons in other subjects (physical education, reading, drawing, labor). independent work on homework is not only included in the daily schedule of lessons, but also becomes part of the lesson itself.

Preliminary physiological-hygienic and psychological-pedagogical studies, which still require verification, show the advantages of the indicated scheme for constructing the school day.

How to recover from various diseases. Sobbing breath. Strelnikova's breath. Breath of Yogis Alexander Alexandrovich Ivanov

NATURAL ALTERNATION OF PHYSICAL AND MENTAL LABOR

No one will argue with the fact that the correct alternation of physical and mental work, rest and stress is the most important means of maintaining health. It seems that everything in this area has long been studied and understood. Not at all. Natural medicine once again forced me to consider this aspect of healing much more broadly.

Based on his own experience, Yuri Vilunas noticed that during night awakenings, especially when they are accompanied by sobbing breath and impulse self-massage, a person is capable of very active, one might even say, irresistible brain activity. The need to engage in intellectual work arises from within, the most daring decisions and the most original ideas come to mind. Based on these observations, Vilunas concludes that such intellectual tension is an integral part of the recovery process that takes place in the body during the night's rest. This intellectual "burst" helps to supply the brain with the energy it needs to recover, and once the recovery is complete, intense intellectual activity stops.

This feature, says Vilunas, must be used for the benefit of health. It has been noticed that when a person, feeling physical fatigue (for example, while walking), immediately switches to mental work, the recovery processes in his body are much more efficient, and the productivity of brain activity itself turns out to be much higher. So, the mechanism of the brain can be compared with the mechanisms of movement: intense activity, dictated by an internal need, is replaced by a kind of "intellectual fatigue." From a physiological point of view, the onset of such fatigue does not mean that you are in crisis or overworked. It's just that your brain got all the nutrients it needs and shut down. Attempts to continue thinking further are fraught with the appearance of various unpleasant sensations, and you still will not get any remarkable results.

Thus, Vilunas refutes the statement that the work of the brain leads to the waste of energy substances, and rest - to their restoration. In fact, the opposite is true: it is during work that the brain accumulates various substances, and during rest it spends on maintaining its own state and the activity of the body as a whole. This means that in order for the brain to feel good, it is necessary to listen to the signals that it gives us. At the first signs of fatigue from intellectual activity, it is necessary to stop it and change activity to physical activity (if there is a need for it).

When your brain is ready to go back to work, you can easily feel it. “Ideal” brain work, as a consequence of the ongoing recovery process, is possible only after certain physical exertion.

Considering that “nature abhors a vacuum,” I conclude that both physical and mental work is vital for a person, and in their certain combination and alternation. Since these processes are closely interrelated and largely dependent on each other, healthy and correct functioning of the body cannot be expected without any of them.

In practice, we can observe such an alternation of physical and mental activity every day. Indeed, after some physical work, our most natural desire is to sit down, relax and calmly read a book. So much for your brain activity! After reading for some time, we want to get up, stretch, stretch, or even go for a walk - it's time for physical activity.

How did we implement this principle in practice? Ridiculously simple - we stopped raping ourselves. Now, when I'm doing some kind of intellectual work (studying special literature, writing articles, or even this book), and my thoughts "turn off", I don't try to "squeeze" anything out of myself, as it was before, but just get up and go to warm up. I can say for sure: the result of such work is much better than what I could offer with the previous lifestyle.

So we easily carry out the natural alternation of physical and mental labor at the level of instincts if we allow ourselves to listen to them. But it will be especially effective if we do not forget about all the other mechanisms of self-regulation. Listen to your needs and follow them. The path of nature is the only direct path to health and longevity.

5. Indicators of physical development of children. Centile method for assessing physical development Given the observed variation in various indicators of the physical development of a child, you need to know the so-called normal, or Gauss-Laplace distribution.

