Sologub physiology man. Physiology of man

Author Alexander Sergeevich Lododkov

Alexey Lododkov, Elena Sologub

Human physiology. Total. Sports. Age

Tutorial for higher educational institutions of physical culture

Edition 6th, corrected and complemented

Massed by the Ministry of the Russian Federation in physical culture and sports as a textbook for higher educational institutions of physical culture

The publication was prepared at the Department of Physiology of the National State University of Physical Culture, Sports and Health to them ·, P.F. LESGANFTA, Saint Petersburg

Reviewers:

IN AND. Kuleshov, Dr. Honey. Sciences, prof. (Namred them. S.M. Kirov)

THEM. Goats Dr. Biol, and Dr. Ped. Sciences, prof.

(NSU them. P.F. Lesgaft, St. Petersburg)

Preface

Human physiology is theoretical basis of a number of practical disciplines (medicine, psychology, pedagogy, biomechanics, biochemistry, etc.) · Without an understanding of the normal course of physiological processes and characterizing their constants, various specialists cannot correctly assess the functional state of the human body and its performance in various conditions Activities. Knowledge of the physiological mechanisms of regulation of various functions of the body is important in understanding the stroke of reducing processes during and after intense muscle labor.

Revealing the main mechanisms that ensure the existence of a holistic organism and its interaction with the environment, physiology allows us to find out and explore the conditions and nature of changes in the activities of various organs and systems in the process of human ontogenesis. Physiology is a science exercising systems approach in the study and analysis of diverse intra- and intersystem relationships of a complex human body and minimize them in Specific functional formations and a single theoretical picture.

It is important to emphasize that in the development of modern scientific physiological representations, a significant role belongs to domestic researchers. Knowledge of the history of any science is a necessary prerequisite for the correct understanding of the place, the role and importance of the discipline in the content of the socio-political status of the Company, its influence on this science, as well as the influence of the science and its representatives on the development of society. Therefore, consideration of the historical path of development of individual sections of physiology, mention of the most striking representatives and the analysis of the natural science basis, on which the basic concepts and presentation of this discipline were formed, make it possible to assess the current state of the subject and determine its further promising directions.

Physiological science in Russia in the XVIII-XIX centuries is represented by Pleialy Brilliant Scientists - I.M. Sechenov, F.V. Ovsyannikov, A.Ya. Danilevsky, A.F. Samoilov, I.R. Tarkhanov, N.E. Introduced and others. But only I.M. Sechenov and I.P. Pavlov belongs to the merit of creating new directions not only in the Russian, but also in world physiology.

Physiology as an independent discipline began to teach from 1738 in the academic (later St. Petersburg) university. Significant in the development of physiology belongs to the Moscow University founded in 1755, where in its composition in 1776 the Department of Physiology was opened.

In 1798, a medical and surgical (military medical) academy was founded in St. Petersburg, which played an exceptional role in the development of human physiology. The department created with it was consistently headed by P.A. Zagorsky, D.M. Wellane, N.M. Yakubovich, I.M. Sechenov, I.F. Ion, F.V. Ovsyannikov, I.R. Tarkhanov, I.P. Pavlov, L.A. Orbelli, A.V. Lebedinsky, M.P. Brestkin and other outstanding representatives of physiological science. Each named name is discoveries in physiology having world importance.

Physiology has been included in the training program in physical education universities from the first days of their organization. On the created pf Lesgafete in 1896, the highest courses of physical education were immediately opened by the Cabinet of Physiology, the first leader of which was academician I.R. Tarkhanov. In subsequent years, physiology was taught by N.P. Kravkov, A.A. Walter, p.p. Rostovtsev, V.Ya. Chavets, A.G. Ginzinsky, A.A. Ukhtomsky, L.A. Orbelli, I.S. Berit, A.N. Crosses, G.V. Folation and others.

The rapid development of physiology and acceleration of scientific and technological progress in the country led to the appearance in the 1930s of the XX century of the new independent section of the physiology of a person - the physiology of sports, although individual works on the study of the functions of the body during physical exertion were published at the end of the XIX century (and . O. Rozanov, S.S. Gruzdev, Yu.V. Blazhevich, P.K. Gorbachev, etc.). It should be emphasized that systematic research and teaching of the physiology of sports began in our country earlier than abroad, and were more focused. By the way, we note that only in 1989, the General Assembly of the International Union of Physiological Sciences decided to establish the Commission "Physiology of Sports" with it, although such commissions and sections in the USSR Academy of Sciences, AMN of the USSR, All-Union Physiological Society. I.P. Pavlova of the USSR State Sportsport existed in our country since the 1960s.

Theoretical prerequisites for the emergence and development of sports physiology were created by fundamental works by I.M. Sechenova, I.P. Pavlova, N.E. Vvedensky, A.A. Ukhtomsky, I. S. Beritashvili, KM Bykov and others. However, the systematic study of the physiological foundations of physical culture and sports began significantly later. Especially great merit in creating this section of physiology belongs to L.A. Orbel and his student A.N. Crossovnikov, and it is inextricably linked with the formation and development of physical culture university. PF Lesgafta and his departments of physiology - the first similar department among physical education universities in the country and in the world.

After creating the Department of Physiology in 1919 at the Institute of Physical Education. PF Lesgafta teaching this subject was carried out by L.A. Orbelli, A.N. Crossovnikov, V.V. Vasilyeva, A.B. Gandelsman, E.K. Zhukov, N.V. Zimkin, A.S. Moszhukhin, E.B. Sologub, A.S. Licorice et al. In 1938 A.N. Keetovnikov was published in our country and in the world of the "Textbook of Physiology" for the Institutes of Physical Culture, and in 1939 - the monograph "Physiology of Sports". An important role in the further development of the teaching of the discipline was played by three editions of the "human physiology textbook" edited by N.V. Zimkin (1964, 1970, 1975).

