It is used for diseases of the respiratory system, abdominal cavity, gynecological, heart failure. Breathing exercises can be done by those who are weakened by long-term chronic ailments or who are bedridden, and many others.
Breathing exercises are performed, including with the aim of restoring the breathing rhythm after physical exertion. With their help, it is possible to solve special problems, which is especially important for people suffering from various types of diseases. For example, breathing exercises help prevent and eliminate congestion in the lungs in chronic heart failure, help sputum discharge, preventing the development of an infectious process in the respiratory organs. With regular use, it increases the strength of the respiratory muscles. Some types of such exercises (abdominal breathing) facilitate blood flow from the lower body to the heart, change intra-abdominal pressure, improve the functioning of the abdominal organs, normalize intestinal motility, and prevent the development of constipation. Breathing exercises are also shown to pregnant women.
Distinguish static and dynamic breathing exercises... Static are those in which breathing is carried out without simultaneous movement of the limbs and trunk. These include teaching rational breathing, including when walking, breathing with the participation of various parts of the lungs (upper thoracic, middle thoracic, lower thoracic, diaphragmatic), breathing with resistance, holding on inhalation or exhalation, with the pronunciation of sounds (sound exercises).
Education rational breathing is reduced to the fact that the inhalation must be made necessarily through the nose, since through it the body enters the body by 25 percent. there is more air, the air is warmed up, moistened, dust settles on the mucous membranes of the nasal passages and does not penetrate into the lungs. The exhalation should be rhythmic, smooth and prolonged through the mouth and 2-3 times longer than the inhalation, then a pause equal in duration to the inhalation is desirable: the ratio of the breathing phases is 1: 3: 1.
For example, from the original sitting position, leaning back in a chair, the legs are slightly bent at the knees. Smooth inhalation through the nose, exhalation without effort, longer than inhalation through a slightly open mouth. Try to feel the movement of the ribs and maintain the correct relationship between the phases of the breathing act.
When walking, the rhythm of breathing should correspond to the rhythm of steps (inhale for 1-2 steps, and exhale for 3-4 steps). Gradually, the inhalation should be deepened, and the exhalation should be lengthened.
Breathing with the participation of different parts of the lungs is performed from different starting positions: sitting, standing, lying.
In the process of mastering upper breath it is recommended to straighten up (head, neck, back should be in one line), put your palms on the collarbones and watch the rise and fall of the collarbones and shoulders. Before inhaling, you must exhale the air from your lungs. After exhaling, inhale slowly through the nose, lifting the collarbones and shoulders and filling the uppermost parts of the lungs with air. As you exhale, the shoulders slowly drop down.
To master middle breathing techniques you need to put your palms on the ribs on both sides of the chest and monitor their lowering and expansion of the chest. Exhale through the nose, while the ribs are lowered, then - a full and prolonged inhalation, the ribs rise and the chest expands. The shoulders and abdomen should remain motionless while inhaling.
Diaphragmatic, or lower thoracic, breathing can be performed from the initial lying position, sitting, leaning back in a chair, sitting in a "relieved position", that is, a specific posture that a patient with bronchial obstruction involuntarily takes when suffocating: hands rest with palms on the hips, legs bent, the center of gravity is shifted forward. To master the skill of such breathing, it is necessary to monitor the protrusion and tightening of the anterior abdominal wall, you can put your palms on your stomach. Exhale fully, while the stomach is pulled inward (the diaphragm rises up). Then slowly inhale air through the nose, sticking out the abdomen (the diaphragm goes down), without moving the chest and arms. The lower part of the lungs is filled with air. Exhale again - the stomach goes deep inside (air is exhaled from the lower lobes of the lungs).
Another type of static breathing exercises can be performed from the "eased position" - active exhalation under the weight of the chest.
Resistance breathing is effective for strengthening the respiratory muscles and preventing the formation of adhesions in inflammatory processes of the chest cavity organs and after surgery on them. Resisted breathing includes exhaling through a straw into a container filled with liquid, inflating rubber balls and toys, blowing bubbles, and exhaling through tightly compressed lips.
For example, the starting position is sitting on a chair, leaning back on its back. Place the palm on the chest to control the amplitude of breathing. Take a calm breath through the nose, exhale through the mouth with a "slit". Exhalation is smooth, more prolonged than inhalation; the pause between inhalation and exhalation is natural, without delay.
Breathing with a delay trains the function of the cardiovascular system and the external respiratory system, relieves bronchial spasm well, and reduces general excitability. To master the technique of holding breathing, take a deep breath, exhale, and hold your breath. You can hold your breath both during the inhalation and exhalation phases (inhale - pause, exhale - pause, inhale - pause, exhale - pause). At the beginning, the pauses last 2-3 seconds, their duration gradually increases, up to 10 seconds.
For example, from the starting position, sitting tightly against the back of a chair. Inhale calmly, exhale smoothly, hold your breath, you can pinch your nose. The delay is not extreme, start breathing with a smooth inhalation. The duration of the exercise is 30-60 seconds.
Dynamic breathing exercises are called, which are carried out simultaneously with the movement of the limbs and the body, with the obligatory complete coordination of the amplitude and tempo of the movements performed with the rhythm and depth of breathing. If there is no consistency, then body movements will not contribute to breathing movements, and they, in turn, will disrupt the dynamics of the exercise being performed. While performing the exercises, one should not allow holding the breath; it should be free and calm.
Inhalation enhances the abduction of the arms to the side, behind the head, extension and tilting of the body back, exhalation enhances the lowering and reduction of the arms, tilting the body forward, bringing the legs to the stomach.
Examples of dynamic breathing exercises
- 1. From the starting position, sitting on a chair or standing, raise your hand forward and up - inhale, gently lower it down (exhale). After a pause of 2-3 seconds, do the same with the other hand. During the pause, the muscles of the arms and the whole body should be relaxed.
- 2. The starting position is the same. While inhaling, raise your shoulders, while exhaling, lower and relax.
- 3. Starting position standing. Legs together, fingers locked. Raise your straight arms up, palms up, stretch, put your straight leg back on your toe - inhale. Return to starting position - exhale. Natural pause. All movements should be smooth.
- 4. The starting position is sitting on the edge of the chair, with the legs resting. Hands to the shoulders - inhale, pulling each leg in turn to the chest - exhale. At the end of this movement, cough up, if necessary, then relax.
- 5. Starting position standing, feet shoulder-width apart. For 30-40 seconds, simulate push-off with sticks while skiing with hand movements. The push is performed with force.
- 6. The starting position is the same. Simulate skiing: arms forward - inhale, deep squat, arms back, as when descending from a mountain - exhale. Perform until slight fatigue.
- 7. Starting position - standing, feet shoulder-width apart, raise your hands in the lock up and take them back a little. Rising on toes and bending over - inhale, lower yourself onto your feet, make a quick bend forward with vigorous movement of your hands forward, down and back (imitating movement, as when chopping wood), and then exhale loudly and forcefully, with sounds.
Tatiana PRISTROM, Candidate of Medical Sciences;
Andrey PRISTROM, Doctor of Medical Sciences, Associate Professor
Belarusian Medical Academy of Postgraduate Education
Static Dynamic Drainage
STATIC BREATHING EXERCISES
diaphragmatic (abdominal) breathing - breathing is carried out mainly due to the work of the anterior abdominal wall and diaphragm (for control, the patient's hands are located on the anterior abdominal wall)
chest breathing - breathing is carried out mainly due to the work of the chest (for control, the patient's hands are located on the chest)
full breath - breathing is carried out due to the work of the chest and the anterior abdominal wall (diaphragm), for control, one hand of the patient is located on the anterior abdominal wall, the other on the chest.