Chapter 9. The alternation of tension and relaxation, work and rest leads to longevity In his work "Bao Pu-tzu" 43 Ge Hong (284-364), a scholar of the Western Jin dynasty, compares shen (spirit) with a sovereign, qi (energy ) with the population, and blood with ministers, and also proves the similarity

Chapter 2. Alternating diets Unfortunately, all of the above anti-cancer diets are not very effective. However, given that often anti-cancer substances supplied with food enhance each other's action, our task is to collect from various

The organ of labor It is not known what made the monkey a man, but it is absolutely clear that the human hand is a perfect instrument, with which he is able to create both the most beautiful things and commit terrible crimes. As an actively working organ, the brush

The organ of labor It is not known what made the monkey a man, but it is absolutely clear that the human hand is a perfect instrument, with which he is able to create both the most beautiful things and commit terrible crimes. As an actively working organ, the brush

THE ANGEL OF LABOR Who has exhausted the waters of his handful, And measured the heavens with a span, And placed the dust of the earth in measure, And weighed the mountains on the scales, And the hills on the scales?

Working conditions Statistics have shown that hypertensive disease affects primarily those people whose professional activities involve a large number of contacts with people: doctors, teachers and conductors. High blood pressure is common in people with

THE SECRET OF LABOR Spiritual knowledge is the only thing that can destroy our misfortunes forever. Any other knowledge satisfies our needs only temporarily. Only with the acquisition of spiritual knowledge and perfection is the ability to need forever destroyed.

The Six Pillars of Mental Longevity But what does it mean to lead an active intellectual life? Our mental activity rests on the following six pillars: 1. Say yes to life: don't give up, take obstacles as a personal challenge and overcome them. Thirst

Alternating light and dark to "swing" the eye muscles It is very good if in your games you will alternate exposure of the eyes to daylight and episodes of darkness. To do this, invite your child to remember the location of people and animals on the playground, then

Old Slavic eye gymnastics against mental fatigue and headaches The ancient gymnastic systems of the Slavs included exercises in the form of various eye movements, activating blood circulation in the area of \u200b\u200bthe eyes and brain. Were especially popular

Sexual weakness due to mental fatigue Take 3 tbsp. l. flowers and leaves of Jerusalem artichoke, flowering tops of basil and rosemary leaves and 1 tbsp. l. sage leaves, pour 1.4 liters of boiling silicon water, leave for 30 minutes, drain. Drink for

Alternating episodes of light and darkness It's great if you alternate between exposing your eyes to daylight and episodes of darkness in your games. To do this, invite your child to remember the location of people and animals in the playground, then close

Sexual weakness due to mental fatigue - 3 tbsp. tablespoons of flowering basil tops and rosemary leaves and 1 tbsp. pour a spoonful of sage leaves 1.4 liters of boiling water, leave for 30 minutes, strain, add 4 tbsp. tablespoons of apple cider vinegar. Drink for

Alternating exercise and rest Continuous activation of hormones (adrenal hormones and stress) without proper rest can waste all available hormone stores and lead to adrenal exhaustion and hormonal deficiency. Signs of such a deficiency

Point three: alternation of activities - the path to perfection We have already spoken with you about the fact that for a full-fledged fruitful life, a person periodically needs to change activities from mental to physical and vice versa, including either the right or the left hemisphere

No one will argue with the fact that the correct alternation of physical and mental work, rest and stress is the most important means of maintaining health. It seems that everything in this area has long been studied and understood. Not at all. Natural medicine once again forced me to consider this aspect of healing much more broadly.

Based on his own experience, Yuri Vilunas noticed that during night awakenings, especially when they are accompanied by sobbing breath and impulse self-massage, a person is capable of very active, one might even say, irresistible brain activity. The need to engage in intellectual work arises from within, the most daring decisions and the most original ideas come to mind. Based on these observations, Vilunas concludes that such intellectual tension is an integral part of the recovery process that takes place in the body during the night's rest. This intellectual "burst" helps to supply the brain with the energy it needs to recover, and once the recovery is complete, intense intellectual activity stops.