The formation of sports physiology was largely due to the wide conduct of fundamental and applied research on the subject. The development of any science sets all new and new practical tasks to representatives of many specialties, which the theory is not always and immediately can give an unambiguous answer. However, as witty to D. Kraft (1970), "... scientific research possess one strange feature: they have a habit sooner or later to be advantageous for someone or for something." Analysis of the development of educational and scientific areas of physiology of sports is clearly confirmed by this provision.

Inquiries of theory and practices of physical education and training require the physiological science to disclose the characteristics of the body's functioning, taking into account the age of people and the patterns of their adaptation to muscle activities. Scientific principles of physical education of children and adolescents are based on the physiological laws of the growth and development of a person at different stages of ontogenesis. In the process of physical education, not only to increase motor preparedness, but also to form the necessary psycho-physiological properties and personal qualities, ensuring its readiness to work, to active activities in the conditions of the modern world.

The formation of various organs and systems, motor qualities and skills, their improvement in the process of physical education can be successful under the condition of the scientifically based use of various means and methods of physical culture, as well as if necessary intensification or reduction of muscle loads. At the same time, it is necessary to take into account age and sexual and individual features of children, adolescents, mature and older people, as well as the reserve capabilities of their body at different stages of individual development. Knowledge of such patterns by experts will protect the practice of physical education from the use of both insufficient and excessive muscle loads, dangerous to people's health.

To date, significant actual materials are accumulated on sports and age physiology set forth in the relevant textbooks and teaching aids. However, in recent years, new data has appeared on some sections that have not included in the previous editions. In addition, due to a constantly changing and supplemented curriculum, the content of previously published sections of discipline does not comply with modern thematic plans, according to which teaching in physical education universities of Russia is underway. Taking into account the above, in the proposed textbook set out systematized, supplemented and in some cases, new materials under today's training and scientific information on the subject. The relevant sections of the textbook include the results of their own studies of the authors.

In 1998-2000 A.S. Licorkov and E.B. Sologub was published three teaching aids on common, sports and age physiology, which were widely demanded by students, approved by teachers and served as the basis for the preparation of a modern textbook. The textbook published in 2001 corresponds to the new program on the discipline, the requirements of the State Standard of Higher Professional Education of the Russian Federation and includes three parts - General, sports and age physiology.

Despite the large circulation of the first edition (10 thousand copies), in two years there was no textbook in stores. Therefore, after making some corrections and additions, in 2005 the textbook was reissued by the same circulation. However, by the end of 2007, it was impossible to purchase it somewhere. At the same time, from various regions of the Russian Federation, the CIS countries at the Department of Physiology regularly receive proposals on the need to regularly reprint the textbook. In addition, some new materials appeared at the disposal of the authors that comply with the requirements of the Bologna process to specialists in physical culture and sports.

In the third publishing of the textbook, along with the registration and implementation of individual comments and suggestions of readers, two new chapters are also included: "Functional state of athletes" and "The influence of genome on the functional state, performance and health of athletes." For the last chapter, some materials were represented by Professor of the Department of Biology of the University of Saint-Jones in New York N.M. Koneeva-Hanson, for which the authors are sincerely grateful to Natalia Mikhailovna.

All comments and suggestions and on the fifth edition, aimed at improving the quality of the textbook, the authors will be adopted with gratitude.

Part I.

General physiology

Any coach and teacher for successful professional activity requires knowledge of human body functions. Only the accounting of the peculiarities of its livelihoods can help correctly manage the growth and development of the human body, preserving the health of children and adults, maintaining performance, even in old age, the rational use of muscle loads in the process of physical education and sports training.

1. Introduction. History of physiology

The date of the formation of modern physiology is 1628, when the English doctor and physiologist William Garvey published the results of his research on Circulatory In animals.

Physiology Science of features and mechanisms of activity of cells, fabrics, organs, systems and the whole organism as a whole. The physiological function is the manifestation of the life of the body having an adaptive value.

1.1. Subject of physiology, its connection with other sciences and significance for physical culture and sports

Physiology as science is inextricably linked with other disciplines. It is based on knowledge of physics, biophysics and biomechanics, chemistry and biochemistry, general biology, genetics, histology, cybernetics, anatomy. In turn, physiology is the basis of medicine, psychology, pedagogy, sociology, theory and techniques of physical education. In the process of the development of physiological science from General physiology Aligned different Private sections: Labor physiology, physiology ...

Alexey Lododkov, Elena Sologub

Human physiology. Total. Sports. Age

Tutorial for higher educational institutions of physical culture. 7th edition

Massed by the Ministry of the Russian Federation in physical culture and sports as a textbook for higher educational institutions of physical culture

The publication was prepared at the Department of Physiology of the National State University of Physical Culture, Sports and Health. P. F. Lesgafta, St. Petersburg

Reviewers:

V. I. Kuleshov, Dr. Honey. Sciences, prof. (Namda them. S. M. Kirov)

I. M. Kozlov, Dr. Biol. And Dr. Ped. Sciences, prof. (NSU them. P. F. Lesgaft, St. Petersburg)

* * *

Solodkov Aleksey Sergeevich - Professor of the Department of Physiology of the National State University of Physical Culture, Sports and Health. P. F. Lesgafta (for 25 years Head of the Department 1986-2012).

Honored Worker of Science of the Russian Federation, Academician of the Petrovskaya Academy of Sciences and Arts, Honorary Worker of Higher Professional Education of the Russian Federation, Chairman of the Sports Physiology section and a member of the Board of SPb of Physiological Society. I. M. Sechenov.

Sologub Elena Borisovna - Doctor of Biological Sciences, Professor. Since 2002 he lives in New York (USA).

At the Department of Physiology of the National State University of Physical Culture, Sports and Health. P. F. Lesgaft worked since 1956, from 1986 to 2002 - in the post of professor of the Department. An academician of the Russian Academy of Medical Sciences was elected, an honorary employee of Russia's higher education, a member of the Board of Society of Physiologists, Biochemists and Pharmologists. I. M. Sechenov.