Static breathing exercises with dosed resistance (weights):
Upper chest breathing – with overcoming resistance in the inhalation phase (the methodologist applies pressure with his hands in the subclavian region from both sides)
Lower chest breathing - with overcoming resistance in the exhalation phase (the methodologist puts pressure on the lower costal edge from both sides)
Mid-pectoral breathing - with overcoming resistance in the expiratory phase (the methodologist applies pressure with one hand in the subclavian region with the other on the lower costal edge)
Abdominal breathing - resistance is provided by laying sandbags weighing 0.5-1 kg on the upper quadrant of the abdomen during the inhalation and exhalation phase to strengthen the abdominal muscles and increase the mobility of the diaphragm.
RESPIRATORY EXERCISES
reduces BH
increases depth
activates the work of the respiratory muscles
improve lung ventilation
RULES AND FEATURES OF THE APPLICATION OF RESPIRATORY EXERCISES
Breathe through your nose.
The deceleration of the BH leads to a slowdown in the air velocity and a decrease in resistance.
An increase in RR increases speed, resistance, and muscle tension.
Strengthening the exhalation is achieved by tilting the head forward, bringing the shoulders together, lowering the arms, tilting the body, pulling the legs forward or towards the stomach.
INFLUENCE OF BODY POSITION ON THE WORK OF THE RESPIRATORY ORGANS
Lying on your back - diaphragmatic breathing is trained;
Lying on your stomach - exercise back breathing;
Standing - all types of breathing (the chest moves freely in all directions);
Sitting (free position) - train lower chest breathing;
Sitting (upright position) - exercise upper chest breathing.
DYNAMIC BREATHING EXERCISES -
are carried out with the participation of auxiliary respiratory muscles, a combination of breathing exercises with movements of the arms and legs. Example: while inhaling, spread your arms to the sides, bend back, while exhaling, bring your hands in front of your chest and bend forward. Exercise is used to increase the volume of the ventilated surface of the lungs.
DRAINAGE BREATHING EXERCISES
Postural drainage is the use of a special position (the affected area is above the bifurcation) for the outflow of exudate from the bronchi into the trachea, from where sputum is evacuated when coughing. When performing the exercise, the affected area should be located above the tracheal bifurcation. The starting position is the inclination of the body towards the bifurcation of the trachea, the final position is the inclination from the bifurcation to the mouth.
Methodology:
Begin gymnastics from 5-10 minutes. gradually increasing to 15-20 minutes, it is possible up to 30-40 minutes;
Finish the procedure by draining a healthy lung;
First, deep diaphragmatic breathing is taught (especially inhalation);
The exhalation is carried out quickly, with the pronunciation of the sounds "he", "khe";
Forced exhalation is combined with vibration massage in the drainage area;
Cough movements are performed after several deep exhalations.
INITIAL POSITIONS WHEN PERFORMING THE DRAINAGE EXERCISES
Drainage of the upper lobe:
Starting position, sitting, tilt the body in the direction opposite to the localization of the inflammatory process.
Average share:
i.p. lying on a healthy side or on your back with a roller under the chest and a raised leg end (15-30 °), legs bent at the knees, the arm on the affected side is lowered and hanging from the couch
Lower lobe:
i.p. lying on a healthy side with a raised leg end 40 cm when draining the right lobe and 50 cm when draining the left lobe, one hand is pressed to the chest, and the other is lowered down, the legs are bent at the knees. When turning forward, the outflow from the posterior segment is better;
a good outflow from the lower segments gives the performance of drainage gymnastics in the knee-elbow position.
Indications for drainage gymnastics.
Chronic obstructive bronchitis
Bronchial asthma
Pneumonia
Bronchiectasis
Lung abscess
Contraindications to drainage gymnastics
Pulmonary hemorrhage (but not hemoptysis)
Acute myocardial infarction
Severe cardiovascular failure
Lung infarction
Pulmonary embolism
Hypertensive crisis
SOUND GYMNASTICS -
special exercises, consisting in pronouncing certain sounds and their combinations, while the vibration of the vocal cords is transmitted to the smooth muscles of the bronchi, relaxing them.
Maximum vibration force during pronunciation - P, T, K, F, S
Average strength - B, D, V, Z
Least strength - M, N, L, R
Methodology:
The lesson begins with a "cleansing exhalation" - PFF - pronounced through the lips folded into a tube.
A "cleansing exhalation" is performed before and after each sound exercise.
The second compulsory exercise - "closed moan" - MMM - is performed while sitting, leaning forward.
Inhale through the nose (1-2s), pause - 1s, active exhalation through the mouth for 2-4s with sounds, then pause for 4-6s. The exhalation should be 2 times the inhalation.
In BA, buzzing, growling, hissing sounds are pronounced loudly and energetically.
With DN, the same sounds are pronounced softly, quietly.
The duration of the lesson is to start with 5-6 minutes. gradually increasing the class time to 25-30 minutes 2-3 times a day.
Exercise therapy for acute pneumonia
Exercise therapy tasks:
Restoration of ventilation in the affected areas
Providing drainage function
Stimulation of blood and lymph circulation in the affected area
Prevention of complications
Contraindications:
DN 3 degrees
Abscess formation of pneumonia
Hemoptysis
Severe shortness of breath
Motor mode – bed
I. p. lying on your back, on your side and sitting
Static breathing exercises
Dynamic physical exercises for small and medium muscle groups
To improve pulmonary ventilation, dynamic breathing exercises with prolonged exhalation are used.
Turns and bends of the torso
Duration of the procedure - 10-15 minutes
Motor mode – ward
Starting position - sitting on a chair
Static and dynamic breathing exercises
Increasing the amount of exercise for the muscles of the shoulder girdle, upper limbs and trunk
Drainage breathing exercises
Static breathing exercises with dosed resistance
The duration of the procedure is 20-25 minutes
Physical activity of a cyclical nature - dosed walking.
Classic massage
Chest massage - first the front wall, and then the back (back).
The basic techniques are applied: stroking, rubbing, kneading and vibration.
Chest massage begins with the lower sections and ends with the upper sections.
Vibration is combined with drainage exercises and coughing.
The duration of the procedure is 10-15 minutes, daily or every other day.
Physiotherapy:
Ultrasonic aerosol inhalation with antibiotic... Assign for 2-3 days. Most often, aminoglycosides are used (40 mg of gentamicin are dissolved in 10-20 ml of distilled water for one inhalation), 2 times a day, the course is 6-7 days.
Electrophoresis:
with 2% solution of aminophylline - bronchodilator effect
with 0.1% solution of dionin with a strong cough,
with 2-5% calcium chloride solution - anti-inflammatory and desensitizing effect
Decimetre wave(UHF) therapy is prescribed on the second day after the temperature has returned to normal and with the exclusion of purulent complications (abscess, etc.). Effects: anti-inflammatory, improving microcirculation, desensitizing, locally increases the temperature by 1-2 °. Course of 10 procedures, daily.
UHF - therapy... Effects - anti-inflammatory, antispasmodic, stimulates protective functions and local blood and lymph circulation. The plates are placed on the site of inflammation. The course is 10 procedures daily.
Exercise therapy for bronchial asthma
Exercise therapy tasks:
Reducing bronchospasm
Drainage of bronchi
Restoring the biomechanics of respiration, reducing the rate
Strengthening the respiratory muscles, increasing the mobility of the diaphragm and chest
Improving oxygenation and gas exchange
Regulatory effect on the respiratory center
Prevention of complications
Improving the functional state and reserve capabilities of the cardiorespiratory system
Increased exercise tolerance
Contraindications:
Asthmatic status
Tachycardia more than 120 beats / min
Severe pulmonary heart failure
Exercise therapy means:
Exercise for all muscle groups (especially chest and shoulder muscles)
Static breathing exercises that enhance diaphragmatic breathing
Dynamic breathing exercises that form a full and extended exhalation
Sound gymnastics
Breathing exercises using inflatable toys
Gymnastics to reduce the speed (according to V.V. Gnevushev):
1. Inhalation through the nose - relaxed, silent, elongated, submaximal.
2. Exhale through the nose - full.
3. Observe the ratio of the duration (CI) of inhalation and exhalation.
The training is built according to the scheme: (CI 2: 4) - (CI 3: 4) - (CI 4: 4) - (CI 6: 4) - (CI 8: 3). 4. Combine a prolonged inhalation and exhalation with the movements of the arms, legs and trunk, when walking.
