The educational opportunities and academic success of children of primary school age largely depend on their mental performance. Younger schoolchildren with a high level of performance study well, get sick less and miss classes less often. In addition, high mental performance allows children to master various skills without stress, and also ensures their moral and volitional development. When a high level of performance is achieved, the child is able to achieve significant success in the development of cognitive abilities, attention, memory, imagination and volitional qualities.

Today in the world there are contradictions between doctors and psychologists, on the one hand, and teachers, on the other, about what time is optimal for children of primary school age to start lessons. The first are confident that the optimal time to start lessons in primary school is 10–12 am, since it is at this time that the peak activity of the mental performance of primary schoolchildren is observed. The latter say that the differences in fluctuations in the mental performance of younger schoolchildren are not significant, so there is no urgent need to start classes a few hours later.

In the most general sense of the word, mental performance refers to a person’s ability to perceive information and process it. Mental performance can be considered as a person’s potential ability to perform the maximum number of tasks over a given time and with a certain efficiency. Mental performance can also be understood as the ability of a person’s thinking to work in a given mode.

In more detail, mental performance is considered as a person’s state, determined by the capabilities of his mental functions, which characterizes his ability to perform a certain number of mental tasks in a specific period of time. Thus, mental performance is the ability of thinking to effectively perform tasks in a given situation.

Mental performance has features of dynamics - changes in the ability of thinking to effectively perform tasks over any period of time (day, week, month, year, etc.).

The term “mental performance” was first introduced into psychology by E. Kraepelin in 1898. E. Kraepelin not only described the concept of “mental performance”, but also identified its main stages. By mental performance he understood the ability of an individual to perform purposeful activities at a given level of efficiency for a certain time. He considered the main stages of mental performance to be:

• 1) development – ​​a person’s orientation in a situation;
• 2) optimal performance – maximum mental activity of an individual to perform a given job;
• 3) fatigue – a sharp decrease in the mental performance of an individual;
• 4) final impulse - the minimum capabilities of an individual in performing an activity.

In the 30s XX century a model of psychology as a science of behavior emerges. E. L. Thorndike and J. B. Watson begin to view thinking as a set of skills and motor reactions of the body in response to external stimuli. Thinking is formed through learning. Mental performance refers to a person's ability to control their behavior and master new skills.

In the middle of the 20th century. Cognitive psychology begins to develop as an independent science. The problem of human mental performance is considered in the context of the psychology of thinking. Thus, T. Kelly considered spatial thinking, computational abilities and verbal abilities, as well as memory, concentration and stability of attention to be the main factors determining a person’s ability to think productively.

In Russian psychology, a person’s mental performance was considered as a problem of mental activity, i.e. as the ability for effective mental work. Representatives of this approach relied on the fact that a person’s mental performance is the most important indicator of the functional state of the psyche. This indicator reflects a person’s ability to successfully adapt to specific environmental conditions. Ultimately, a person’s mental performance determines the degree of his internal comfort and life status.

V. M. Bekhterev wrote that “labor (its conditions, content) is an essential social factor in human development. Mental work acts as a condition for social progress.” A student of V. M. Bekhterev, A. F. Lazursky, carried out a number of studies devoted to the study of human mental performance and fatigue. He experimentally established the phenomenon of a decrease in the originality of associations during mental fatigue. Mental fatigue was also studied under the leadership of I.M. Sechenov, which is described in his article “On the question of the influence of the stimulus of the sensory nerves on human muscular work.” It was found that the ratio of the time of mental activity and rest time is important in mental and physical work.

According to the definition of R. M. Baevsky, mental performance is a certain amount of work performed without reducing the optimal level of functioning of the body for a given individual. It is assumed that the volume of mental work performed by each subject can fluctuate, i.e. the presence of high, medium or low performance at different periods of time.

The structure of mental actions, from the position of P.K. Anokhin, includes making a decision, setting a goal and achieving a final useful result.

According to A. A. Ukhtomsky, interconnected processes - motivation and memory - cause a pre-working state. From a physiological point of view, the pre-working state corresponds to a dominant, which is based on the excitation of certain nerve centers. The principle of self-regulation inherent in mental performance is realized through the constant receipt of information about the final result through the flow of afferent information.

In educational psychology, mental performance was considered as a student’s ability to effectively complete educational tasks within a given time. Thus, P. Kapterev studied the problem of students’ mental performance through the targeted formation of the foundations of their ability to work. He identified defects leading to impaired mental performance. He attributed laziness to such defects.

Within the framework of the concept of subject-activity psychology, S. L. Rubinstein characterized mental performance as a complex indicator on which a person’s success in educational activities and mental work depends.

In the context of the psychology of age-related giftedness, N. S. Leites understood mental performance as mental abilities that characterize the possibilities of theoretical knowledge and practical activity of a child.

In modern Russian psychology, the mental performance of schoolchildren is considered in two aspects:

• 1) mental performance as an indicator of the functional state and capacity of younger schoolchildren;
• 2) mental performance is one of the criteria for adaptation to the school load and an indicator of the body’s resistance to fatigue.