Preface

Human physiology is the theoretical basis of a number of practical disciplines (medicine, psychology, pedagogy, biomechanics, biochemistry, etc.). Without an understanding of the normal flow of physiological processes and characterizing their constants, various specialists cannot correctly assess the functional state of the human body and its performance in various conditions of activity. Knowledge of the physiological mechanisms of regulation of various functions of the body is important in understanding the stroke of reducing processes during and after intense muscle labor.

Revealing the main mechanisms that ensure the existence of a holistic organism and its interaction with the environment, physiology allows us to find out and explore the conditions and nature of changes in the activities of various organs and systems in the process of human ontogenesis. Physiology is a science exercising systems approach in the study and analysis of diverse intra- and intersystem relationships of a complex human body and minimize them in specific functional formations and a single theoretical picture.

It is important to emphasize that in the development of modern scientific physiological representations, a significant role belongs to domestic researchers. Knowledge of the history of any science is a necessary prerequisite for the correct understanding of the place, the role and importance of the discipline in the content of the socio-political status of the Company, its influence on this science, as well as the influence of the science and its representatives on the development of society. Therefore, consideration of the historical pathway for the development of individual sections of physiology, mention of the most striking representatives and analysis of the natural science base, on which the basic concepts and submission of this discipline were formed, make it possible to estimate the current state of the subject and determine its future promising directions.

Physiological science in Russia in the XVIII-XIX centuries is represented by Pleialy Brilliant Scientists - I. M. Sechenov, F. V. Ovsyannikov, A. Ya. Danilevsky, A. F. Samoilov, I. R. Tarkhanov, N. E. Vvedensky and Dr. But only I. M. Sechenov and I. P. Pavlov belongs to the merit of creating new directions not only in the Russian, but also in world physiology.

Physiology as an independent discipline began to teach from 1738 in the academic (later St. Petersburg) university. Significant in the development of physiology belongs to the Moscow University founded in 1755, where in its composition in 1776 the Department of Physiology was opened.

In 1798, a medical and surgical (military medical) academy was founded in St. Petersburg, which played an exceptional role in the development of human physiology. The Department-created physiology was consistently headed by P. A. Zagorsky, D. M. Wellane, N. M. Yakubovich, I. M. Sechenov, I. F. Zion, F. V. Ovsyannikov, I. R. Tarkhanov, and . P. Pavlov, L. A. Orbel, A.V. Lebedinsky, M. P. Brestkin and other outstanding representatives of physiological science. Each named name is discoveries in physiology having world importance.

Physiology has been included in the training program in physical education universities from the first days of their organization. At the created P. F. Lesgafet in 1896 the highest courses of physical education immediately opened the Cabinet of Physiology, the first leader of which was academician I. R. Tarkhanov. In subsequent years, Physiology was taught by N. P. Kravkov here, A. A. Walter, P. P. Rostovtsev, B.Y. Chavets, A. G. Ginzinsky, A. A. Ukhtomsky, L. A. Orbeli, I. S. Beritov, A. N. Krestovnikov, G. V. Folation, and others.

The rapid development of physiology and acceleration of scientific and technological progress in the country led to the appearance in the 1930s of the XX century of the new independent section of the physiology of a person - the physiology of sports, although individual works on the study of the functions of the body during physical exertion were published at the end of the XIX century (and . O. Rozanov, S. S. Gruzdov, Yu. V. Blazhevich, P. K. Gorbachev, etc.). It should be emphasized that systematic research and teaching of the physiology of sports began in our country earlier than abroad, and were more focused. By the way, we note that only in 1989, the General Assembly of the International Union of Physiological Sciences decided to establish the Commission "Physiology of Sports" with it, although such commissions and sections in the USSR Academy of Sciences, AMN of the USSR, All-Union Physiological Society. I. P. Pavlova of the USSR Goskomport existed in our country since the 1960s.

Theoretical prerequisites for the emergence and development of the physiology of sports were created by the fundamental works of I. M. Sechenov, I. P. Pavlova, N. E. Vvedensky, A. A. Ukhtomsky, I. S. Beritashvili, K. M. Bykov and others. However, the systematic study of the physiological foundations of physical culture and sports began significantly later. Especially great merit in the creation of this section of physiology belongs to L. A. Orbel and his student A. N. Crossnikov, and it is inextricably linked with the formation and development of physical culture university. P. F. Lesgafta and his departments of physiology - the first similar department among physical education universities in the country and in the world.

After creating the Department of Physiology in 1919 at the Institute of Physical Education. P. F. Lesgafta Teaching this subject L. A. Orbeli, A. N. Crossovnikov, V. V. Vasilyeva, A. B. Gandelsman, E. K. Zhukov, N. V. Zimkin, A. S. Mozhukhin, E. B. Sologub, and . S. Lododkov et al. In 1938, A. N. Krestovnikov was published in our country and in the world of "Textbook of Physiology" for the Institutes of Physical Culture, and in 1939 - the monograph "Physiology of Sports". An important role in the further development of the teaching of the discipline was played by three editions of the "textbook of human physiology" edited by N. V. Zimkin (1964, 1970, 1975).

2nd ed. and add. - M.: 2005. - 528 p.

The textbook was prepared in accordance with the new program on physiology for physical culture universities and the requirements of the State Standard of Higher Professional Education. The textbook is intended for students, graduate students, researchers, teachers, coaches and doctors working in the field of physical culture.