In the interictal period - cyclic aerobic exercise (dosed walking, health path, swimming, exercise on a stationary bike and treadmill).
Relief of asthma attack:
Starting position - sitting with your hands on the table or the back of the chair in front
Relax the muscles of the shoulder girdle and chest
Breathing is shallow. After each exhalation, it is recommended to hold your breath for 3-4 seconds, then a shallow inhalation. (Superficial inhalation reduces irritation of the bronchoreceptors, and holding the breath after exhalation reduces the flow of pathological impulses to the respiratory center and creates conditions for the accumulation of carbon dioxide).
Point massage (according to V.S. Ibragimova)- the onset period. The technique provides for light pressure for 3-5 minutes on each point.
T1 (da-jui) - asymmetrical, located on the back along the midline between the spinous process of the VІІ cervical vertebra and the I thoracic vertebra. It is massaged in a sitting position with the head tilted forward.
T2 (feng-men) - symmetrical, located 1.5 tsun to the side of the midline of the spine (paravertebral) at the level of the gap between the spinous processes of the II and III thoracic vertebra. The points are simultaneously massaged from both sides, etc. sitting or lying on your stomach.
T3 (fei-shu) - symmetrical, located 1.5 tsun to the side of the midline of the spine (paravertebral) at the level of the gap between the spinous processes of the III and IV thoracic vertebra under T2. The points are simultaneously massaged from both sides, etc. sitting or lying on your stomach.
T4 (tien-tu) - asymmetrical, located in the middle at the jugular notch of the sternum. Massaged in I. p. sitting.
T5 (zhong-fu) - symmetrical, located in the first intercostal space under the acromial end of the clavicle. It is massaged simultaneously from both sides in the SP. sitting.
T6 (jian-jing) - symmetrical, located in the center of the supraspinatus fossa of the scapula (if you put your palm on your shoulder, the index finger will be at this point). Massage simultaneously from both sides in the sp. sitting, bending forward or in I. p. lying on your stomach.
T7 (tien-fu) - symmetrical, located on the inner surface of the shoulder 3 tsun below the axillary fold. Massage in a sitting position, alternately on the right and left.
Т8 (chi-chze) - symmetrical, located on the front surface of the elbow joint from the side of the thumb in the skin fold. Massage in a sitting position, placing your hand on the table, palm up, alternately to the right and left.
T9 (xuan-ji) - asymmetrical, located in the center of the sternum handle under T4. Massage while sitting or lying on your back.
T10 (da-chu) - symmetrical, located 1.5 tsun to the side of the midline of the spine (paravertebral) at the level of the gap between the spinous processes of the I and II thoracic vertebra. The points are simultaneously massaged from both sides, etc. sitting with your head tilted forward.
T11 (shu-fu) - symmetrical, located 2 tsun to the side of the front midline under the collarbone. Massage on both sides at the same time.
PHYSIOTHERAPY:
Ultrasonic aerosol inhalations of aminophylline, ephedrine, alupenta, diphenhydramine. Duration 10 minutes daily, course of 10-12 procedures.
High-intensity pulse magnetotherapy (HIMT) to increase the motor activity of the intercostal muscles and diaphragm, normalize the autonomic and endocrine regulation of the respiratory function. Duration 10 minutes daily, a course of 6-8 procedures.
Decimetwave therapy to the adrenal glands. Duration 10-12 minutes daily, course of 10 procedures.
Electrophoresis of adrenaline, aminophylline, ephedrine 15-20 minutes, daily, a course of 10-12 procedures.
Intranasal calcium electrophoresis.
Laser therapy with infrared laser radiation paravertebral at the level of 3-9 thoracic vertebrae, along the midline in the region of the middle third of the sternum, adrenal region. The effectiveness increases if you combine the impact on the zones with supravenous (percutaneous) irradiation of circulating blood with an infrared laser or endovasal irradiation with a helium-neon laser.
Diadynamic therapy or diadynamophoresis of aminophylline, adrenaline on the paravertebral regions from the V cervical to the X thoracic vertebra.
BREATHING EXERCISES
The following types of breathing exercises are conventionally distinguished: static, dynamic and special.
Static breathing exercises are those in which breathing is carried out without simultaneous movement of the limbs and trunk. They are most often used at the beginning of teaching correct breathing and to regulate the increased activity of the cardiovascular system (see Fig. 1).
Breathing exercises are called dynamic exercises, which are carried out simultaneously with the movement of the limbs and the body, with the obligatory complete coordination of the amplitude and tempo of the movements performed with the rhythm and depth of breathing. If there is no consistency, then body movements will not contribute to breathing movements, which, in turn, will disrupt the dynamics of the exercise being performed. While performing the exercises, one should not allow holding the breath; it should be free and calm.
Inhalation is performed simultaneously with straightening the body, raising the upper limbs, moving them to the sides, etc., that is, when the chest expands. The exhalation is done when the chest collapses at the time of lowering the upper limbs, bending the body forward, pulling the lower limbs to the stomach, etc.
Rice. 1. Static breathing exercisesExercise 2. Performed while sitting with self-control: a - inhale; b - exhale.
Exercise 1. It is performed lying: a - inhale; b - exhale.
Exercise 3. Performed while standing: a - inhale; b - exhale.
Exercise 4. Performed while standing: a - inhale; b - exhale.
Special breathing exercises are aimed at obtaining a specific therapeutic effect in one or another case of dysfunction of the respiratory system. For example, with difficulty in exhaling in patients with emphysema, exercise with pressing the chest with hands while exhaling or aimed at combating the adhesive process with exudative pleurisy, deep breathing when the body is tilted to the side.
Education of the skills of correct speech breathing.
breathing exercises.
1. Education of the skills of correct speech breathing
Breathing is one of the most important functions of the body. Today, special breathing practices have been developed that are aimed at using the hidden reserves of the body, disclosing its potential, and increasing efficiency. However, in the special literature there is not enough information about what we can change using various techniques of conscious control of the respiratory processes.
The development of speech breathing is the most important section in the system of correctional work in almost any speech pathology: stuttering, dysarthria, rhinolalia, voice disorders, dyslalia. And although each speech disorder has its own specificity of activity, the common thing is the development of skills for a smooth, prolonged, purposeful exhalation. I conduct classes aimed at developing speech breathing with children who have a general underdevelopment of speech, in order to activate their mental activity, develop the melodic and intonational side of speech, consolidate lexical topics and grammatical categories and to stimulate interest in classes.
Work on the development of speech breathing should be carried out systematically, sequentially, taking into account speech pathology, and with preschool children - in a playful way. I have collected and systematized my 20-year experience of working with preschool children with various speech pathologies
The main tasks of work on the development of speech breathing:
formation of skills of correct speech breathing;
strengthening the muscles of the face and chest;
prevention of diseases of the upper respiratory tract and nervous system;
increasing the mental performance of children;
normalization of sound pronunciation and prosodic components of speech;
consolidation of lexical topics and grammatical categories;
stimulation of interest in classes.
Also, breathing exercises improve posture, stimulate the movement of the diaphragm, improve blood circulation, harmonize the activity of the respiratory, nervous and cardiovascular systems.