Proponents of the first (physiological) approach understand performance as a person’s potential ability to perform the maximum number of tasks over a given period of time and with a certain efficiency. Mental performance depends on biological seasonal rhythms and is determined by the physiological characteristics of the child. Research by R. G. Sapozhnikova shows that fatigue increases towards the end of the school day, school week and school year. She discovered negative changes in indicators of higher nervous activity, deterioration in the functions of the visual and auditory analyzers, a decrease in the level of blood oxygen saturation, an increase in distraction from work, a decrease in performance and other physiological indicators. P. D. Belous understands mental performance as the resolution of psychophysiological processes at which it is possible to achieve high quantitative and qualitative indicators of mental activity at maximum physiological costs. I. S. Condor and V. S. Rotenberg propose combining physiological and psycho-emotional indicators of the body to determine mental performance. By mental performance they understand the strength of the subject’s motivation, his level of wakefulness, focus and stability of attention.

Proponents of the second (psychological-pedagogical) approach understand mental performance as a characteristic of a child’s existing or potential abilities to carry out mental activity at a given level for a certain time. Mental performance integrates the basic states of the child’s psyche: perception, attention, memory, thinking. A high level of mental performance is one of the indicators of a child’s psychological health. Most often, the authors of this approach study any one factor characterizing mental performance and use various methods. Thus, G. A. Berulava notes that when assessing the mental development of a child, one should take into account both the level of the child’s actual development and the level of his possible development. M. V. Antropova considers attention as the most significant indicator of mental performance in children of primary school age. In her research, she found that the attention span of students in grades 1–3 increases in the first two days of school. On Friday, on the contrary, the lowest stability of attention is recorded. T.V. Vorobyova notes that the mental performance of younger schoolchildren changes during the school year - by the end of the school year, the level of mental development of students increases by 25.5% compared to the beginning of the school year. N.K. Korsakova proposes to study the mental performance of primary school students, based on an analysis of the characteristics of auditory, visual and speech memory and visual-figurative thinking of the child. In a study by E. N. Dzyatkovskaya, the mental performance of children aged 7–9 years is also considered through the integration of several indicators. For a comprehensive assessment of the mental performance of children of primary school age, the author proposes to study indicators of memory, attention and thinking.

The level of mental performance of a junior schoolchild is decisive for his psychological and pedagogical status. Mental performance includes:

• 1) basic characteristics of attention (activity, focus, stability);
• 2) perception as the basis of mental functions;
• 3) memory (various types of memory, speed of consolidation, preservation of the ability to perceive);
• 4) thinking as an indirect form of reflection processes;
• 5) special abilities;
• 6) personality traits that influence the child’s behavior and determine the effectiveness of his activities.

Mental performance is an integral property of a child’s cognitive activity, consisting of three main components:

• – cognitive (features of the child’s perception, memory and thinking processes);
• – creative (general and special abilities of the child – originality and flexibility of thinking);
• – personal (character traits that influence the child’s behavior and determine the effectiveness of his activities).

In the age aspect, the data describing the dynamics of mental performance of schoolchildren is very contradictory. Most scientists note a natural increase in the mental performance of children in connection with their growth and development. This is explained by the improvement of higher nervous activity, increased lability of nervous processes, qualitative and quantitative formation of new temporary connections, which indicates the dependence of mental performance and its stability on the level of physical development. It was found that students with higher levels of growth and development have the highest mental performance.

A student’s mental performance changes throughout the day, week and year. During the school year, the dynamics of schoolchildren’s mental performance are examined in quarters. Performance, as a rule, decreases towards the end of the second quarter, this is due to a decrease in the functional capabilities of the body. Rest during the winter holidays helps to restore students' working capacity. During the second half of the year, mental performance remains quite stable, but decreases by the fourth quarter. It is believed that favorable hours for human mental activity are 10–12 o’clock in the morning and 18–20 o’clock in the evening. By 14–16 hours, mental performance, as a rule, is greatly reduced.

The problem of disruption of the dynamics of mental activity was noted by L. S. Vygotsky in his doctrine of fatigue, saying that the reason for the disruption of the dynamics of mental activity of students is systematic fatigue, which can lead to persistent school failure of the child. Educational activities require the simultaneous joint activities of a number of bodies. As a result, general nervous fatigue may occur. “In this case, we should distinguish three basic concepts: fatigue, fatigue and overwork. We will call fatigue that nervous state that can arise even when there are no physiological grounds for the onset of fatigue. Fatigue can occur after a good sleep, or inspired, or due to lack of interest and boredom from the processes taking place in front of us. In normal cases, fatigue is a signal for us of the onset of fatigue. Fatigue is a purely physiological factor..." Thus, fatigue is a subjective reaction, and fatigue is an objective state of the body. “Overfatigue means such an abnormal loss of strength when its complete restoration is no longer possible. Then a certain disadvantage arises, an irreplaceable expenditure of energy, which threatens with painful consequences for the body.”

Impaired mental performance of younger schoolchildren can be attributed to one of the main groups of causes causing the syndrome of persistent school maladjustment. The main manifestations of impaired mental performance in children of primary school age are:

• 1) frequent headaches during the school day;
• 2) motor disinhibition – some hyperactivity;
• 3) general fatigue;
• 4) insufficient concentration of attention for learning;
• 5) intolerance to sensory stimuli, including loud noise or conversations of other children;
• 6) inability to endure prolonged mental stress;
• 7) slowing down the pace of learning material;
• 8) poor switching from one educational task to another;
• 9) difficulties in memorizing educational material.