Format: DOC

The size: 5.3 MB

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CONTENT
Preface ................................................... ................................................ 3.
Part I General Physiology .............................................. ..................................... 7.
1. Introduction. History of physiology ................................................ ................ 7.
1.1. The subject of physiology, its connection with other sciences and importance for physical culture and sports ........... 7
1.2. Methods of physiological studies ......................................... 8
1.3. Brief history of physiology ............................................... ............nine
2. General patterns of physiology and its basic concepts ................. 10
2.1. The main functional characteristics of excitable tissues ..... 11
2.2. Nervous and humoral regulation of functions ................................. 12
2.3. Reflex mechanism of activity of the nervous system .............. 13
2.4. Homeostasis ................................................. .......................................fourteen
2.5. The emergence of excitement and its holding ............................. 15
3. Nervous system .............................................. ........................................eighteen
3.1. The main functions of the CNS ............................................... ................eighteen
3.2. The main functions and interaction of neurons .......................... 19
3.3. Features of the activity of nervous centers ................................. 22
3.4. Coordination of the activities of the century ............................................... .... 26.
3.5. Functions of the spinal cord and subcortical parts of the brain ................................... 30
3.6. Vegetative nervous system ............................................... ......... 35.
3.7. Lymbic system ................................................ ...................... 38.
3.8. Functions of the bark of large hemispheres ............................................. 39
4. Higher nervous activity ............................................. ................... 44.
4. 1. Conditions of education and varieties of conditional reflexes ......... 44
4.2. External and internal braking of conditional reflexes .............. 47
4.3. Dynamic stereotype ................................................ ................ 48.
4.4. Types of higher nervous activity, I and II signal system .. 48
5. Nervous-muscular apparatus ............................................ ........................fifty
5.1. Functional organization of skeletal muscles ........................... 50
5.2. Mechanisms of reduction and relaxation of muscle fiber ...... 52
5.3. Single and Tetanic cut. Electromogram ......... 54.
5.4. Morphofunctional basics of muscle strength ......................... 57
5.5. Muscle operating modes ............................................................. ................... 60.
5.6. Energy muscular cut .............................................. 62
6. Arbitrary movements .............................................. .......................... 64.
6.1. Basic principles of organization of movements ............................... 64
6.2. The role of various CNS departments in the regulation of post-tonic reactions ............................ 67
6.3. The role of various CNS departments in the regulation of movements .................. 70
6.4. Descending motor systems ............................................... ..... 73.
7. Sensory systems .............................................. ................................... 75
7.1. General plan for the organization and function of sensory systems .............. 75
7.2. Classification and mechanisms for exciting receptors ................. 76
7.3. Properties of receptors ................................................ ...................... 77.
7.4. Coding information ................................................ ............. 79.
7.5. Visual sensory system ............................................... ......... 80.
7.6. Hearing sensory system ............................................... ............ 85
7.7. Vestibular sensory system ............................................... ... 87.
7.8. Motor sensory system ............................................... ..... 90.
7.9. Sensory systems of the skin, internal organs, taste and smell ............................ 93
7.10. Recycling, interaction and value of sensory information ........................... 95
8. Blood ............................................... ..................................... 99.
8.1. Composition, volume and blood function .............................................. ......100
8.2. Uniform elements of blood ................................................. ......... 101.
8.3. Physico-chemical properties of blood plasma ............................... 105
8.4. Cutting and transfusion of blood .............................................. 107.
8.5. Regulation of the blood system ................................................. .............. 110.
9. Blooding ............................................... ............................. 111.
9.1. Heart and his physiological properties ...................................... 111
9.2. Blood movement by vessels (hemodynamics) ............................... 116
9.3. Regulation of the cardiovascular system ..................................... 120
10. Breathing ............................................... .................................... 123.
10.1. External breathing ................................................ ....................... 124.
10.2. Exchange of gases in the lungs and their transfer of blood ................................ 126
10.3. Respiratory regulation ................................................ .................. 129.
11. Digestion ............................................................. ............................... 131.
11.1. General characteristics of digestive processes ................. 131
11.2. Digestion in various departments of the gastrointestinal tract ............................... 133
11.3. Suction food digestion products ............................. 139
12. The exchange of substances and energy ............................................ ....................... 140.
12.1. Exchange of proteins ................................................ .............................. 140.
12.2. Exchange of carbohydrates ................................................ ......................... 141.
12.3. Lipid exchange ................................................ ........................... 142.
12.4. Water exchange and mineral salts ............................................. 143.
12.5. Energy exchange ................................................ ........................... 145
12.6. Regulation of metabolism and energy ........................................ 147
13. Allocation ....................................: .......... .................................... 149.
13.1. The overall characteristics of excretory processes ..................... 149
13.2. Kidneys and their functions .............................................. .................... 149.
13.3. The process of urica and its regulation ................................ 151
13.4. Homeostatic kidney function ............................................... 153.
13.5. Urinary and urination ........................................................... 154
13.6. Potting ............................................................. ........................... 154.
14. Thermal exchange .............................................. ............................. 156.
14.1. Temperature of the human body and isothermia ..................................... 156
14.2. Heat-formation mechanisms .................................................. .... 157.
14.3. Mechanisms of heat transfer ................................................ ............. 158.
14.4. Regulation of heat exchange ................................................ .............. 159.
15. Internal secretion .............................................. ............................ 160.
15.1. The overall characteristic of the endocrine system ........................... 160
15.2. Functions of the glands of the internal secretion ........................................ 163
15.3. Changes in endocrine functions at different states ................................. 173
Part II Sports Physiology .............................................. ................... 178.
Section General Sports Physiology .............................................. ......... 178.
1. Sports physiology-scientific and scientific discipline ................ 179
1.1. Sports physiology, its content and task ....................... 179
1.2. Department of Physiology SPBGAF. P.F.LESGAFTA and its role in the formation and development of sports physiology.181
1.3. State and prospects for the development of sports physiology ..... 185
2. Adaptation to physical stress and the reserve capacity of the body ........................ 188
2.1. Dynamics of the functions of the body when adapting and its stage .......... 189
2.2. Physiological features of adaptation to physical exertion ............................ 193
2.3. Urgent and long-term adaptation to physical exertion ..... 195
2.4. Functional adaptation system ............................................ 198
2.5. The concept of physiological reserves of the body, their characteristics and classification ......... 201
3. Functional changes in the body during exercise ....... 203
3.1. Changes in the functions of various organs and body systems .... 203
3.2. Functional shifts with constant power loads ..... 205
3.3. Functional shifts with variable power loads .... 206
3.4. Applied value of functional changes to assess the performance of athletes .... 208
