Theme: Music and sport Plan

- Preparation stage:
a) the topic of the project is chosen, its relevance and the problem to be solved are formed.
b) the purpose, subject, object and tasks of the project are determined.
c) the types of design activities and tasks to be solved are prepared, and the methods and means of solving them are selected.
g) get acquainted with the literature and information sources on the subject of the project.

- The stage of planning educational activities.
a) the sequence of achieving the goal is developed.
b) A work plan is drawn up (designation, formalization of the project, preparation for presentation, distribution of tasks among the participants, their completion and completion is determined).

- Project execution stage.
a) the necessary information is collected, brought into the system and analyzed.
b) the process of formalizing research results (will be brought to a ready state).
c) a report on project activity is prepared in accordance with the instructions.

Currently, the effective use of innovative technologies and advanced methods of world pedagogy in the educational process are urgent issues, and the project method incorporates advanced methods of education. The important task of the project method is to master the existing experience in music and sports lessons and apply it at all stages of education. Designing is a method of creating a future activity model, choosing ways and means within the existing conditions, dividing the stages of achieving the goal, forming separate tasks for them, and determining the means and ways of delivering educational information. The project method of music and sports education implements a complex teaching method that involves practical application, analysis and evaluation of knowledge and skills. Learners are involved in planning, organizing, monitoring, analyzing and evaluating the results of the task to a greater extent than using other teaching methods. The method of educational projects helps the teacher to express the problem, hypothesis, and tasks to the students and quickly guides them. Teaching in projects is valuable not only for the results, but also for the process itself. The project can be interdisciplinary, within a discipline or outside a discipline. Designing is carried out in two ways - on an individual and group basis. Both directions have positive and advantageous features. At the same time, group study design in music and sports education increases the quality and efficiency of education, students work on a project based on a project plan, and their activities are carried out for a specific purpose. As a result, the realization of the concept that the implementation of the project depends on one's own activity creates a high sense of responsibility among the participants; during the implementation of all stages of the project, from the birth of the idea to the final reflection, students gain experience; formation of the most important educational skills and competencies (research, evaluation, independent thinking, independent decision-making, presentation) in students becomes a fully controlled process.

The methodological passport of the educational project is a brief description of the expected goal of the educational project, its place in the educational program. The methodological passport of the educational project reflects the following: topics in the curriculum of the subject, the educational, educational, developmental goals of the subject, educational and pedagogical tasks, the assignment of the educational project based on the characteristics of the age of the students. , the duration of the project and the mode of operation of the educational project.
The passport of the research project is filled out by the authors and the project manager, it shows the name of the educational project, the purpose and tasks of the project, the author of the project, the project manager and consultants, and the type of project. In the activity of the educational project, students' research, creative, game, information search activities are covered, social needs and interests are taken into account, and the result is clearly directed.
French Olympic champion and concert pianist Micheline Ostermeyer did just that. Right after winning gold in shot put at the 1948 London Games, she performed this recital in celebration of her win. Ostermeyer was unique in that she was a professional in music and sport. For what experts in these fields may say are too distinct from each other and therefore impossible to master both, Ostermeyer acknowledges how “the qualities that make a true artist are nearly the same qualities that make a true athlete.” She shared how sports helped relax her and playing piano gave her “a sense of motion and rhythm.” For what seems like two different areas of skill, Ostermeyer has proven that they are more alike than at first glance.

Music and sport both offer great skills and benefits that not only improve one’s lifestyle, but they complement each other so that a musician can find benefits from being athletic and an athlete can discover benefits for being musical. Research supports having musical training can increase physical coordination and motor skill ability, and vice versa, that being an athlete can improve a musician’s skills and performances. Although there is currently no research on outcome measures of individuals who study both music and sport simultaneously, there are intriguing findings that offer both musicians and athletes information that can help take their performances to the next level.
Below are a few key findings research offers for musicians who are looking to improve their physical abilities to play an instrument, or wanting to strengthen the control of emotion and mental fatigue:

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  Physically active individuals may cope with stress such as performance anxiety, especially post-performance.
  
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  Exercise has the potential to improve the quality of long-duration performances.
  
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  Intention-structured practices, such as yoga, can enhance and support posture and reduce musculoskeletal imbalances.
  
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  Stretching and fine motor exercises can improve range of motion, blood flow, and fine muscle strength to aid in holding and controlling an instrument.
  
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  Interventions using strength training, specifically endurance strength, are proven beneficial for not only improving muscular strength but also having a positive effect on perceived exertion while playing an instrument.
  

Here are example findings on how music benefits athletic performance for athletes seeking an edge in training and competition:

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  Motivational-rated music can improve ratings of perceived exertion (RPE), motivation, and arousal.
  
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  Music can encourage athletes to work harder during exercise and for extended periods of time towards failure (to failure studies).
  
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  Since there is a strong response to rhythmical qualities of music, one can improve technique and coordination of their kinetic chain.
  
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  Stimulative music can influence positive self-talk and “in the zone” (flow state) effects.
  
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  Music can affect the heart rate by either slightly increasing its rates with stimulative music or slowing its rates with sedative music.
  

A child growing up with both music education and athletic participation can learn many valuable skills, both cognitive and physical, that lead to a more significant development and success in learning and potentially his or her future career. Therefore, children should be encouraged to stay active in both music and sport as long as the desire and motivation are prevalent. As an adult, a combination of music and sport can provide many positive pathways to improving one’s ability and enjoyment in his or her chosen field of work. For what seems like two very different worlds of entertainment, music and sport are in fact more related and provide the perfect balance to improve and optimize one’s life.


Bibliography
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