As a result, children with mental disabilities do not master educational material in full, while their process of mastering academic skills is significantly disrupted, and acute school uncertainty quickly increases.

As a rule, children with impaired mental performance experience mood swings from capriciousness, instability, erratic activity to lethargy, lethargy and passivity.

Teachers and psychologists working with children of primary school age need to remember that fatigue is a necessary physiological process that preserves the integrity of the child’s body. But especially severe fatigue can lead to impaired mental performance in younger schoolchildren. When organizing educational and correctional-developmental classes, you need to use various forms of activity, try to switch the attention of children from one object to another. It is important to leave time for children to rest. Including, if possible, the child should have some physical activity during the lesson.

When studying the weekly dynamics of mental performance of primary schoolchildren, conducted by Yu. V. Baskakova under the guidance of A. S. Obukhov, it was revealed that the average value of mental performance tends to increase at the beginning of the week, on Wednesday it reaches its maximum value and by the end of the week falls. On Friday, the level of mental performance of younger schoolchildren is lower than on Monday. The peak of mental activity of primary school students occurs in the middle - second third of the school week (Wednesday - Thursday).

When drawing up an educational schedule for children of primary school age and planning class and school-wide activities, it is necessary to take into account the characteristics of their mental performance, including its dynamics throughout the entire school week. The child’s readiness to participate in class and school-wide activities reaches its maximum only in the middle of the school week. It is at this time that the child is most active and receptive to acquiring new knowledge and mastering new forms of activity.

With regard to the daily dynamics of mental performance of primary schoolchildren, it was revealed that most children are most active and capable of mental work and the best perception of educational material in the middle of the school day. During lessons 1–2, an increase in the level of mental performance is observed. In the 3rd and 4th lessons, the level of mental performance stabilizes. At the 5th lesson there is a sharp jump in the level of mental performance (mental activity of students noticeably decreases). After the 6th lesson, a sharp decline in the level of mental performance of younger schoolchildren begins. As a rule, by the end of the school day, the mental performance of elementary school students becomes even lower than the level at which it was at the beginning of the 1st lesson. It must be remembered that after finishing lessons, a junior schoolchild needs a break from mental work.

Maximum activity, the ability to perceive material and master new forms of activity occurs in a child of primary school age in the 3rd–4th lessons on Wednesday and Thursday; a sharp decrease in the level of mental performance occurs in the 4th, 5th and 6th lessons on Friday.

Individual characteristics of the weekly dynamics of mental performance of elementary school students were also identified. Seven types of weekly dynamics of mental performance in children of primary school age have been identified - one main (dominant) and six individual-typical.

• 1. Mental performance increases in the middle of the week and decreases towards the end - The majority of junior schoolchildren (about 80%) belong to this type of dynamics of mental performance. These children are most active towards the middle of the school week. By the end of the week, their mental performance drops noticeably.
• 2. Mental performance increases by the middle of the week and remains unchanged until the end of the week.– a small part of junior schoolchildren (approximately 5%) belongs to this type of weekly dynamics of mental performance. These children are often quiet until about midweek. Then their activity increases and remains at the same level until the end of the school week.
• 3. Mental performance remains unchanged until the middle of the school week and sharply decreases towards its end - Only a few primary schoolchildren (about 1.5–2%) have this type of weekly dynamics of mental performance. These children are distinguished by a good mood and a high level of mental activity from the beginning to the middle of the school week, but by the end of the school week the child’s mood drops sharply, the level of activity decreases, the desire to engage in mental work disappears, and the concentration time decreases.
• 4. Mental performance increases continuously by the end of the school week– this type of weekly dynamics of mental performance is characteristic of approximately 6–7% of primary schoolchildren. The level of mental activity of such children increases sharply by the end of the school week.
• 5. Mental performance decreases in the middle of the school week and increases towards its end - Approximately 3% of primary schoolchildren belong to this type of weekly dynamics of mental performance. Children tend to become very tired by the middle of the week. As a rule, this is accompanied by a decrease in the child’s mood and level of mental activity. But by the end of the week, the child’s activity and mood are restored.
• 6. Mental performance decreases by the middle of the school week and does not change until its end.– approximately 1.5–2% of junior schoolchildren belong to this type. Such children tend to feel somewhat tired by the middle of the school week. This is associated with a decrease in mood and level of mental activity. But there are no trends towards a further decrease in the level of mental performance.
• 7. Mental performance remains unchanged throughout the week – Approximately 1.5–2% of students also fall into this type of weekly dynamics of mental performance. They did not experience any visible changes in mood or mental activity during the school week.

Younger schoolchildren with a high level of performance study well, get sick less and miss classes. In addition, high mental performance allows this category of children to master various skills and abilities without stress, and also ensures their moral and volitional development.