Breathing is a reflex act and is performed without the intervention of human consciousness. But on the other hand, breathing is a controlled process when it is directly related to the pronunciation of speech. Such breathing is called speech (phonation, or sound) and requires special training.
What is the difference between speech breathing and normal breathing? Breathing in life is involuntary. It performs the function of gas exchange in the human body. Inhalation and exhalation are made through the nose, they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause. Normal physiological breathing is not enough for speech. A greater amount of air is required, a constant respiratory reserve, its economical consumption and timely renewal, regulated by the respiratory center of the brain. In speech breathing, inhalation and exhalation are not equal, the latter is much longer than inhalation (in a ratio of 1:10, 1:15). After a short breath, there is a pause to strengthen the abdominal press, and then a long sound exhalation. The sequence of speech breathing is inhalation, pause, exhalation.
It is imperative to breathe through the nose. The habit of breathing through the mouth is harmful and leads to diseases of the thyroid gland, tonsils (tonsils), and the respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs well, the middle ear cavity, and has a beneficial effect on the blood vessels of the brain. It is imperative to breathe through the nose both in everyday life and when doing breathing exercises. At small pauses, the intake of air is done by the mouth, since it is impossible to inhale quickly, fully and silently through the long narrow nasal passage. Therefore, when setting speech breathing, it is advisable to teach children to inhale through their mouths through slightly parted lips (light smile). In this case, the tongue lies calmly at the bottom of the mouth, opening the air to the air stream. A light smile relieves muscle tension and is the natural beginning of free speech. Your own palm will help to control the correct speech breathing, if you put it on the diaphragm, i.e. between the chest and abdomen. When you inhale, the wall of the abdomen rises, the lower part of the chest expands. When you exhale, your abdominal and chest muscles contract.
Speech sounds are produced when you exhale. The flow of exhaled air enters from the lungs into the larynx through the trachea (windpipe) and from there into the oral cavity, while passing through the vocal cords located across the larynx and separated by the glottis. The vocal muscles, under the influence of brain impulses, set in motion the ligaments, which vibrate the air flow passing through them and create sound vibrations. The articulating muscles contract under the influence of impulses from the brain, and sound vibrations are converted into speech sounds.
Since the sounds of speech are formed during exhalation, its organization is of paramount importance for the formulation of speech breathing and voice, for their development and improvement.
Therefore, the ultimate goal of training speech diaphragmatic-costal breathing is training for a long expiration (and not developing the ability to inhale the maximum amount of air), training the ability to rationally use the air supply during speech. To do this, it is necessary to accustom the muscles involved in the respiratory process and holding the chest in an expanded state, not to relax passively, immediately after inhalation. Their relaxation should occur gradually, as needed. To develop this type of breathing, below are educational and training exercises conducted with preschool children in a playful way.
Regular training in slow breathing is a good way to increase the strength of the defense mechanisms that keep the brain from insufficient blood supply. Slowing down and holding the breath, accompanied by a decrease in oxygen and an increase in carbon dioxide in the blood, triggers the corresponding mechanisms, including reflex vasodilation and an increase in cerebral blood flow.
Speech, diaphragmatic-costal breathing, in which the inhalation is short and the exhalation is long, just trains these sanogenetic (defense) mechanisms, thereby playing a physiological role in increasing mental performance.
Distinguish between static and dynamic
breathing exercises.
Static breathing exercises are performed either with complete immobility of the body, or accompanied by light movements. The purpose of such exercises is the development of differentiated breathing through the mouth and nose, the acquisition of speech diaphragmatic-costal type of breathing with the predominant training of prolonged exhalation.
Dynamic breathing exercises are associated with walking, slow running, arm, leg and trunk movements and include elements of physiotherapy exercises.
It is known that in the process of physical therapy, the nervous system is restructured according to the type of formation of a conditioned respiratory reflex. In addition, physical exercises have a positive effect on the mood and emotions of the child, cause a feeling of joy, cheerfulness, and create a more balanced neuropsychic state. In children, new conditioned reflex connections are quickly created, pathological reflexes are suppressed, and nervous regulation of the breathing process is restored.
Regular exercises for the development of speech breathing, carried out by a defectologist in the classroom and by educators in a group, will ensure normal sound pronunciation, create conditions for maintaining the loudness of speech, clear adherence to pauses, maintaining the fluency of speech and intonational expressiveness, and they will also strengthen the child's health, increase his mental abilities.
When carrying out breathing exercises, the following conditions must be observed:
Do not overwork the child, i.e. strictly dose the amount and pace of exercise;
Make sure that the chest does not overflow with air, so that the child does not strain his shoulders and neck;
All breathing exercises should be done before meals in a well-ventilated area.
With each lesson, the tasks should become somewhat more complicated. The competitive component can be used for correctional and educational purposes. At the same time, it is always necessary to create a situation of success for the children.
Work on the development of speech breathing is divided into two stages:
Stage 1 - the development of a directed air jet, necessary for the correct pronunciation of sounds.
Stage 2 - training the duration of speech breathing and the ability to pronounce a phrase consisting of 3-6 words on one exhalation.
Work on the development of speech breathing with preschoolers is best done in a playful way. This will ensure a higher level of activity for children in the classroom.
2.Static and dynamic breathing exercises
Complex of static and dynamic
breathing exercises
Gymnastic exercises are used either by themselves for the purpose of general strengthening of the body (dynamic), or in combination with breathing exercises at a certain position of the body (static). A special set of exercises should be performed in the morning after sleep. First, to improve breathing and blood circulation, morning hygienic exercises are performed, bringing the body into a state of wakefulness. Respiratory exercises are performed on an empty stomach or 3 hours after eating, in the fresh air or in a well-ventilated area. You only need to breathe through your nose. You can carry out gymnastics in the starting position standing or sitting on a mat with crossed legs, as well as in a lying position or while walking. You need to do it every day for 15-20 minutes. Respiratory gymnastics is mastered in three stages. After a step-by-step solid mastery of the exercises, they can be included in morning exercises, in independent physical education classes, or performed during walks.
At the first stage, they teach to change the rhythm, tempo and amplitude of respiratory movements. They spend 10 sessions, gradually increasing their duration.
Static exercises
Nasal breathing with a closed mouth at an acceptable pace for the patient for 1 min.
Nasal breathing with counting the number of breaths in and out in 1 min.
Inhale and exhale alternately through the left and right nostril 3-4 times.
Abdominal breathing
The hands are placed on the stomach, during inhalation, the front wall of the abdomen is protruded, during exhalation, the abdominal wall is pulled in. Repeat 8-10 times.
Chest breathing
The arms are located on the sides of the chest. In this case, the lungs expand on inhalation and contract on exhalation. Exercise has a good firming effect. Repeat 8-10 times. 6. Full breathing. One hand is placed on the chest, the other on the stomach. When you inhale, the muscles of the lungs work, when you exit, the muscles of the abdominal press. Repeat 8-10 times.
Slowing down the rhythm while deepening breathing for 1-2 minutes.
Dynamic exercises
Following static breathing exercises, dynamic breathing exercises are included.
Dynamic exercises are associated with walking, slow running, arm, leg and trunk movements and include elements of physiotherapy exercises.
According to the physiology of higher nervous activity, in the process of physiotherapy exercises, the nervous system is reorganized according to the type of formation of a conditioned respiratory reflex. In addition, physical exercises have a positive effect on the mood and emotions of the patient, cause a feeling of joy, cheerfulness, and create a more balanced neuropsychic state. In children, there is a great efficiency of physiotherapy exercises in connection with the extreme plasticity of the child's brain. They quickly create new conditioned reflex connections, suppress pathological reflexes and restore nervous regulation of the breathing process.