4. Physiological characteristics of the state of the body during sports activity ............ 209
4.1. The role of emotions in sports activity ................................ 209
4.2. Present states ................................................ ............. 213.
4.3. Workout and yraming ................................................... .............. 215
4.4. Sustainable condition for cyclic exercises ............... 217
4.5. Special conditions of the body during acyclic, static and exercises of variable power variable 218
5. Physical performance athlete .......................................... 219
5.1. The concept of physical performance and methodical approaches to its definition ........ 220
5.2. Principles and methods for testing physical performance ............................ 221
5.3. Communication of physical performance with the direction of the training process in sports..227
5.4. Reserves of physical performance ...................................... 228
6. Physiological bases of fatigue of athletes .............................. 233
6.1. Definition and physiological mechanisms for the development of fatigue ........................... 233
6.2. Factor factors and the condition of the functions of the body ................. 236
6.3. Features of fatigue under various types of physical exertion ......................... 239
6.4. Preturation, chronic fatigue and overwork ......... 241
7. Physiological characteristics of restoration processes ........ 243
7.1. General characteristics of recovery processes ....................... 244
7.2. Physiological mechanisms of restoration processes ...... 246
7.3. Physiological patterns of restoration processes ........................... 248
7.4. Physiological measures to improve recovery efficiency .................. 250
Section II Private Sports Physiology ............................................... ....... 253.
8. Physiological classification and characteristics of exercise ................... 253
8.1. Different criteria for classifying exercises ...................... 253
8.2. Modern classification of exercise ............... 254
8.3. Physiological characteristics of sports poses and static loads ................ 256
8.4. Physiological characteristics of standard cyclic and acyclic movements ..... 259
8.5. Physiological characteristics of non-standard movements ....... 263
9. Physiological mechanisms and patterns of development of physical qualities ............. 266
9.1. Forms of manifestation, mechanisms of condom development of force .......... 266
9.2. Forms of manifestation, mechanisms and reserves of speed development ....... 270
9.3. Forms of manifestation, mechanisms and reserves of endurance development ....................... 273
9.4. The concept of agility and flexibility; Mechanisms and patterns of their development ............... 278
10. Physiological mechanisms and patterns of the formation of motor skills ....... 279
10.1. Motor skills, skills and methods of their research ........ 279
110.2. Physiological mechanisms for the formation of motor skills ..................... 280
10.3. Physiological patterns and stages of the formation of motor skills ......... 283
10.4. Physiological bases of improving motor skills ..................... 289
11. Physiological basis for the development of the training ........................ 292
11.1. The physiological characteristics of the training and condition of the training ............... 292
11.2. Testing the functional preparedness of athletes alone .................... 294
11.3. Testing of the functional preparedness of athletes with standard and limit loads.297
11.4. Physiological characteristics of overtraining and overvoltage ......... 300
12. Sports efficiency in special conditions of the external environment ....... 303
12.1. The effect of temperature and humidity of air on sports health ......... 303
12.2. Sports health in conditions of altered barometric pressure..305
12.3. Sports efficiency when changing belt-climatic conditions ........ 309
12.4. Physiological changes in the body when swimming .......... 310
13. The physiological foundations of women's sports training .............. 313
13.1. Morphofunctional features of the female organism ....... 313
13.2. Changes in the functions of the body in the process of training ............ 320
13.3. The influence of the biological cycle on the performance of women .... 324
13.4. Individualization of the training process, taking into account the phases of the biological cycle ...... 327
14. Physiological and genetic features of sports selection ............... 329
14.1. Physiologically genetic approach to sports selection issues ..................... 330
14.2. Hereditary influences on morphofunctional features and physical qualities of man.332
14.3. Accounting for the physiological genetic characteristics of a person in a sports selection ................. 336
14.4. The value of genetically adequate and inadequate selection of sports specialization, competitive activity and sensing dominance.343
14.5. The use of genetic markers to search for high and fast trained athletes ..... 347
15. Physiological foundations of the health physical culture ...... 350
15.1. The role of physical culture in the conditions of modern life ..... 350
15.2. Hypokinesia, hypodynamine and their influence on the human body ......................... 353
15.3. Neuropsychic tension, monotony of activity and their effect on the human body ..... 355
15.4. The main forms of health physical culture and their influence on the functional state of the body.358
Part III Age physiology .............................................. ........ 364.
1. General physiological patterns of growth and development of the human body ........... 364
1.1. Periodization and heterochrony of development ................................. 364
1.2. Sensitive periods ................................................ .................. 366.
1.3. The effect of heredity and the environment on the development of the body ....................... 369
1.4. Acceleration Epochal and Individual, Biological and Passport Age ............. 371
2. The physiological features of the organism of children of preschool and younger school age and their adaptation to physical exertion 375
2.1. Development of the central nervous system, higher nervous activity and sensory systems ... 375
2.2. Physical development and musculoskeletal system ................. 382
2.3. Features of blood, blood circulation and breathing ........................ 383
2.4. Features of digestion, metabolism and energy .............. 386
2.5. Features of thermoregulation, processes of allocation and activity glands of the internal secretion ..... 388
2.6. The physiological features of adaptation of children of preschool and younger school age to physical exertion.391
3. The physiological features of the body of children of middle and older school age and their adaptation to physical exertion..411
3.1. The development of the central nervous system, the highest nervous activity and sensory systems ... 411
3.2. Physical development and musculoskeletal system ................. 416
3.3. Features of blood, blood circulation, breathing .......................... 419
3.4. Features of digestion, isolation and endocrine system 422
3.5. Features of thermoregulation, metabolism and energy .......... 427
3.6. Physiological features of adaptation of children of middle and older school age to physical exertion ... 429
4. Physiological features of the lesson of physical culture at school .. 448
4.1. Physiological rationale for the rationing of physical exertion for school age children ........ 449
4.2. Changing the functions of the body of schoolchildren in the lesson of physical culture .............................. 451
4.3. The influence of physical culture on the physical, functional development, performance of schoolchildren and their health status.453
4.4. Physiological and pedagogical control over the physical culture and physiological criteria for the restoration of the body of schoolchildren.460
5. The physiological features of the organism of people of mature and elderly and their adaptation to physical exertion ........ 465
5.1. Aging, lifespan, adaptive reactions and the reactivity of the body ................................. 465
5.2. Age peculiarities of the musculoskeletal system, vegetative and sensory systems ..................... 468
5.3. Age features of regulatory systems ............................ 473
5.4. Physiological features of adaptation of people of mature and elderly to physical exertion ...... 476
6. Physiological features of processing information in athletes of different age ..................................... 487
6.1. The value for the sport processing processes and their age features ..................... 487
6.2. Physiological bases of processes of perception, decision making and programming of response .... 489
6.3. The speed and efficiency of tactical thinking. Brain bandwidth ....................... 492
6.4. Noise immunity of athletes, its age features .. 495
7. Functional asymmetries of athletes of different age .............. 496
7.1. Motor asymmetries in humans, their age features .. 496
7.2. Sensory and mental asymmetries. An individual profile of asymmetry ................ 498
7.3. Manifestation of functional asymmetry in athletes .......... 501
7.4. The physiological bases for managing the training process, taking into account the functional asymmetry ..... 505
8. The physiological foundations of the individual-typological features of athletes and their development in ontogenesis.507
8.1. Individually-typological features of a person .............. 508
8.2. Development of typological features of orthogenesis .................. 510
8.3. Individually-typological features of athletes and their read in the training process ...... 512
8.4. Individually typological features of biorhythms and their impact on human performance..515
Conclusion ..... 520.