How to improve student performance

in speech therapy classes

Intensification of the educational process, unfavorable environmental factors, prolonged exposure to a sensory-poor environment in closed rooms and confined spaces, lack of movement, excessive enthusiasm for methods of “intellectual” development - leads to a deterioration in the health of schoolchildren. Everyone will agree that schooling is one of the most difficult moments in a child’s life, both physiologically and socially-mentally. The specific volume of loads increases greatly compared to the preschool period. During the first year of study, unfavorable changes in the health status of children are noted: due to prolonged work with small numbers and letters, vision deteriorates, due to decreased mobility and improper sitting at the desk, posture is impaired, an increase or decrease in blood pressure is noted, and weight loss is observed. bodies, children become irritable. All these disorders indicate fatigue and overwork of the child’s body.

The urgency of the problem, the prevention of fatigue in schoolchildren, is caused by the fact that children living in the north are in harsh climatic conditions, where there is a shortage of light and ultraviolet radiation in the winter, which adversely affects especially younger schoolchildren, since it is they who earlier experience a decrease in performance during exercise, fatigue develops faster.

An experienced teacher can immediately notice the initial signs of fatigue: the child cannot concentrate on the task, handwriting becomes sloppy, the number of errors increases sharply, etc.

Educational activity does not exclude fatigue, but any lesson should be structured in such a way that fatigue is minimal, and cases of overwork are completely excluded. The working time increased from lesson to lesson.

Any work we perform has several phases: the working-in phase, the phase of optimal stable performance, the phase of decreased performance (fatigue), and before the end of the work there comes a short-term phase of increasing performance. Each phase can be changed in duration.

General education institutions must create conditions to satisfy the biological need of schoolchildren for movement; it is necessary to correctly determine the maximum volume of students’ educational load. Teachers must carefully consider lesson structure. It should include several types of activities, and children should be taught how to relieve tension, get rid of fatigue, i.e. rest properly.

Children come to speech therapy classes after classes from an extended day group, of course already tired, so I start classes with a foot massage. Students enter the office barefoot along the massage path. After walking along it, they plunge into a dry pool with balls. This is where the lesson itself begins. The kids know: while swimming in the pool, you need to find balls that have tasks or letters attached, from which you will need to assemble a word, and then perform a phonetic analysis of it. The time spent in the pool is no more than 3 - 4 minutes, but believe me, this is enough to relieve muscle fatigue and create a situation of interest. Performance is established at a relatively high level and lasts for 10 – 15 minutes. To lengthen this phase to 20 minutes by the end of the first half of the year, you should alternate activities as often as possible and allow some tasks to be completed both while sitting at a desk and standing. The optimal sustained performance phase is followed by a 5-minute rest period.

First, we relieve tension from the eye muscles. The “Starry Sky” panel turns on. Children watch the smooth twinkling of the stars for 1 - 2 minutes. Or I suggest they do eye exercises. For the first exercise, you need to hang balloons of different colors and sizes over the board.

Exercise No. 1.

Place your elbows on the table, rest your chin on your palms, and keep your neck straight. At the speech therapist’s command, move your gaze from the green ball to the blue one, then to the red one, etc.

Exercise No. 2.

Close your eyes tightly for 2–3 seconds, open them and look out the window. Close your eyes again, stretch your arms forward, open your eyes and look at your fingertips.

You can use eye exercises using a computer; various types of exercises can be found on disks.

At the end we carry out a set of physical training sessions, which consists of 3-5 exercises and includes arm movements, flexion and extension of the fingers, shaking the hands, exercises such as stretching, squats, and jumping. Never use physical education lessons like: the teacher throws a ball to a child and asks a question about the topic being studied. Remember that mental performance has also reached high limits and the nervous system needs rest. Invite the children to complete the following set of physical education exercises:

Physical education lesson No. 1.

We raise our hands to the sky.

We wave to our friend Gleb.

We sprinkle grains for the chickens.

We stroke the cat's back.

Physical education lesson No. 2.

Get up on your toes

And reach for the sky.

Now sit down 5 times

And dance a waltz with your neighbor.

Physical education lesson No. 3.

Hares in a forest clearing

They jumped and frolicked.

Suddenly a fox crept up to them -

They ran away in all directions.

A physical education session can be educational in nature.

Teddy bear cub

I ran away from my mother yesterday.

I wandered through the forest for a long time...

And I got to the lake.

He sees a frog jumping.

A heron stands in the reeds

He twirls his long neck.

A beetle glides across the water surface.

“How can I find my mother?”

After a timely physical education session, performance is maintained for 10-15 minutes, and at the end of the lesson, offer the children a game.

In my practice I also use non-traditional methods of relieving fatigue, namely aromatherapy. Back in 1939, philologist D.I. Shatentein first substantiated and experimentally proved that some olfactory stimuli affect many functions and especially performance. You can reduce the level of fatigue with the help of aromas of lavender and rosemary, lemon and eucalyptus. You can use scented lamps only after consulting a doctor and with parental permission. The speech therapist must know for sure that students studying at the speech center are not allergic to aromatic oils.

Using these methods in the classroom allowed me, and I hope it will help you, dear colleagues, to increase the performance of students and avoid their fatigue.