This feature, says Vilunas, must be used for the benefit of health. It has been noticed that when a person, feeling physical fatigue (for example, while walking), immediately switches to mental work, the recovery processes in his body are much more efficient, and the productivity of brain activity itself turns out to be much higher. So, the mechanism of the brain can be compared with the mechanisms of movement: intense activity, dictated by an internal need, is replaced by a kind of "intellectual fatigue." From a physiological point of view, the onset of such fatigue does not mean that you are in crisis or overworked. It's just that your brain got all the nutrients it needs and shut down. Attempts to continue thinking further are fraught with the appearance of various unpleasant sensations, and you still will not get any remarkable results.

Thus, Vilunas refutes the statement that the work of the brain leads to the waste of energy substances, and rest - to their restoration. In fact, the opposite is true: it is during work that the brain accumulates various substances, and during rest it spends on maintaining its own state and the activity of the body as a whole. This means that in order for the brain to feel good, it is necessary to listen to the signals that it gives us. At the first signs of fatigue from intellectual activity, it is necessary to stop it and change activity to physical activity (if there is a need for it). When your brain is ready to go back to work, you can easily feel it. “Ideal” brain work, as a consequence of the ongoing recovery process, is possible only after certain physical exertion.

Considering that “nature abhors a vacuum,” we conclude that both physical and mental labor is vital for a person, and in their certain combination and alternation. Since these processes are closely interrelated and largely dependent on each other, healthy and correct functioning of the body cannot be expected without any of them.

In practice, we can observe such an alternation of physical and mental activity every day. Indeed, after some physical work, our most natural desire is to sit down, relax and calmly read a book. So much for your brain activity! After reading for some time, we want to get up, stretch, stretch, or even go for a walk - it's time for physical activity.

How did we implement this principle in practice? Ridiculously simple. When you are doing some kind of intellectual work and your thoughts "turn off", do not try to "squeeze" anything out of yourself, but just get up and go to warm up. The result of such work will be much better.

So we easily carry out the natural alternation of physical and mental labor at the level of instincts if we allow ourselves to listen to them. But it will be especially effective if we do not forget about all the other mechanisms of self-regulation. Listen to your needs and follow them. The path of nature is the only direct path to health and longevity.

Although these words are attributed to the pen of V. Belinsky, at one time many people reproduced them in different ways: Marx, Tolstoy, Goebbels, etc.

What does this thought carry and how does physical and mental labor affect a person? What are the differences between physical and mental labor? All this can be found in our article.

Hygiene of mental and physical labor

In medicine, or rather, in sanitary and hygienic affairs, there is a separate section, which is called that - occupational hygiene. Its task is to study the effect of various types of work on the human body and to develop preventive, hygienic and therapeutic measures in order to maintain and strengthen the health of working people, and also strives to increase their endurance and productivity.

Scientists who deal with this issue say that it is important to distinguish between the concepts of "work" and "work". Work is, rather, a term from physics, which is the process of converting one type of energy into another. And when they talk about work and a person, they mean his muscular apparatus. Labor, in turn, is aimed at creating something, values; that which has weight in social life (despite the fact that the basis of labor is all the same physiological processes of the body).

Friedrich Engels, in his work, which is world-famous, "The role of labor in the process of turning a monkey into a man" wrote that labor activity, taking place in favorable conditions, stimulated the development of both the human body, sensory organs, hand motility, and intelligence and the ability to abstract thinking.

Now not only experts from all countries of the world say that a rational combination of physical and mental labor leads to a harmonious existence and allows the human body to develop in all directions. All people who have managed to combine one with the other are convinced of this.

Be that as it may, the differences between physical and mental labor are significant and we have to get acquainted with them.

Physical labor is characterized by the involvement of the muscular apparatus and various body systems in the process. And the main characteristic of physical labor is the severity of labor.

The severity of labor is a characteristic of the level of the labor process, which reflects the amount of load on the musculoskeletal system and life support systems of the body (respiratory, cardiovascular, etc.).