Tutorial for higher educational institutions of physical culture. 7th edition

Massed by the Ministry of the Russian Federation in physical culture and sports as a textbook for higher educational institutions of physical culture

The publication was prepared at the Department of Physiology of the National State University of Physical Culture, Sports and Health. P. F. Lesgafta, St. Petersburg

Reviewers:

V. I. Kuleshov,dr. Honey. Sciences, prof. (Namda them. S. M. Kirov)

I. M. Kozlov,dr. Biol. And Dr. Ped. Sciences, prof. (NSU them. P. F. Lesgaft, St. Petersburg)

Sologub Elena Borisovna - Doctor of Biological Sciences, Professor. Since 2002 he lives in New York (USA).

Preface

Revealing the main mechanisms that ensure the existence of a holistic organism and its interaction with the environment, physiology allows us to find out and explore the conditions and nature of changes in the activities of various organs and systems in the process of human ontogenesis. Physiology is a science exercising systems approachin the study and analysis of diverse intra- and intersystem relationships of a complex human body and minimize them in specific functional formations and a single theoretical picture.

It is important to emphasize that in the development of modern scientific physiological representations, a significant role belongs to domestic researchers.Knowledge of the history of any science is a necessary prerequisite for the correct understanding of the place, the role and importance of the discipline in the content of the socio-political status of the Company, its influence on this science, as well as the influence of the science and its representatives on the development of society. Therefore, consideration of the historical pathway for the development of individual sections of physiology, mention of the most striking representatives and analysis of the natural science base, on which the basic concepts and submission of this discipline were formed, make it possible to estimate the current state of the subject and determine its future promising directions.

Physiological science in Russia in the XVIII-XIX centuries is represented by Pleialy Brilliant Scientists - I. M. Sechenov, F. V. Ovsyannikov, A. Ya. Danilevsky, A. F. Samoilov, I. R. Tarkhanov, N. E. Vvedensky and Dr. But only I. M. Sechenov and I. P. Pavlov belongs to the merit of creating new directions not only in the Russian, but also in world physiology.

Physiology as an independent discipline began to teach from 1738 in the academic (later St. Petersburg) university.Significant in the development of physiology belongs to the Moscow University founded in 1755, where in its composition in 1776 the Department of Physiology was opened.

Physiology has been included in the training program in physical education universities from the first days of their organization.At the created P. F. Lesgafet in 1896 the highest courses of physical education immediately opened the Cabinet of Physiology, the first leader of which was academician I. R. Tarkhanov. In subsequent years, Physiology was taught by N. P. Kravkov here, A. A. Walter, P. P. Rostovtsev, B.Y. Chavets, A. G. Ginzinsky, A. A. Ukhtomsky, L. A. Orbeli, I. S. Beritov, A. N. Krestovnikov, G. V. Folation, and others.

The rapid development of physiology and acceleration of scientific and technological progress in the country led to the appearance in the 1930s of the XX century of the new independent section of the physiology of a person - the physiology of sports, although individual works on the study of the functions of the body during physical exertion were published at the end of the XIX century (and . O. Rozanov, S. S. Gruzdov, Yu. V. Blazhevich, P. K. Gorbachev, etc.). It should be emphasized that systematic research and teaching of the physiology of sports began in our country earlier than abroad, and were more focused. By the way, we note that only in 1989, the General Assembly of the International Union of Physiological Sciences decided to establish the Commission "Physiology of Sports" with it, although such commissions and sections in the USSR Academy of Sciences, AMN of the USSR, All-Union Physiological Society. I. P. Pavlova of the USSR Goskomport existed in our country since the 1960s.

Theoretical prerequisites for the emergence and development of the physiology of sports were created by the fundamental works of I. M. Sechenov, I. P. Pavlova, N. E. Vvedensky, A. A. Ukhtomsky, I. S. Beritashvili, K. M. Bykov and others.However, the systematic study of the physiological foundations of physical culture and sports began significantly later. Especially great merit in the creation of this section of physiology belongs to L. A. Orbel and his student A. N. Crossnikov, and it is inextricably linked with the formation and development of physical culture university. P. F. Lesgafta and his departments of physiology - the first similar department among physical education universities in the country and in the world.