INTERNATIONAL SCIENTIFIC JOURNAL "SYMBOL OF SCIENCE" No. 8/2016 ISSN 2410-700Х BIOLOGICAL SCIENCES UDC 57. (571) Aleshina Tatyana Evgenievna Candidate of Biological Sciences, Associate Professor of Kaluga State University. K.E. Tsiolkovsky, Naumova Alexandra Aleksandrovna 4th year student of Kaluga State University named after. K.E. Tsiolkovsky, Naumova Tatyana Aleksandrovna 4th year student of Kaluga State University named after. K.E. Tsiolkovsky DETERMINATION OF PERFORMANCE IN SCHOOLCHILDREN DEPENDING ON GENDER Abstract This article presents the results of a study of the dynamics of the level of mental performance of 11th grade students. The features of the dynamics of the performance of schoolchildren of different ages are shown, which should be taken into account when organizing a health-saving educational process, in particular, when drawing up a lesson schedule, which is an important component of the school regime. Analysis of the results of this experiment showed that among 11th grade students, the qualitative and quantitative indicators of mental performance are different for girls and boys. For example, quantitative indicators such as the amount of visual information are higher for girls than for boys, and the amount of work is higher for boys than for girls. As a result of the experiment, we can conclude that the mental performance of 11th grade girls and boys is approximately the same. Abstract The article presents the results of a study of the dynamics of the level of mental health of pupils 11 – x classes. The features of the dynamics of health of schoolchildren of different ages that should be considered when organizing health-preserving educational process, in particular, when scheduling lessons, which is an important component of the school regime. Analysis of the results of this experiment showed that pupils of 11 classes of qualitative and quantitative indicators of mental health are different for girls and boys. For example, quantitative indicators, such as the amount of visual information, in girls than in boys, and the volume of work is higher in boys than in girls. As a result of the experiment, we can conclude that the mental capacity of girls and boys about the same 11 classes. Key words: mental performance; quantitative and qualitative performance indicators; proofreading test using the Anfimov table. Keywords: mental performance; quantitative and qualitative indicators of efficiency; correction test table anfimova. Based on the analysis of various data, we can say that currently in our country there is a situation where by the age of 16–18, about 6% of schoolchildren remain healthy. This deterioration in the health of students is explained by the heavy academic load, which leads to a decrease in performance. Studying the performance of schoolchildren is one of the problems that, despite its relevance and long history, still attracts many researchers to this day. This is due to the need for in-depth knowledge of the relevant mechanisms and factors affecting performance, as well as ways to improve it. This problem occupies an important place in human physiology. One of the most interesting areas is the study of the dynamics of mental performance indicators of schoolchildren. Efficiency is defined as a person’s potential ability to perform the maximum possible amount of work over a given time and with a certain efficiency. There is a distinction between mental and physical performance. Mental performance is the ability to perceive and process information, the potential ability of a person to perform, within a given time with maximum efficiency, a certain amount of work that requires significant activity of the neuropsychic sphere of the subject. It requires predominant tension of the sensory apparatus, attention, memory, activation of thinking processes, and the emotional sphere. The mental performance of students is influenced by personal and organizational factors. Personal factors include: type of nervous activity, age, gender, state of health, emotional state, fitness, motivation. Organizational factors include: learning conditions, organization of the workplace and working posture, compliance of teaching aids with ergonomic requirements, work and rest regime. In the process of performing any work, a person is characterized by various stages of performance: 1. phase of workability, in which there may be failures and errors in work; 2.phase of optimal performance, characterized by good stable work results, maximum labor productivity; 3. phase of full compensation, characterized by the appearance of initial signs of fatigue, which can be compensated by a person’s volitional effort or his positive motivation to work and not cause a decrease in performance; 4.phase of unstable compensation, characterized by a decrease in performance. The degree of decrease in performance during this period depends on the individual characteristics of the person; 5.phase of progressive decline in performance. This is characterized by an increase in fatigue, expressed by a decrease in productivity and the effectiveness of mental performance. In this phase, a person is not able to compensate for the decrease in performance by volitional effort; 6.after stopping work, the phase of restoration of the physiological and psychological resources of the body begins. Mental activity is accompanied by some peculiarities. During mental work, the brain is prone to inertia, to continue working in a given direction. Thus, as a result of long-term mental work, a weakening of the functional state of the body is observed. The purpose of this work was to determine mental performance. The objective of this experimental study was to study the dynamics of the performance of 11th grade students in connection with their adaptation to the academic load. In our work, we used Anfimov’s technique, which allows us to determine the level of mental performance, degree of fatigue, attention, volition, and ability to work according to instructions in schoolchildren. Mental performance was studied in 11th grade students. Each student was given a table with letters, and at the experimenter’s command, 2 letters “I” and “K” were crossed out with one slash for 4 minutes, while looking through the letters and lines sequentially. Time was noted using a stopwatch. When processing the results, quantitative indicators of performance were calculated, such as the amount of work (the number of characters viewed in 4 minutes); volume of visual information; speed of information processing. In addition, qualitative indicators of performance were determined - the number of errors made when viewing characters using a proofreading table within 4 minutes; task accuracy coefficient; mental productivity quotient; indicator of attention stability. The experimental study was conducted on 71 students in 11 grades of secondary school No. 5 in Kaluga. Of these, 40 boys and 31 girls were studied. 