Abstract
Each functional system has its own individual specific rhythm of activity, closely linked to the rhythms of activity of other functional systems interconnected with it, which provide adaptive results useful for the body by their self-regulatory activity. In accordance with the theory of functional systems, the deviation of one or another result of the activity of functional systems from the level that determines the normal life of the organism is itself the reason for the mobilization of all components of the functional systems components to return the changed result to the level that determines the optimal course of life processes. Rhythm organizes human activity, makes it more productive, rational. When teaching labor and sports movements, the process of assimilation of the correct rhythm of a motor action plays an important role, since it determines the optimal version of the execution of the movement, which manifests itself in a reduction in the process of its automation, as a result of which the physical strength and nervous energy of a person are saved. Professional pedagogical activity, like any other activity, is a process, as it involves some kind of movement/development in the relationship between the teacher and students. And since every process is carried out in a certain rhythmic expression, then pedagogical activity has its own rhythmic construction. Violation of the rhythm of the flow of any activity, at best, implies some kind of disorganization, at worst, it will contribute to the cessation of this activity. So, if the established rhythm of the teacher's didactic actions is violated by any distraction from the educational process, then there will be some kind of malfunction that can contribute to the global disorganization of the lesson, the end of which will be the termination of the educational process.
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