The purpose of the conducted physical education is determined by the therapeutic objectives, the general condition of the sick child, and the characteristics of his illness. We are faced with the task of educating the patient with the skills of proper breathing, the fight against respiratory failure, the improvement of the whole organism, the development of chest mobility, and an increase in the vital capacity of the lungs. To do this, it is necessary: 1) to teach the child to breathe through natural paths (mouth and nose), thus preparing him for decannulation and subsequent closure of the stoma; 2) to develop the mechanism of speech breathing, paying special attention to the training of exhalation, 3) to physically strengthen the child's body, 4) to increase the motor and physical activity of the body and the patient's working capacity. It is important not to overwork sick children, to interest them by combining gymnastic exercises with games.
When compiling a complex of breathing exercises for children suffering from papillomatosis and cicatricial stenosis of the larynx, it is necessary to take into account the state of their voice and respiratory function, since breathing-voice exercises are complicated by the absence of voice and breathing through natural pathways; in addition, asthenization of the child's body requires a strict dosage of exercises, a certain pace and rhythm of movements.
The initial form of physiotherapy exercises is hygienic gymnastics, which increases the general tone of patients. After 10-14 days, special gymnastic breathing exercises are introduced, which alternate with general strengthening exercises.
The course of speech therapy physical therapy includes exercises based on a combination of movements of the trunk and limbs with the pronunciation of sounds as you exhale. The purpose of these exercises is to train the lower rib-diaphragmatic breathing, as well as to strengthen the child's body in general.
1. Complex of physiotherapy exercises
I. Introductory section.
The task of the introductory section is the gradual involvement of the child in the lesson, the development of a differentiated exhalation through the mouth and nose.
Exercises:
1) construction,
2) even walking,
3) inhale and exhale alternately through the mouth and nose.
II. Main section.
The task of the main section is a gradually increasing training of the body, the setting of speech breathing with an emphasis on prolonged exhalation.
Exercises:
1) The starting position is lying (this relaxes the muscles of the whole body, including the larynx). Inhale and exhale through the mouth and nose. When inhaling, the front wall of the abdomen and the epigastric region rise and protrude, while exhaling, they descend. In this case, the upper shoulder girdle is almost motionless. 2) Starting position - standing, legs together. Raise your arms through the sides up - inhale, lower your arms - exhale.
3) Starting position - standing, legs together. Raise your hands to the back of your head - inhale, lower your hands - exhale.
4) Starting position - standing, legs together. Turning the torso and head to the right with the arm to the side - inhale, starting position - exhale.
5) Starting position - standing, legs together. Side bends of the torso: the arms alternately slide along the torso to the armpit. When you exhale, sounds with, pf, psh are pronounced for a long time.
6) Starting position - standing, legs together. Bending the head alternately to the left and right shoulder.
7) Starting position - standing, legs together. Bending the head back and forth with the neck.
8) Starting position - standing, feet shoulder-width apart. Raise your hands through the sides up, sit down, wrap your hands around your knees and say uh, uh.
9) Starting position - standing, feet shoulder-width apart. Move your arms to the sides and raise them above your head. Interlace your fingers - inhale. Rapid tilt of the torso forward with the pronouncement on the exhale uh (exercise "lumberjack").
10) Starting position - standing, legs together. Hands through the sides up - inhale, hands down with the pronunciation of consonants on the exhale with, uh, uv.
11) Starting position - standing, legs together, boxer pose. Moving the arms forward with force and making the sound g.
12) Starting position - standing, feet shoulder-width apart. Slowly raise your hands through the sides, clap - inhale, lower your hands with the pronouncement of ox, wow as you exhale.
13) Starting position - standing, feet together, hands on hips. Lunges alternately with the right and left legs with arms extended to the sides.
14) Starting position - standing, legs together. Raise the left and right leg alternately and clap under the knee.
15) Starting position - standing, legs together. Squats with arms extended forward.
16) Ball exercises:
a) throw the ball up with the pronunciation of wow, wow,
b) toss the ball, sit down, catch and pronounce h, f, c,
c) the ball on the floor, bend over, take the ball, lift it up, put it on the floor with an exhalation uh,
d) ball game: build the children in a circle at large intervals and pass the ball to a neighbor while pronouncing words; build the children in a column, put one child against the column and give him the ball (he is the driver). The driver passes the ball to the one in front with the uttering of any sound, the one in front passes it to the driver and runs to the end of the column. Whoever drops the ball becomes the driver.
Thus, most exercises involve pronouncing vowels and consonants simultaneously with the movements of the upper and lower extremities. Prolonged pronunciation of vowels and consonants develops a prolonged exhalation. Usually, at the initial stage of learning, children can pronounce these sounds for 5-7 seconds, gradually the exhalation is lengthened to 15-20 seconds. In the future, the exercises become more complicated - on one exhalation, combinations of two, three sounds are pronounced (vz, (vo, vu, zu, zhu, etc.).
III. Final section.
The task of the final section is to reduce the overall physiological load, relieve fatigue, and return the child to its original state.
Exercises:
1) breathing exercises,
2) distracting exercises (claps, singing),
3) walking with gradual deceleration.
Of all the listed exercises of the course of speech therapy physical therapy for 5-6 days, exercise complexes are made. The dosage, the pace of the exercise vary depending on the age of the child, the nature and course of his disease, the state of speech and vocal function. Physiotherapy exercises are carried out throughout the entire process of treating a child, being an essential link in the overall chain of therapeutic measures.
2. Complex "Gymnastics of the Pharaohs"
The peculiarity of this gymnastics (the set of exercises "Towards the Sun") is that it consists of several static postures of the ancient physical culture of Indian yogis and is a combination of classical asanas that promote the development of flexibility of the spine and stimulate breathing.
All ten poses are organically transformed into one another, making up a dynamic chain of exercises with optimal load on the spine and limbs. Gymnastics provides active breathing and cleansing of the lungs due to full inhalation - exhalation during static poses.
This set of physical exercises can be used not only for morning physical exercises, but also for warm-ups before competitions or active rest, as it quickly increases the tone of muscle groups and joints and brings a person into the rhythm of physical activity.
Depending on the goal, the complex can be performed at different rates, with varying degrees of stress, an unlimited number of times.
No matter where you exercise, face the sun.
A set of exercises
1. Stand up straight. Place your feet about the width of your feet, hands in front of your chest, palms closed; look towards the sun.
2. Inhale, slowly raise your hands up, bend in your back until a slight pain in the lower back, hold your breath, spread your fingers apart. Fix this position.
3. As you exhale, bend forward, bending at the lower back. Keep your legs straight and tense, try to put the palms of your hands completely on the floor (ground). In this position, look at your stomach, trying to bring your forehead to your knees.
4. Leaning on your fingers, put your left leg back, lift your head and arch your back until a slight pain appears, while taking a deep breath.
5. Bring your right foot to your left. Keep your neck, back, and legs straight and tense. Transfer the severity of the body to straight arms. Turn your face to the floor, look down. Don't breathe (until you want to breathe in).
6. Bend your arms at the elbows, chest. get close to the floor and almost snuggle up to it. Take a deep breath (if your hands are weak, just touch the floor with your forehead and knees).
7. Press your hands off the floor, keep your body straight and tense, head straight. Look down in front of you. Don't breathe.
8. Raising your head up and throwing it back during a deep breath, bend in the back until a slight pain. Look up.
9. Starting exhalation and lifting the pelvis up, do not lift the palms of hands and socks off the floor, strain your legs and straighten your back, pressing your chin to your chest. Look at your belly. Finish your exhalation.
10. Place your left foot forward at the level of your palms, do not lift your hands off the floor. Beginning with a deep breath, arch your back. raise your head and. keeping it straight, look ahead. Finish inhaling.
11. Bring your right leg to your left, bring your head to your knees, straighten your knees, look at your stomach - breathe out.