24 INTERNATIONAL SCIENTIFIC JOURNAL “SYMBOL OF SCIENCE” No. 8/2016 ISSN 2410-700Х The experiment was carried out in the middle of the academic year (for 3 weeks) in the third quarter. Performance was studied on Monday, at the beginning of lesson 2. Table 1 Dynamics of performance indicators of 11th grade students in the third quarter volume of work, (S) volume of visual information, (Q) Indicators, M ± m speed number of errors processed, (n) information, (SPI) accuracy coefficient, (A) coefficient mental productivity, (P) indicator of stability of attention, (SVN) Boys 718.6±4.6*** 407.8±22.9* 81.5±10.9 8.1±0.92 0.6± 0.3 229.5±37.4** 122.2±16.5*** Girls 702.3±30.2*** 416±17.9* 84.2±13.6 6.2± 1.1 0.5±0.1 372.4±95** 162.5±25.5*** Analysis of the results of this experiment showed that among 11th grade students, the qualitative and quantitative indicators of mental performance are different for girls and boys. Quantitative indicators such as the amount of visual information and the amount of processed information are higher in girls than in boys, and such a quantitative indicator as the amount of work is higher in boys than in girls. Qualitative indicators of mental performance: the coefficient of mental productivity and the indicator of stability of attention are higher in girls than in boys, as well as quantitative indicators such as the number of errors and the accuracy coefficient in boys are higher than in girls. Analysis of the study showed that mental performance in girls and boys in 11th grade is approximately the same, because Of the analyzed seven qualitative and quantitative indicators of mental performance, 4 indicators in girls, such as the volume of visual information, speed of processed information, coefficient of mental productivity, indicator of stability of attention, are higher than in boys. And for boys, out of the same analyzed indicators, three (amount of work, number of errors, accuracy rate) are higher for boys than for girls. In the 11th grade, adolescents complete the process of puberty, and therefore the spread of indicators for the complex parameter of mental performance, memory, attention, etc., decreases, depending on the personal characteristics of adolescents. Conclusions: 1. The amount of work for boys is higher than for girls. 2. The amount of visual information in girls is higher than in boys. 3. The speed of processed information is higher for girls than for boys. 4. Boys make more mistakes than girls. 5. The accuracy rate of boys is higher than that of girls. 6. The mental productivity quotient of girls is higher than that of boys. 7. The indicator of stability of attention in girls is higher than in boys. List of used literature: 1. Dictionary of physiological terms: M.: Nauka 1987. 304 p. 2. Antropova M.V. Students’ performance and its dynamics in the process of educational and work activities. - M.: Enlightenment. 1967. 251 p. 3. Arkunova N. A., V. D. Smirnova V. D., Tuturkina T. V. Morphophysiological features of adolescence. Interuniversity collection of scientific papers. 4. Vilensky M.Ya., Rusanov V.P. Optimization of students' mental performance in a weekly educational cycle. 1999. No. 6. p. 48-50 5. Guminsky A. A., Leontyeva N. N., Marinova K. V. Laboratory manual for general and age-related physiology: Textbook. manual for students of biology. specialist. ped. Inst. - M.: Education, 1900, 39 p. 25 INTERNATIONAL SCIENTIFIC JOURNAL “SYMBOL OF SCIENCE” No. 8/2016 ISSN 2410-700X 6. Mental performance of students in relation to the level of their physical fitness and physical activity regime: Textbook / V.V. Kuzovenkov. Moscow State Institute of Electronic Technology (Technical University). MGIET (TU) 1996 Aleshina T. E., Naumova A. A., Naumova T. A., 2016 UDC 633.63:631.527.5 Vasilchenko Elena Nikolaevna senior researcher Fedulova Tatyana Petrovna Dr. biol. Bogomolov Mikhail Alekseevich Dr. agricultural Sciences Federal State Budgetary Institution "All-Russian Research Institute of Sugar Beet and Sugar named after A.L. Mazlumov" p. Ramon, Voronezh region, Russian Federation E-mail: [email protected] OBTAINING INTROGRESSIVE FORMS WHEN CARRYING OUT INTERSPECIFIC HYBRIDIZATION IN THE GENUS BETA Abstract The results of in vitro cultivation of immature embryos from interspecific hybridization of B. vulgaris x B. corolliflora are presented. It was revealed that the resulting interspecific hybrid plants differ in the number of chromosomes. Molecular genetic studies have shown that hybrids inheriting the B. vulgaris phenotype and the diploid number of chromosomes carry only individual elements of the genome of the wild species, which is expressed by the presence of species-specific satellite DNA regions. Keywords Sugar beet, in vitro culture, immature embryos, PCR analysis. The most important task of modern sugar beet breeding is to obtain new initial forms and accelerate the creation of hybrids with increased productivity and other economically useful traits and properties. Regardless of the means and methods of selection, the most difficult part of the work is identifying genetic variability in the original breeding material and selecting the desired genotypes. All types of wild beets have a number of valuable traits, and crossing them with cultivated beets is of great practical value. However, only a limited number of interspecific crosses can lead to the production of full-fledged hybrid plants. The impossibility of carrying out such crosses is very often associated with the suspension of the development of the hybrid embryo, which in turn can be caused either by its early death or by degeneration of the endosperm. Therefore, to effectively obtain a certain genetic combination of desired traits in the process of interspecific hybridization, the embryoculture method was used, which makes it possible to grow regenerants from zygotic embryos at different stages of their development under in vitro conditions. The introduction of immature embryos of interspecific hybrids at different stages of development (3-12 days after pollination) into in vitro culture showed their different responsiveness to stress conditions. Undifferentiated hybrid embryos (5 days old) germinated on the nutrient medium with a frequency of 0.9-7.3%, but the seedlings died in the early stages of development. As the age of the embryos increases, there are 26 of them

