Workouts in pairs: exercises with weights without the gym

Triceps exercises

Standing with a towel

You take a towel, raise your arms above your head and bend your elbows to a 90-degree angle.
Your partner stands behind you, grabs the towel and pulls it on.
Overcoming your partner's resistance, you straighten your arms.

Perform three sets of 10 reps.

Push-ups with feet on shoulders

The partner gets down on one knee.
You stand behind him in a lying position and put your legs on his shoulders.
You do push-ups in this position.

Perform three sets of 10 reps.

Bench press

You lie on your back, stretch your arms up.
The partner stands upright, lying down with support on your hands.
You are doing a bench press.

Perform three sets of 10 reps.

Ab exercises

Full extension

Your partner gets on all fours and lowers his head.
You sit on your partner, facing his legs, place your legs behind his inner thighs, and raise your arms straight up.
You lean your body back, trying to reach the floor with your hands, and then rise to the starting position.

Perform three sets of 20 reps.

Lateral body lifts

You lie on the floor on your side, put your hands behind your head.
Your partner holds your ankles on the floor.
You lift and lower your body.

Perform three sets of 20 reps.

Double ab exercise

You lie on your back, bend your knees, and place your feet on the floor.
Your partner lies on his back with his head between your feet and wraps his hands around your ankles.
You perform a regular abdominal press.
Your partner performs a straight leg press.
Do one set and switch places.

Perform three sets of 20 reps.

GENERAL DEVELOPMENTAL EXERCISES IN PAIRS

Purpose of exercises

Exercises in pairs help develop strength, strengthen joints and increase their mobility. In addition, in these exercises such motor actions are possible that cannot be done without the help or support of a partner, which significantly enriches the motor skills of students. Thus, resistance exercises develop in students the ability to show maximum effort or accurately calculate their intensity to provide resistance to a partner, which contributes to the development of muscle sensitivity. In this case, muscle work can occur in different modes: static and dynamic (overcoming and yielding in nature). Exercises where a partner provides assistance or support in performing certain movements contribute to the formation of the ability to coordinate one’s actions with the actions of a comrade (partner).

The role of partners in these exercises is different:

- both partners perform movements that are completely identical in form and nature (mirror or with the same parts of the body;

- the partner provides assistance, support or resistance to the main performer.

Exercises in pairs with various objects (gymnastic stick, medicine balls of different weights, jump rope, exercises on the gymnastic wall and bench) due to the specifics of the objects and equipment, place increased demands on the body of the practitioner. All these items allow you to diversify exercises, selectively influence the desired muscle group, develop the speed of muscle contractions, strictly dose the load, and develop the ability to regulate tension and relaxation of individual muscle groups.

The value of exercises in pairs is also undeniable for the development

a number of skills of practical importance. For this purpose, exercises are used in pulling and pushing, lifting and carrying a partner, elements of wrestling, throwing and catching a ball, passing objects and others that contribute to the special preparation of students for mastering more complex motor skills, as well as general physical development.

Rules for compiling a complex and recording exercises in pairs

When compiling a set of exercises in pairs, it is recommended to adhere to the same rules as in exercises without an object, namely:

- start with general impact exercises at a slow pace (such as stretching);

— increase the load gradually, alternating the work of different muscle groups;

- alternate exercises according to the nature of the effect (on strength, flexibility, relaxation, etc.);

- give the most intense exercises in the middle or second half of the complex;

— complete the complex with exercises of moderate intensity. Some exercises in pairs can be included as separate tasks in regular complexes or in series of 2-4 exercises to develop a certain motor quality. Some of the exercises with objects, primarily with a jump rope and a medicine ball, exercises of an applied nature, as well as exercises that require large muscular and volitional efforts, are best done in the main part of the lesson, when it is necessary to master the technique of complex coordination movements.

When describing the exercises, the starting position of each of them is first indicated, and then a description of the actions for both partners follows, if necessary.

If partners perform the same actions at the same time, then it should be written like this:

I. p. - standing facing each other at a distance of one step, hold hands. 1-2 - squat on the right, left forward, arms to the sides; 2 - i. P.; 3-4 - the same, on the other leg.

If the exercise needs to be performed in one direction, when the first numbers

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should perform to the left, and the second to the right, then in this case it is better to say: “tilt towards the door or lunge towards the windows,” that is, indicate some landmark in the hall that determines the direction of movement.