12. While inhaling, straighten, raising your arms up and behind your head, and bend in your back until you feel slight pain, deepening the inhalation.
13. Beginning to exhale, lower your arms through the sides to your chest, put your palms together in front of your chest, and press your elbows to your ribs. This position ends the complex.
Static-dynamic gymnastics is an excellent means of overcoming various ailments, maintaining vitality and mental stability. Static exercises restore the tone of internal organs, help maintain all joints in good condition, as well as the muscles of the abdominal, pelvis, and neck. chest, limbs. By preventing sprains, it significantly improves posture and coordination of movements.
Contraindications In case of congenital defects of the spine, scoliosis or infringement of the intervertebral disc, inclinations in exercises 2, 9 or stretching in exercises 3,6,8 are contraindicated. With sciatica, exercise is also limited.
Card file of games on
development of speech breathing
"MAGIC CAPS"
Material: multi-colored paper caps.
Previously, the children name the color of each of the caps, which are displayed in a row on the table. One child sits down at the table and blows on the cap that the leader calls (2-3 caps). The caps are lined up again, this is how all the children play.
"MASHENKA"
Material: girl cap; forest decorations: spruce, birch, etc., made of cardboard and painted - all trees are on stands.
A forest decoration is displayed on the table. At some distance from it, a girl-cap is placed. The child is called, he sits down at the table and slowly blows on the cap. The rest of the children comment: (Mashenka went into the forest, approached the forest, entered the forest, left the forest). Then another child blows, etc.
The game is played using caps, which are made as follows. A circle with a diameter of 16 cm is cut out of colored paper, which is cut into two semicircles. The ends of each semicircle are overlapped and glued together. In the upper part of the resulting cone, you can insert the head of any animal, clown, girl, etc., also made of paper and painted.
"ANIMAL TOYS"
Material: animal caps: fox, wolf, bear, hare, frog, mouse; forest scenery (the same).
Children call animal caps and place them at some distance from the forest scenery. One child is called, he blows on the cap-animal, trying to bring it closer to the forest. The rest of the children comment (the wolf ran into the forest). Then the next child is called, he blows on another cap-animal. The rest of the children comment (the fox ran into the forest, etc.).
The game is played using caps, which are made as follows. A circle with a diameter of 16 cm is cut out of colored paper, which is cut into two semicircles. The ends of each semicircle are overlapped and glued together. In the upper part of the resulting cone, you can insert the head of any animal, clown, girl, etc., also made of paper and painted.
"KOLOBOK"
Material: aluminum or wood groove; yellow plastic ball; animal caps: hare, wolf, bear, fox.
The tale "Kolobok" is told. At the words "... and the Kolobok rolled further" one of the children blows on the ball, which is rolling along the groove. At the end of the groove, the Kolobok meets the next hero of the fairy tale - a cap-animal. The tale continues, but next time another child blows on the ball.
The game is played using caps, which are made as follows. A circle with a diameter of 16 cm is cut out of colored paper, which is cut into two semicircles. The ends of each semicircle are overlapped and glued together. In the upper part of the resulting cone, you can insert the head of any animal, clown, girl, etc., also made of paper and painted.
"WIND, WIND"
Material: a wooden rack with a bar that varies in length and height depending on the height of the children and their number, on which objects made of thin paper and brightly colored in accordance with the topic under study are hung on a thread 10 cm long:
maple leaves (red, yellow, green, etc.) - "Leaf fall";
oak, linden, birch, maple leaves, etc. - "Relative adjectives";
snowflakes - "Snowfall";
figurines of birds (starlings, rooks, larks, etc.) - "Migratory birds";
figurines of birds (crows, pigeons, sparrows, tits, etc.) - "Wintering birds";
figurines of butterflies, beetles, dragonflies, etc. - "Insects";
daisies, bells, cornflowers, etc. - "Wildflowers";
roses, tulips, carnations, etc. - "Garden flowers";
colored balls - "Basic colors";
colored balls - "Basic colors";
multicolored flags - "Shaded colors".
First, the children remember the names of the items posted on the counter. Work is underway to consolidate lexical topics and grammatical categories. Then the game begins.
Option 1. Children sit on high chairs, each one opposite an object hung on the counter (the object is at the level of the child's mouth). At the signal of the teacher, they blow on him. Whose object will fly further, he won. Repeat 3-4 times with a break.
Option 2. Two children are called. One of them is the presenter. He names something hung on the counter. Another child blows on him. If he completes the task correctly, he becomes the leader. All children take part in the game.
"KICK THE BALL INTO THE GATE"
Material: two gates 10 and 15 cm wide (they can be replaced with cubes); scoreboard with numbers or red circles inserted into it; the ball is a cotton ball.
On the edge of the table opposite from the children, a gate is placed, next to it is a scoreboard. The child crouches in front of the table and blows on a cotton ball until it hits the gate. If this succeeds, then a red circle or a corresponding number appears on the board, which he can select and insert into the board himself. Then another child blows, the score is increased. All children take part in the game. To complicate the game, narrower gates are placed.
"LET'S LEAVE THE PUSH"
Material: for each child a fluff or a rectangle cut out of tissue paper
(1x3 cm).
Each child takes a fluff, blows on it and watches how it flies. Then he picks up the fallen fluff. Repeat the exercise 5-6 times.
"WHOSE LANGUAGE IS LONGER"
Material: for each child a toy "air tongue" made of rolled foil with a plastic tube attached to it. All airy reeds are different colors.
Each child takes his "air tongue" and blows once into the tube so that the foil unfolds. Whose "tongue" is longer, he won. Repeat the exercise 3-4 times with a break.
"GURGLING"
Material: a plastic cup for each child, 1/3 filled with water; straws or plastic straws for a cocktail.
The teacher invites the children to take a tube, put it in a glass of water, inhale through their nose and slowly exhale air into the tube.
"MUSICIANS"
Material: for each child a toy musical wind instrument: pipe, trumpet, saxophone, harmonica, etc.
The name of each musical instrument is pre-fixed. Children take turns playing their musical instruments. Then the one that the conductor points to plays.
"THE WIND IS WALKING ON THE SEA AND THE SHELL FITS UP"
Material: container with water; egg shell. The container is half filled with water. Eggshells are placed on the water. Children take turns sitting in front of the container and slowly blowing on the shell so that it swam to the other "shore" and does not drown.
"LET'S ROLL LOGS"
Material: one round unsharpened pencil for each child.
The teacher invites the children to squat near the table (mouth at table level), put a round pencil ("log") in front of them and blow on it so that it rolls. Repeat the exercise 3-4 times. For complication, a faceted pencil is used instead of a round pencil.
"PING PONG"
Material: container with water; ping pong ball.
There is a container of water on a small table. The teacher calls the children in pairs. They sit on chairs in front of the water tank opposite each other and but queues blow on the ping-pong ball.
"FLY, CLOUD!"
Material: for each child, a cloud, cut out of paper, colored and attached to a thread 10 cm long.
Children take a cloud by a string, bring it to their mouths and blow. Repeat 4-5 times with a break.
"BREEZE"
Material: a small tube made of thick cardboard or Whatman paper 10-15 cm long and 3-5 cm in diameter.
The teacher first blows on the child's hand or hair, and then asks him to “blow in the same way”, i.e. bring your lips to the tube and exhale.
"SHEPHERD"
Material: for each child, a 0.5 liter plastic bottle with a cut off the bottom.
The teacher invites children to clasp the neck of a plastic bottle with their lips and hum.
"Nightingale robber"
Material: individual whistles for each child.
The teacher invites children to bring the whistle to their mouths and exhale into it strongly and for a long time so that a prolonged whistle is obtained.
"DESERT"
Material: clean pacifiers for each child.