The importance of a comprehensive development of the problem of human performance, and in particular schoolchildren, has been repeatedly emphasized. Meanwhile, it cannot be said that the ways and means of educating and increasing the performance of the body of children and adolescents in the process of their growth, development and learning have been comprehensively studied and are quite clear in practice. It is still necessary to conduct a number of in-depth scientific studies in this direction in order for the teacher to be able to teach most effectively, so that he has a clear idea of ​​the performance in general and the performance of students of a certain age in particular.

Often, a teacher overestimates the capabilities of his students and demands that they complete impossible tasks. No less often, he considers the children’s capabilities extremely limited and gives them too easy work. Both approaches can equally negatively affect the development and health of students and their nervous system.

It is known that the performance of children and adolescents is closely related to their health. This is evidenced by a number of facts. For example, students suffering from rheumatism have reduced performance in the inter-attack period and get tired faster during mental work and labor. Children with functional and especially organic abnormalities in the central nervous system have extremely low performance compared to their peers - healthy schoolchildren. Students suffering from chronic tonsillitis have low performance. They quickly get tired in class, they have poor memory and, as a result of all this, poor academic performance. Schoolchildren who had suffered short-term illnesses (upper respiratory tract catarrh and tonsillitis) experienced decreased performance for another one to one and a half weeks after clinical recovery.

This was expressed, in particular, in the fact that during training sessions they experienced an earlier and more significant weakening of physiological functions compared to others.

A doctor helps the teacher find a more or less correct approach to students who have certain health conditions.

In relation to students classified as practically healthy, but having different levels of physical development, the doctor, as a rule, does not give any instructions to the teacher, with the exception of individual instructions on the organization of labor and physical education lessons.

However, the correct organization of training should provide for a differentiated approach to students not only in accordance with their state of health, but also their level of physical development.

This assumption is quite reasonable. The state of physiological functions, which together ensure the performance of the human body, cannot be considered in isolation from the general level of physical development, since growth and development are normal, i.e., an increase in quantitative signs characterizing physical development, and qualitative ones - physiological functions, is determined by the uniform intensity of metabolic processes occurring in the body. Disruption of these processes under the influence of exogenous or endogenous causes obviously affects equally both the formation of morphological and functional indicators of a growing organism.

If we exclude individual cases of student failure associated with poor diligence, or cases of low performance due to either organic or persistent functional changes in the cerebral cortex, then there is every reason to assert that the physical development, performance and academic performance of schoolchildren are closely interrelated.

In his report at the first congress of the Moscow-Petersburg Medical Society, N. I. Bystrov drew the attention of doctors to frequent headaches in school-age children. According to his five-year observations, headaches in children are associated with excessive mental stress: in 8-year-old children complaints of headaches were noted in 5% of cases, and in adolescents 14-18 years old - in 28-40% of cases (there were 74 cases under observation). 780 children), i.e., parallel to the increase in educational load, the frequency of complaints of headaches increases.

A.V. Belyaev, summarizing the results of a survey of the physical development of gymnasium students, came to the conclusion that successful and intense mental exercises, without regular and appropriate physical exercise, lead to a weakening of the physical qualities of students.

Doctor A. A. Yakovleva, analyzing the nature of school overwork, noted that it “essentially is the resultant of two components of the educational requirements of the school, on the one hand, and the psychophysical strength of students, on the other.” A large number of students are already entering educational institutions “frail”, with various disabilities, and with a low level of psychophysical strength. It is these children who are least able to withstand a heavy academic load and it is they who, in most cases, turn out to be “unsuccessful”.

A “frail” child sent to a gymnasium does not study well, gets tired quickly, is distracted, lethargic, often complains of a heaviness in the head, does not rest after a night’s sleep, and in the morning sets to work with disgust. Such students in most cases drop out of grades I and II. Those who are then eliminated from classes III and IV have a greater reserve of psychophysical strength than those who leave classes I-II, and their body is still able to withstand the ever-increasing load for some time.

N.A. Gratsianov, studying the physical development of children and youth of educational institutions in the city of Arzamas, drew attention to a certain connection between academic performance and individual indicators of students’ physical development. All other things being equal (material well-being of the family, health status of parents and children), successful students had higher basic indicators of physical development (body length, body weight, chest circumference) than unsuccessful students. For some groups of students under the age of 13, the differences in body length were at least 3.7 cm, maximum - 18.08 cm.

A comparison of the chest circumference of successful and unsuccessful students, even more than a comparison of body length and weight, indicated better physical development of the former; successful students with greater absolute height had a relatively more developed chest than unsuccessful students.

Similar results were obtained by N.V. Zak, who studied the physical development of students in secondary educational institutions in Moscow. Particularly striking in comparison with the high-achieving students was the lag in the so-called “vital index” - the ratio of chest circumference to half-height. Underachievers aged from 10 to 21 years old had a low “vital index”, despite their absolutely shorter body length, i.e., a less harmoniously developed chest than successful students.