In this group of exercises, commands are given to start and end them in accordance with the methodological method of creating an idea of the exercise.

Exercises in which partners perform different motor tasks are most often performed in an individual rhythm and tempo, and here it is necessary to indicate the actions of each partner. The partner performing the main actions is considered first, and his partner is considered second. In this case, the exercise should be written like this:

I. p. - first: gray haired, hands behind head; second: crouching down facing the first one, hands on the first one’s ankles. - ../ts First - falls on

' —■"!// back and returns to i. P.; the second one presses the partner’s ankles and feet to the floor. M. u. —medium pace, perform with force (without jerking), touch the floor with your shoulder blades.

Methodological instructions should reveal the most essential aspects of performing the exercise: form, tempo, nature of movement, sequence of actions and execution options.

In these exercises, the teacher gives a task how many times to perform it, for example: 25 bends, 10 push-ups, etc. To start and end the exercise, it is more advisable to give instructions.

Organization and methodology of conducting exercises in pairs

Exercises in pairs are always very emotional, they are usually accompanied by laughter and noise. Positive emotions are quite natural, but they should not cross certain boundaries, as they can cause noise, self-indulgence and disorganization of activities. Inattention to the teacher's explanation and violation of established rules of execution

exercises can lead to injury. Therefore, when conducting exercises in pairs, you should strictly adhere to the following rules:

1. There must be clear organization and reasonable discipline, based on strict compliance with all commands, orders and instructions of the teacher.

2. The principle of accessibility is strictly observed. Offer students an exercise that is difficult in terms of coordination and tension, for which they are already prepared. It is necessary to gradually lead students to master new tasks.

3. Select pairs in such a way that the height, weight and strength of the participants are approximately equal. Excessive differences in strength or height make exercise sometimes dangerous and in most cases uninteresting for both strong and weak partners. Boys should be paired with boys, and girls with girls. This is especially important to consider in those classes where the difference in strength between boys and girls is greater than at a younger age.

4. Conveniently and rationally place pairs so that they do not interfere with each other.

5. In exercises without objects, students must first be familiarized with the methods of hand grips that are necessary to perform exercises in pairs.

6. The exercises must be explained precisely, clearly and in sufficient detail. Immediately indicate in what initial positions the partners are (place, direction, etc.), and, if necessary, show it. You can call one or two students to demonstrate. Demonstration together makes it easier to create a correct understanding of the exercise.

When explaining a new exercise, it is necessary that all students have a clear view of those demonstrating the exercise. To do this, you can ask students to take two steps back from the middle (increase the distance between partners) or turn the class to face the teacher. Before commanding the start of the exercises, it is necessary to check the correctness of the starting positions taken, special attention should be paid to the correct grip, since the effect of the exercise itself depends on this, indicate the sequence of actions of the partners, tempo, rhythm.

It is better to learn exercises using the “show and tell” or “by division” method. These methodological techniques allow the teacher to promptly warn students against possible mistakes and point out the most significant points on which the correct execution of the exercises depends. Methodical

The “by divisions” method organizes and disciplines students more, since with it students consistently perform one action after another.

7. In resistance exercises, the teacher must warn and observe so that their implementation does not turn into a kind of “competition”. When performing these exercises, each person must resist as much as their partner can in order to allow the exercise to be completed. It is important to teach students to dose their efforts so that the sharpness of muscle sense and the ability to subtly differentiate muscle tension develop. Maximum effort can only be used in special exercises (“who will win”) and in exercises of a static nature.

During resistance exercises, students often have their correct breathing rhythm disturbed (holding their breath, straining). Therefore, the teacher is obliged to indicate at what moments you need to inhale and exhale, and remind you of this during the exercises.

8. When performing stretching exercises in pairs, the student whose muscles are being stretched must completely relax them and offer no resistance. This “passive” position places greater responsibility on the person helping to perform the stretch and requires greater responsibility from him for his actions. He must skillfully measure the amount of force applied so as not to cause injury to his partner. It is necessary to carefully ensure that each exercise begins with light, short and springy swings, not at full strength and not characterized by abrupt movements. Increase the amplitude gradually, ending each movement with a small jerk.

Before performing stretching exercises, it is recommended to perform warm-up exercises to avoid injury. When performing exercises with the help of a partner, you should not experience severe pain; slightly noticeable pain is possible.