The teacher distributes pacifiers to children. They take them in their mouths and spit them out one by one. The winner is the one whose dummy will fly the longest distance.
"CANDLE"
Material: for each child a strip of colored paper 2-3 cm wide and 10 cm long.
To control the correct speech breathing, the teacher invites the participants to breathe calmly, quietly through their mouths. Feel how your stomach puffed up at the same time. Then immediately begin to exhale slowly and evenly. The paper will deflect. If the exhalation is even, then it will be in a deflected position to the end. Repeat with a break 2-3 times.
"STRAIGHT CANDLE"
Material: large candle-shaped strips of colored paper for each child.
The teacher explains to the children that this "candle" is large. It will be difficult to repay it, but it must be done. The teacher offers to take the "candle" in the right hand, and put the left on the stomach. Inhale, hold your breath for a second and blow sharply on her. Children should feel how the abdominal muscles tighten. Repeat with a break 2-3 times.
"EXTINGUISH 2, 3, ... CANDLES"
Material: five identical candles made from strips of colored paper.
The teacher invites the children to put their left hand on their stomach and on one exhalation (without air intake) “extinguish” 2 candles, dividing the air into two portions. Then extinguish 3, 4, 5 candles. The volume of air is still the same, but each portion on exhalation becomes smaller. (The movements of the diaphragm are rhythmic, intermittent.) Repeat with a break 2-3 times.
"RAIN"
Material: shiny Christmas tree rain.
Shiny threads of rain are attached to a thin string stretched parallel to the floor. The child comes up to the rain, which is at the level of his mouth, and blows. The threads of the rain deflect under the influence of the air jet, then return back. Repeat 4-5 times.
"NEW YEAR GIRLANDA"
Material: shiny Christmas garland.
The garland is laid out on the table. The teacher invites the children to blow on it once so as to "move" from the spot. Children take turns doing the exercise, with the garland moving from one edge of the table to the other.
"SNOW FALLS"
Material: a small ball of cotton wool for each child.
The teacher invites the children to put a ball of cotton on their palm and blow so that the cotton comes off. Repeat 3-4 times.
"FUNNY CLOWNS"
Material: two clown caps; cubes or bricks to build a circus arena.
Children build a circus arena on a small table made of cubes or bricks. The teacher calls them in pairs. They sit on chairs in front of the table, facing each other. Clown caps are placed at the opposite end of the arena. Two children blow on the caps, the rest of the guys comment (clowns move, fall, have fun, etc.).
The game is played using caps, which are made as follows. A circle with a diameter of 16 cm is cut out of colored paper, which is cut into two semicircles. The ends of each semicircle are overlapped and glued together. In the upper part of the resulting cone, you can insert the head of any animal, clown, girl, etc., also made of paper and painted.
"TEREM-TEREMOK"
Material: a house with an opening door, made of cardboard, brightly colored, standing on a stand; animal caps (the same).
The teremok is installed on a small table. Children repeat the plot of the fairy tale. Then everyone chooses a hero for himself - a cap-animal and names him (this is a mouse-no, this is a frog-frog, etc.). The narrator (he may be a child) begins to tell a fairy tale, the campaign of which each of the children sits down at the table and blows on his hero so that he gets into the door of the house.
The game is played using caps, which are made as follows. A circle with a diameter of 16 cm is cut out of colored paper, which is cut into two semicircles. The ends of each semicircle are overlapped and glued together. In the upper part of the resulting cone, you can insert the head of any animal, clown, girl, etc., also made of paper and painted.
"WIND"
Material: "wood" on a support, the crown of which consists of multi-colored strips of paper.
The "tree" is placed on a small table. The child sits down at the table and blows on its crown 2-3 times with a break, i.e. on strips of paper, depicting the wind.
"FEEDER"
Material: a wooden feeder, in the center of which a bird figurine made of paper and painted is attached by a thread 10 cm long.
The bird feeder is placed on the table. The child sits down on him (the bird is at the level of his lips) and blows on it. At the same time, she flies out of the trough. The child stops blowing and the bird returns. Repeat 3-4 times with a break.
"STRONG WIND"
Material: for each child, a snowflake made of tissue paper.
Each child puts a snowflake on their palm. He brings it to his lips and blows so that the snowflake flies off. Repeat 3-4 times.
"SNOWFLAKES FLY, WHITE DRESSES"
Material: a ball of cotton wool for each child, which must be loosened so that it becomes as light as a fluff.
Children blow on the "snowflakes", preventing them from falling, all the time supporting them in the air. The winner is the one who kept the "snowflake" longer than other participants.
"HELP THE SKIER"
Material: figurine of an athlete on skis, made of paper and painted; ruler with holder.
The child sits down at the table. He takes a ruler in his hand, turns it over so that the holder is at the bottom, and holds it by the holder. A skier figure is placed on the edge of the ruler closest to the child. The child brings the ruler to his lips and blows on the skier. Under the pressure of air, the skier moves along the ruler and "jumps" down from the springboard. Repeat 3-4 times.
"KING OF THE WINDS"
Material: weather vane in the form of a rotating red flag, attached to a post 25-30 cm high.
Children sit in a circle on the floor. A weather vane is placed in the center. With the help of a counting room, a child is selected who will blow on the weather vane first. Further blows the one at whom the weather vane points. (For complication, the flag can be replaced with a triangle.)
"PLAY, HARMONY"
Material: for each child "accordion" made of strips of paper.
The teacher invites the children to take the "accordion" by the edges, bring it to the lips and blow on the strips. In this case, the strips should rise up. Repeat 4-5 times, trying to blow in different places of the "accordion".
"THE MILL TURNS THE WING"
Material: for each child, a spinner made of colored paper and attached to a wooden stick so that it can turn freely.
Each child chooses a turntable for himself, brings it to his lips and blows so that it spins. Repeat the exercise with a break
"VETEROK IS NOISE, BUBBLE IS SOUND"
Material: a clean bottle for each child (height 7 cm, neck diameter 1-1.5 cm).
The teacher brings his bottle to his lips and shows the children how it hums when blown into it. Further, he offers to hum for each child and all together.
It should be remembered that for the bubble to hum, the lower lip should slightly touch the edge of its neck. The air jet must be strong. Each child can only blow for a few seconds.
"DRIVE YOUR SHIP"
Material: container with water; set of paper boats.
Children sit in a large semicircle. In the center, on a small table, is a container with water. The teacher invites them to take their boat from one city to another, marking the cities with icons on the edges of the container. In order for the boat to move, you need to blow on it.
The child is blowing while sitting on a chair pulled up to the table. All children take part in the game.
"BY SEA, BY WAVES"
Material: container with water; boats 5-6 cm long, pre-made by children from multi-colored paper.
The order of the game is similar to the previous one. Each child blows on a handmade boat.
"BUBBLE"
Material: a set for blowing soap bubbles for each child.
Children dip the ring in a soapy solution, bring it to their lips and blow slowly into its center, trying to blow out as many bubbles as possible on one exhalation.
"LATHER"
Material: plastic cup with soapy water; a set of blowing tubes (plastic cocktail tubes).
The child takes the straw, lowers its tip into a soapy solution and begins to blow. Soapy foam forms. Other children take turns trying to blow this foam from the edge of the glass into the air.
"BIRD, SUMMER!"
Material: figurines of birds, cut out of tissue paper and brightly colored.
The birds are placed on the edge of the table opposite from the children. The teacher calls the children in pairs. Each participant sits down in front of the bird, blowing at it at the signal. Birds fly off the table. The rest are watching whose bird will fly away further.
Figurines of birds can be replaced with leaves cut from thin paper ("Leaf fall")
"A BIRD JUMP-JUMP-JUMP-JUMP"
Material: paper-cut and brightly colored bird figurines.