Thus, in a number of works carried out back in the 19th century, a relationship was established between physical development and student performance. Later, some studies appeared that revealed a certain connection between the level of individual indicators of physical development and the readiness (maturity) of the child to study at school, between physical development and deviations in the phonetics of speech, between the academic performance and performance of students.

Thus, Helzer found that among children who by the age of 6 - the first year of school - had reached the indicators characteristic of this age in their physical development and body proportions, the lack of “maturity” at the beginning of education occurred in 3.1% of cases. Among children whose indicators of physical development and body proportions did not correspond to average values ​​(were lower), a lack of maturity at the beginning of systematic schooling was noted in 17.1% of cases.

Schwartz studied the results of a comprehensive medical examination of 6-year-old children entering school. The “maturity” of a child for schooling was determined by a set of indicators characterizing the level of physical development, health and functional state of the central nervous system (level of muscular and mental performance). It turned out that among children who did not yet have sufficient “maturity to learn,” the majority had low or below average weight and body length.

The reasons that inhibit the growth processes of children also negatively affect their overall development (in particular, the formation and improvement of speech).

Medical examinations of boys and girls aged 4-8 years showed that the level of physical development and the state of speech phonetics are closely related in children.

Pronunciation defects were more common in boys and girls aged 7-8 years with average, below average and low physical development, and slurred speech - only in children with below average and low physical development. The same deviations in speech phonetics in children with above average and high physical development were 3.8 times less common than in other groups. Statistical analysis of the data obtained by V.I. Telenchi shows that the discrepancy in the prevalence of various deviations in speech phonetics in groups of different levels of physical development is not accidental.

Some authors who observed adolescents aged 14-17 years indicate that such functional properties of the body as endurance, coordination of movements, lability of the neuromuscular system are also associated with the level of physical development. The functional capabilities of the body of adolescents with average and below average physical development are lower than those of adolescents with above average physical development. In cases of equal volume of muscle load, adolescents who are physically weak tolerate it worse (they get tired faster and more strongly) than adolescents who are more physically developed.

Increasing the load in adolescents above average physical development does not lead to a weakening of the stability of their body’s training. In adolescents below average physical development, under the same conditions, changes in various physiological functions occur that indicate an extremely weak stability of the body’s fitness.

There are works in which, without an anamnesis of the physical development of the observed children, indications are given that they have a close connection between academic performance and the so-called “general” or mental performance of the body.

V. A. Pravdolyubov, presenting the results of his observations of fourth-grade students, divided them according to their academic performance into three groups: the best, the average and the worst. The distribution of students into these groups was made on the basis of very comprehensive pedagogical characteristics. The performance of schoolchildren was determined by the method of dosing work over time: after verbal instructions, students crossed out and underlined certain letters in a printed, coherent text for an hour. It turned out that the best group of students had higher indicators of work intensity (the number of underlined letters in 5 minutes) and higher quality than the average and especially the worst groups.

Students in the best and average academic groups were characterized by a more favorable type of mental performance of the body. If for the best group it is taken as 100%, then in the average group it occurs in 95% of cases, and in the worst group - in 45% of cases.

Thus, the data we have indicate a connection between the level of physical development and academic performance, anthropometric indicators and the degree of development of individual physiological functions of the body, academic performance and mental performance.

Most of the works we reviewed do not provide errors in the average values ​​of the compared indicators and the absolute number of observations. This circumstance deprives us of the opportunity to judge to what extent the results obtained in each of the studies are statistically reliable, and the conclusions drawn are statistically justified. In addition, it remains not entirely clear how the levels of physical development, academic performance, different degrees of muscular and so-called “general” mental performance of the body are related in the same students in different age groups.

Meanwhile, such information is not only of theoretical interest, but also has a certain practical significance for the teacher - in his daily work, for organizing physical education and labor training, for doctors deploying preventive and health measures among children and adolescents.

Introduction……………………………………………………………………..3

The concept of fatigue…………………………………………….5

Performance…………………………………………………......7

Phases of performance and its daily frequency......... .................................. ..... ........................ ......................... .9

Weekly performance dynamics………………12

Conclusion………………………………………………………………………………..15

References…………………………………………………………….. …………16

Introduction

The success of performing work tasks and satisfaction with this process largely depends on the level of performance of an individual, which is formed as a result of a person performing a specific activity, manifested and assessed during its implementation.
When performing a specific job, performance has certain regular changes. At first, when a person has just started work, performance is relatively low and gradually increases, but some fluctuations are possible when the body is overloaded, which can sometimes be unpredictable and subsequently cause serious mental disorders, especially in an unstable child’s body.
The relevance of this topic lies in the fact that a person is in constant motion, be it work or study, dancing or sports, and excessive activity can cause negative consequences. For many years, scientists have been trying to find out the secret of the golden mean - how to maintain high performance, pushing back fatigue and eliminating overwork of a person in his activity. Using such a term as performance, we have to figure out why fatigue occurs and what a person’s performance is during the week.
Therefore, the purpose of our essay is to study performance as such and determine the daily and weekly dynamics of students’ performance.
Therefore, we are faced with such tasks as:

Give the concept of fatigue
Define what performance is
Identify phases of performance
Determine the weekly dynamics of the child’s performance

Concept about fatigue

Performance

Phases performance and its daily frequency