After creating the Department of Physiology in 1919 at the Institute of Physical Education. P. F. Lesgafta Teaching this subjectl. A. Orbeli, A. N. Crossovnikov, V. V. Vasilyeva, A. B. Gandelsman, E. K. Zhukov, N. V. Zimkin, A. S. Mozhukhin, E. B. Sologub, and . S. Lododkov et al. In 1938, A. N. Krestovnikov was published in our country and in the world of "Textbook of Physiology" for the Institutes of Physical Culture, and in 1939 - the monograph "Physiology of Sports". An important role in the further development of the teaching of the discipline was played by three editions of the "textbook of human physiology" edited by N. V. Zimkin (1964, 1970, 1975).

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Alexey Lododkov, Elena Sologub
Human physiology. Total. Sports. Age

Tutorial for higher educational institutions of physical culture

Edition 6th, corrected and complemented

Massed by the Ministry of the Russian Federation in physical culture and sports as a textbook for higher educational institutions of physical culture

The publication was prepared at the Department of Physiology of the National State University of Physical Culture, Sports and Health to them ·, P.F. LESGANFTA, Saint Petersburg

Reviewers:

IN AND. Kuleshov, Dr. Honey. Sciences, prof. (Namred them. S.M. Kirov)

THEM. Goats Dr. Biol, and Dr. Ped. Sciences, prof.

(NSU them. P.F. Lesgaft, St. Petersburg)

Preface

Revealing the main mechanisms that ensure the existence of a holistic organism and its interaction with the environment, physiology allows us to find out and explore the conditions and nature of changes in the activities of various organs and systems in the process of human ontogenesis. Physiology is a science exercising systems approach in the study and analysis of diverse intra- and intersystem relationships of a complex human body and minimize them in specific functional formations and a single theoretical picture.

It is important to emphasize that in the development of modern scientific physiological representations, a significant role belongs to domestic researchers. Knowledge of the history of any science is a necessary prerequisite for the correct understanding of the place, the role and importance of the discipline in the content of the socio-political status of the Company, its influence on this science, as well as the influence of the science and its representatives on the development of society. Therefore, consideration of the historical path of development of individual sections of physiology, mention of the most striking representatives and the analysis of the natural science basis, on which the basic concepts and presentation of this discipline were formed, make it possible to assess the current state of the subject and determine its further promising directions.

Physiology as an independent discipline began to teach from 1738 in the academic (later St. Petersburg) university. Significant in the development of physiology belongs to the Moscow University founded in 1755, where in its composition in 1776 the Department of Physiology was opened.

Physiology has been included in the training program in physical education universities from the first days of their organization. On the created pf Lesgafete in 1896, the highest courses of physical education were immediately opened by the Cabinet of Physiology, the first leader of which was academician I.R. Tarkhanov. In subsequent years, physiology was taught by N.P. Kravkov, A.A. Walter, p.p. Rostovtsev, V.Ya. Chavets, A.G. Ginzinsky, A.A. Ukhtomsky, L.A. Orbelli, I.S. Berit, A.N. Crosses, G.V. Folation and others.

After creating the Department of Physiology in 1919 at the Institute of Physical Education. PF Lesgaft teaching this subject carried out L.A. Orbelli, A.N. Crossovnikov, V.V. Vasilyeva, A.B. Gandelsman, E.K. Zhukov, N.V. Zimkin, A.S. Moszhukhin, E.B. Sologub, A.S. Licorice et al. In 1938 A.N. Keetovnikov was published in our country and in the world of the "Textbook of Physiology" for the Institutes of Physical Culture, and in 1939 - the monograph "Physiology of Sports". An important role in the further development of the teaching of the discipline was played by three editions of the "human physiology textbook" edited by N.V. Zimkin (1964, 1970, 1975).

All comments and suggestions and on the fifth edition, aimed at improving the quality of the textbook, the authors will be adopted with gratitude.

Part I.
General physiology

1. Introduction. History of physiology

The date of the formation of modern physiology is 1628, when the English doctor and physiologist William Garvey published the results of his research on circulatory In animals.

Physiology science of features and mechanisms of activity of cells, fabrics, organs, systems and the whole organism as a whole. The physiological function is the manifestation of the life of the body having an adaptive value.

1.1. Subject of physiology, its connection with other sciences and significance for physical culture and sports

Physiology as science is inextricably linked with other disciplines. It is based on knowledge of physics, biophysics and biomechanics, chemistry and biochemistry, general biology, genetics, histology, cybernetics, anatomy. In turn, physiology is the basis of medicine, psychology, pedagogy, sociology, theory and techniques of physical education. In the process of the development of physiological science from general physiology Aligned different private sections: Labor physiology, physiology of sports, aerospace physiology, underwater physiology, age physiology, psychophysiology, etc.

General physiology is the theoretical basis of the physiology of sports. It describes the basic patterns of the organism of people of different age and gender, various functional states, mechanisms for the work of individual organs and systems of the body and their interaction. Her practical value It consists in the scientific substantiation of the age stages of the development of the human body, the individual characteristics of individuals, the mechanisms of manifestation of their physical and mental abilities, features of control and the possibilities of managing the functional state of the body. Physiology reveals the consequences of harmful habits in humans, justifies the prevention of functional disorders and maintaining health. Knowledge of physiology helps the teacher and coach in the processes of sports selection and sports orientation, in predicting the success of the competitive activity of the athlete, in the rational construction of the training process, in ensuring the individualization of physical exertion and discover the use of functional reserves of the body.

1.2. Methods of physiological research

Physiology - Experimental Science. Knowledge of the functions and mechanisms of the body's activities are built on experiments conducted on animals, observations in the clinic, surveys of healthy people in various experimental conditions. At the same time, with respect to a healthy person, methods not related to damage to its tissues and penetration into the body are so-called non-invasive methods.

In general, physiology uses three methodological research: observation or the "black box" method, acute experience and chronic experiment.