The teacher invites the children to squat near the table (mouth at table level), put a bird figurine in front of them and blow on it so that it jumps up several times. Repeat the exercise 3-4 times.
"CHOROVOD"
Material: a round dance of four figures of girls, cut out of paper, folded like an accordion, closed in a circle and brightly colored; decoration of the forest.
A glade forms on the table in the center of the forest decoration. A round dance of girls is staged in it. The child crouches down to the table and slowly blows in a round dance that moves across the clearing. Repeat 3-4 times.
"PREPARATION FOR THE HOLIDAY"
Material: one balloon, threads for each child.
The teacher invites children to inflate balloons for the upcoming holiday. Children should draw air through their nose and exhale slowly through their mouth into the opening of the balloon. Anyone who completes the task correctly will be able to play with an inflated balloon
Card file of games aimed at developing speech breathing using various objects
"VILLAGE, SAT AND FLIGHT AGAIN"
Material: for each child a leaflet made of green cardboard, to which some insect (butterfly, dragonfly, ladybug, etc.) is attached with a thread 10-15 cm long, made of paper and brightly colored.
Previously, children call all the insects sitting on the leaves. Then each child brings a leaf to his lips and blows on it so that the insect sitting on it flies off. Repeat 4-5 times.
The leaves can be replaced with flowers made of colored cardboard.
Dandelion, SUMMER! "
Material: dandelions.
The game is played outdoors, in a clearing. The teacher asks each child to pick a faded dandelion and blow on the flower in turn. You need to blow on the dandelion so that all the fluffs fly off. The winner is the one whose dandelion flies away earlier.
"FLOWER SHOP"
Material: natural flowers, most familiar to children, for example: lily of the valley, lilac, jasmine, violet.
The teacher brings a bouquet of flowers into the room. Children remember their names and take turns sniffing the flowers, trying to remember the smell. After that, the teacher hides the bouquet behind his back, approaches one of them, offers to close his eyes and lets him smell one flower from the whole bouquet. If the child correctly identifies a flower by smell, he receives it as a gift. The winner is the one who will collect the largest bouquet. It is necessary to make sure that the children take a deep breath without raising their shoulders, then exhale slowly, smoothly.
"WHAT IS THE BERRY?"
Material: natural berries with a strong enough smell, for example: black currant, strawberry, raspberry, laid out on plates.
On the table are plates with berries. Children remember the names of the berries, smell them. Then one child is called to the table. The teacher invites him to close his eyes, brings one of the plates to his face and asks to identify the berry. For this, the child, without taking his eyes off, takes a deep breath through his nose.
"FIREWORK"
Material: confetti.
Children have confetti on their right palm. The left hand rests on the stomach to control breathing. At the command of the teacher, the children exhale sharply. Confetti flies, abdominal muscles tighten. Repeatrepeat 3-4 times.
Dynamic breathing exercises are such exercises in which breathing is carried out with the participation of auxiliary respiratory muscles, with the movement of the limbs and trunk.
- making breathing easier
- improving ventilation of individual parts of the lung
Types of dynamic breathing exercises:
Facilitating breathing: inhalation is facilitated by raising the upper limbs to the sides, lifting them up behind the head, and unbending the trunk. All these movements contribute to the expansion of the chest, lowering the diaphragm.
Breathing exercises to help increase INHALATION.
I. p. - lying on your back:
a) inhale - raise your hand, exhale - lower;
b) inhale - spread your arms to the sides, exhale - cross your arms over your chest;
c) inhale - with brushes, press on the lateral surfaces of the chest.
I. p. - sitting on a chair:
d) inhale - take your hands to the side;
e) inhale - spread your arms with dumbbells (up to 2 kg) to the sides.
I. p. - standing:
f) inhale - raise your arms up with the maximum bending of the trunk back;
g) the same, with the ball in hand;
h) the same, with a gymnastic stick in his hands;
i) inhale - raise the gymnastic stick upward with the torso turning to the side, exhale - tilt the torso forward.
Exhalation is facilitated by vretsh bringing the arms to the body, crossing them on the chest, bending the body, pulling the bent legs to the stomach, because these exercises decrease the volume of the chest and raise the diaphragm.
Breathing exercises to enhance the EXHALATION.
I. p. - lying on his back: a) from and. n. lying on your back, sit down and bend forward as you exhale (light version: from i. item sitting on the floor while exhaling, bend forward);
I. p. - sitting on a chair:
c) as you exhale, alternately pull your legs to your chest;
d) the legs are wide apart, while exhaling, alternately bend to the right, then to the left leg, trying to reach the tips of the toes with your hands;
e) the legs are extended, in the hands of dumbbells weighing no more than 2 kg, on exhalation, the maximum bends of the body forward.
I. p. - standing:
f) the legs are wider than the shoulders, on exhalation, the maximum forward bends of the body;
g) the same, with the ball in hand;
h) legs together, as you exhale, alternately pull the legs to the chest;
i) as you exhale, sit down, clasping your knees with your hands;
j) as you exhale, squeeze the lower and middle sections of the lateral surface of the chest with your hands with an inclination of the body forward.
Exercises to improve ventilation of individual parts of the lung
The upper sections of the lung are better ventilated in ref. n. "hands on the belt", tk. at the same time, the upper aperture of the chest is partially freed from the shoulder girdle and is better deployed on inspiration.
The lower parts of the lung - raising the arms while inhaling, because at the same time, the lower aperture expands and the diaphragm flattens due to the contraction of its own muscles and stretching of the ribs.
Right lung - tilt the body on inspiration to the left with the right hand raised up.
Left lung - tilt the body on inhalation to the right with the left hand raised up.
Antiadhesive DUs contribute to the resorption of exudate in the pleural cavity, lead to rupture of fibrous filaments, stretching of adhesions. It is necessary to combine inhalation with raising the arms up, turning, tilting the body, i.e. those movements that contribute to the maximum expansion of the sinuses, where the exudate is delayed the longest.
Drainage control exercises are called exercises that promote the outflow of secretions from the bronchi into the trachea, from where sputum is evacuated during coughing. When carrying out drainage DUs, the body is given special positions ("drainage by the position of the body", "postural drainage"), in which the zone of lung injury is located above the tracheal bifurcation. Reaching (due to its severity) the bifurcation of the trachea, where the sensitivity of the potassium reflex is expressed by the most involuntary cough, accompanied by its removal.
To drain the lower lobes of both lungs, deep diaphragmatic breathing is used in a supine or abdominal position on an inclined plane (special couch) at an angle of 30-40 ° upside down. In order for the patient not to crawl off the couch, an emphasis should be placed under the shoulders. To increase the pressure on the abdominal organs
cavities in order to squeeze out sputum on the upper abdominal wall, you can put a bag of sand (salt) weighing 1-3 kg (bag length 30-40 cm, width 15-18 cm) or use an elastic belt. Rhythmic breathing with hands on the lower parts of the chest, which helps to perform adequate drainage, can be carried out by the patient himself or by the exercise therapy methodologist. Of physical exercises, the most effective for drainage are those associated with tension of the muscles of the anterior and lateral abdominal wall: flexion of the legs in the knee and hip joints with pressure on the abdomen, "scissors", "crawl" - with two legs, "bicycle", etc. ...
For drainage of the middle lobe of the right lung, it is recommended to recline on the left side with the head down, leaning back slightly; the ideal position is on your back, with your legs pressed to your chest and your head thrown back.
The upper lobes of both lungs are drained by performing circular movements with the arms bent at the elbows. Good when sitting or standing.
A necessary condition for the separation of sputum in postural drainage procedures (in addition to a special position of the body) is a prolonged forced exhalation, which is needed to create a powerful air flow that can carry away bronchial secretions.
The time for the postural drainage procedure is at least 20-30 minutes.