9. When selecting exercises in pairs for younger schoolchildren and girls (especially poorly prepared ones), the teacher should avoid those that cause unbearable tension in the whole body. For example, you should not use exercises with climbing on your shoulders, squats with a partner on your shoulders, lifting a partner by the elbows, etc. Only in high school with boys can you use exercises such as lifting a partner lying on the floor by the head or jumping and squats with a partner on the shoulders, etc.

10. It is very important to monitor the nature and pace of performing exercises in pairs, since each of them has its own pace and rhythm.

Movements involving large muscle groups are performed at a slow pace. For small muscles the pace can be accelerated. As a general rule, keep in mind that exercises in pairs should be performed more slowly than regular exercises. To coordinate movements and maintain the desired tempo, it is advisable to carry out exercises with counting. Some exercises are performed at an individual pace and rhythm, such as resistance exercises. In this case, you need to suggest a recommended tempo.

11. In those exercises where partners perform movements that are different in form and nature (one performs bends, and the other holds him by the ankles), it is necessary to provide for an organized change of roles. If such exercises are performed at an arbitrary rhythm, then you need to indicate the number of executions and give the order “Finish!” after approximately 70% of the students completed the task. After this, on command, the pairs change places.

12. As a rule, a set of exercises in pairs is carried out in open formation in a column of two or four. Some simple or previously learned exercises can be done in motion. It is advisable to use both variants of the passing method, i.e., perform exercises by moving around the perimeter of the site in a column of two or through the center in a column of two or four. In this case, students return to their original places around the perimeter of the site.

PRACTICAL MATERIAL

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Exercises for strengthening the arm muscles of the shoulder girdle

Exercise 1

I. p. - standing facing each other at a distance of two steps, arms forward, palm to palm.

Bending their arms, both partners lean towards each other with their straight bodies and, pressing on the partner’s palms, slowly straighten their arms in and out. P.

Ex.2

I. p. - standing facing each other in a stance with your right (left) legs apart at a distance of one step, arms forward, fingers clasped.

Alternate flexion and extension of the arms with resistance.

Ex.3

'Ch I. p. - stand with legs apart at the back of the head, friend

to a friend, arms to the sides, the second one holds the hand of the first one.

The first one puts his hands down, the second one resists him. Then the first one raises his arms to the sides, and the second one holds him. The same thing, raising your hands up.

Ex. 4

I. p. - first: stand with legs apart, arms forward and downwards; second: standing facing the first at a distance of half a step, holds the first by the hands at the wrist joints.

The first one forcefully spreads and closes his hands, the second one resists him.

Ex. 5

I. p. - first: narrow stand with legs apart, arms forward and up; second: stand with legs apart facing your partner, holding his hands at the wrist joints.

The first one raises or lowers his hands, and the second one holds them.

Ex. 6

I. p. - first: in a standing position, legs apart, arms up; second: a narrow stance of the legs apart at the back of the head of the first, holding his hands at the wrist.

The second one tries to spread the first one’s arms to the sides; the first one resists him. And vice versa, the first one tends to spread his arms to the sides, and the second one resists him.

Ex. 7

I. p. - first: gray, arms to the sides; second: standing behind the partner, holding his hands at the wrist.

The second, resting his knee on the back of the first, tries to pull his arms back, the first offers resistance. The same thing, changing the direction of efforts.

Ex. 8

I. p. - first: sitting, hands forward; second: stand with your feet apart behind your partner, bend over and take his hands at the wrist.

The first one tries to spread his arms to the sides and back; the second holds back the efforts of the first. The same thing, changing the direction of efforts.

Ex. 9

I. p. - first: hands back; second: standing at the back of the head of the first at a distance of a step, takes his hands at the elbow.

The first one tries to lower his hands down; the second one restrains its movement.

Option: the second, using springy pressure at the elbow joints, brings the tense arms of the first together.

Ex. 10

I. p. - second: emphasis while kneeling; first: standing on the side of the partner’s head, takes a lying position, hands on the shoulders of the second.

The first one is to bend and straighten your arms while lying down. The same, but both partners bend and straighten their arms.

Ex.11

I. p. - second: lies on the back, legs apart, arms forward; first: lying down on the side of the partner’s legs, resting his hands on his hands.