Classical methods of research were removal methods and irritation methods Separate parts or entire organs, mainly used in animal experiments or during operations in the clinic. They gave an approximate idea of \u200b\u200bthe functions of remote or irritable organs and body tissues. In this regard, the progressive method of studying a holistic organism has become conditional reflexes method, Designed by I.P. Pavlov.

In modern conditions, the most common electro-physiological methods Allowing to register electrical processes, without changing the current activities of the studied organs and without damage to the covering tissues, for example, electrocardiography, electromyography, electroencephalography (registration of electrical activity of the heart, muscles and brain). Development radiotelemetry allows you to transfer these received records for considerable distances, and computer technologies and special programs Provide a subtle analysis of physiological data. Using photography in infrared rays (heat out) Allows you to identify the most hot or cold parts of the body observed at rest or as a result of activities. With the help of the so-called computed tomography, Without opening the brain, you can see the morphofunctional changes in different depths. New data on the work of the brain and individual parts of the body gives the study magnetic oscillations.

1.3. Brief history of physiology

The observations of the body's livelihood was made from time immemorial. In the XIV-XV centuries BC e. in Ancient Egypt In the manufacture of mummies, people acquainted well with the internal human bodies. In the tomb of the doctor Pharaoh Unasa depicts ancient medical instruments. IN Ancient China Only on the pulse was surprisingly subtly distinct up to 400 diseases. In the IV-V century BC. e. There was a developed teaching about the functionally important points of the body, which was currently the basis for modern developments of reflexotherapy and acupuncture, su-joke therapy, testing the functional state of the skeletal muscle athlete in the magnitude of the electric field of the skin in bioelectrically active points over them. Ancient indium It became famous for its special plant recipes, exposure to the body exercises of yoga and respiratory gymnastics. IN Ancient Greece The first ideas about the functions of the brain and heart expressed in the IV-V century BC. e. Hippocrates (460-377 BC) and Aristotle (384-322 BC. Er), and in Ancient Rome in the second century BC e. - Doctor Galen (201-131 BC. E.).

As experimental science physiology emerged in the XVII century, When the English doctor of V. Garvey opened circles of blood circulation. In the same period, the French scientist R. Descarten introduced the concept of reflex (reflection), describing the path of external information into the brain and the opposite path of the motor response. Works of the genius Russian scientist M.V. Lomonosov and German physics of the city of Helmholtz on the three-component nature of color view, the Treatise of Czech G. Proshazki on the functions of the nervous system and observations of the Italian L. Galvana about animal electricity in nerves and muscles are marked XVIII century. IN XIX century The representations of the English physiologist Cheri Sherngton about integrative processes in the nervous system, set forth in its known monograph in 1906 were the first studies of the fatigue of Italian A. Mosso. Detected changes in permanent skin potentials in irritation in humans I.R. Tarkhanov (Phenomenon Tarkhanov).

In the XIX century the works of the "Father of Russian Physiology" · THEM. Sechenov (1829-1905) The basics of the development of many areas of physiology are laid - the study of blood gases, the processes of fatigue and "active recreation", and the main thing - the discovery of braking in the central nervous system in 1862) and the development of the physiological basis of human mental processes , showing the reflex nature of human behavioral reactions (brain reflexes, 1863). Further development of ideas IM. Sechenov walked in two ways. On the one hand, the study of subtle mechanisms of excitation and braking was carried out at the University of St. Petersburg I.E. Introduced (1852-1922). They created an idea of \u200b\u200bthe physiological lability as a high-speed characteristic of the excitation and the doctrine of parabitades as a common reaction of neuromuscular tissue for irritation. In the future, this direction was continued by his student A.A. Ukhtomsky (1875-1942), which, studying coordination processes in the nervous system, discovered the dominant phenomenon (dominant focus of excitation) and the role in these processes of assimilation of the rhythm of irritation. On the other hand, in a chronic experimental experiment on a holistic body I.P. Pavlov (1849-1936) for the first time created the doctrine of conditional reflexes and developed a new chapter of physiology - the physiology of the highest nervous activity. In addition, in 1904 for their work in the field of digestion I.P. Pavlov, one of the first Russian scientists, was noted by the Nobel Prize. The physiological basis of human behavior, the role of combined reflexes was developed V.M. Bekhterev.

A major contribution to the development of physiology was made by other outstanding domestic physiologists: the founder of evolutionary physiology and adaptology Academician L.A. Orbell; We studied the conditionally reflex influences of the cortex on the internal organs of Acad. KM Bulls; The creator of the doctrine of the Acad functional system. PC. Anokhin; Founder of domestic electroencephalography Acad. M.N. Lebanon; Developer of Space Physiology - Acad. V. V. Paria; Founder of physiology of activity N.A. Bernstein and many others.

In the field of muscle physiology, it should be noted the founder of the national physiology of sports - prof. A.N. Crossman (1885-1955), who wrote the first textbook on the human physiology for the Physical Universities of the country (1938) and the first monograph on the physiology of sports (1939), as well as well-known scientists - prof. E.K. Zhukova, V.S. Farfel, N.V. Zimkin, A.S. Moragukhina and many others, and among foreign scientists - P.O. Astranda, A. Hill, R. Granite, R. Margaria, etc.

2. General patterns of physiology and its basic concepts

Living organisms are so-called open systems (i.e., not closed in themselves, but inextricably linked with the external environment). They are consist of proteins and nucleic acids and are characterized by the ability to authorize and self-reproduction. The main properties of a living organism are the metabolism, irritability (excitability), mobility, self-reproduction (reproduction, heredity) and self-regulation (maintaining homeostasis, adaptability adaptability).

Sologub physiology man. Physiology of man

Author Alexander Sergeevich Lododkov

Alexey Lododkov, Elena Sologub Human physiology. Total. Sports. Age

Preface

Part I. General physiology

1. Introduction. History of physiology

2. General patterns of physiology and its basic concepts

Alexey Lododkov, Elena Sologub
Human physiology. Total. Sports. Age

Part I.
General physiology