The severity of labor has the following characteristics, which are fundamentally important in the process of determining the level of load:

The mass of the load that is lifted and moved


Number of repetitions


The nature of the pose


Body tilt depth


Moving in space


Load value at rest

How is physical labor useful? First of all, it helps to keep the body in shape. Anyway. And this, by the way, increases self-esteem. People who do manual labor are more adapted to life and "survival". Also, the benefit of physical labor is that it makes a person more disciplined and patient. And what can I say, when a person sees the result of his efforts and he brings joy and benefit to others, this makes him happy.

And don't forget about such a useful and enjoyable form of physical activity as ... sex. And what exactly it is so beneficial to health, you can read in our article.

Harm ... in addition to the category of "occupational diseases" established by hygienists (that is, certain diseases that can arise from a certain type of activity), there is another significant disadvantage that physical work can conceal - injuries. And it, as you know, can have significant consequences.

Another side reaction (common to all types of physical activity) is fatigue. It is difficult to say in what type of occupation, fatigue can do more harm, but in the case of physical labor, it can cause injury. Therefore, it is very important to rationally alternate physical activity and rest (sleep).

Features of the diet of people engaged in manual labor

Manual labor, more precisely, labor that is associated with physical exertion, requires a lot of strength, because during its performance muscle energy is consumed. Considering this, the energy value of the absorbed products, as well as the amount of proteins, fats, carbohydrates, increases in proportion to the work performed.

For this purpose, during the development of hygienic nutritional standards for people, 4 groups of labor intensity were identified, depending on which they determined how much nutrients a particular person should receive, based on his age, gender and occupation. This is if you go deeply, but in general you should know that people who work intensively physically need to eat: chicken eggs, dairy products, fruits (bananas, kiwi, pineapples), oysters and salmon, cereals (oatmeal in priority), nuts and dried fruits, tomato and orange juice, ginger, dark chocolate, honey.

How many calories (kcal) are spent during various types of activity can be easily found on the Internet, all these data are presented in the form of various and easy-to-read tables.

To know how to properly organize a mental work regime and get the most out of it, you need to know its criteria.

The intensity of intellectual work is characterized by:

The amount of information that needs to be processed / remembered


Information rate


Decision making speed


The degree of responsibility for decision and possible errors

During mental labor, the main load falls on the brain (more precisely, on its cortex).

Representatives of mental labor lead a sedentary lifestyle and most often do not engage in physical activity or sports. Physical inactivity, psychophysiological fatigue, tension of the visual, auditory analyzers, nervous tension - all this accompanies people who work mentally.

The benefit of mental work lies in the fact that a person constantly stimulates his brain and "pumps" its abilities: memory, abstract thinking, fantasy, etc.

Nutritional features of people engaged in mental work

People whose lot it is intellectual work, as a rule, lead a sedentary lifestyle, this must be taken into account when organizing their meals. Therefore, when drawing up their menu, one must remember that the content of proteins, fats and carbohydrates, along with the energy value of products, should be significantly lower than that of people engaged in physical labor. At the same time, the amount of vitamins and minerals should be identical, because intellectual work requires a sufficient amount of hormones and enzymes.

People who do mental work need to lean on fish (salmon), green leafy vegetables (spinach, cabbage), eggs, carrots, tomatoes, beets, brown rice, oatmeal, beans, blueberries, nuts and seeds (walnuts, almonds, pumpkin ), avocado, apples, grapes, dark chocolate, green tea... So, sometimes try to replace your favorite coffee with more.

As you can see (or maybe you have already experienced it), you cannot engage in one type of work. You need to alternate. Physical labor with mental (reading books, solving various problems, art) and mental labor with physical (visiting the gym, swimming pool, jogging, fitness, some kind of martial arts).

Even the healthiest and most cheerful person sometimes experiences a breakdown. Try to incorporate it into your daily routine.

But it is also important to remember to give the body an opportunity to take a break from your hectic activities and gain strength for new achievements.

physical work, brainwork,