"An outdoor game as a means of developing physical qualities in preschoolers". Characteristics of outdoor games

Methodical theme:

"Mobile games as a means of developing physical qualities

in physical education classes.

Outdoor games are one of the most favorite activities of children in physical education classes. They are a complex means of physical education, contributing to the full development of a growing organism.

1.1 Tasks to be solved during outdoor games
In the formation of a diversified personality of a child, outdoor games play an important role. Based on the general goals of physical education of preschoolers, we highlight the main tasks that are solved when conducting outdoor games. These include: health, educational, educational.
Improving tasks of outdoor games . With the correct organization of classes, taking into account the age characteristics and physical fitness of those involved, outdoor games have a beneficial effect on the growth, development and strengthening of the bone and ligament apparatus, the muscular system, on the formation correct posture in children, and also increase the functional activity of the body.

Educational tasks of outdoor games . Outdoor games greatly contribute to the development of physical qualities: speed, agility, strength, endurance, flexibility, and, importantly, these physical qualities develop as a whole.
Most outdoor games require speed from the participants. These are games built on the need for instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of movements, with overcoming small distances in the shortest possible time.
The constantly changing situation in the game, the rapid transition of participants from one movement to another contribute to the development of dexterity.
For the education of strength, it is good to use games that require the manifestation of moderate in terms of load, short-term speed-strength stresses.
Games with multiple repetitions of intense movements, with constant motor activity, which causes significant expenditure of strength and energy, contribute to the development of endurance.
Improving flexibility occurs in games associated with frequent changes in direction of movement.
A fascinating game plot makes the participants positive emotions and encourages them to repeatedly perform certain techniques with unflagging activity, showing the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game.
The competitive nature of collective outdoor games can also intensify the actions of players, cause a manifestation of determination, courage and perseverance to achieve the goal. However, it must be borne in mind that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving common purpose. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while at the same time being enthusiastic about the game, disciplines playing children
The mobile game has a collective character. The opinion of peers is known to have a great influence on the behavior of each player. Depending on the quality of the performance of the role, one or another participant in an outdoor game may deserve encouragement or, conversely, disapproval of comrades; This is how children learn to work in a team.
The game is characterized by the opposition of one player to another, one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the environment as soon as possible, choose the most correct action and perform it, so outdoor games contribute to self-knowledge.
In addition, playing games develop coordinated, economical and coordinated movements; players acquire the ability to quickly enter the desired pace and rhythm of work, deftly and quickly perform a variety of motor tasks, while showing the necessary efforts and perseverance, which is important in life.
Educational tasks of outdoor games:
- the game has a great impact on the formation of personality: it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Playing games contributes to the development of children's abilities for actions that are important in everyday practical activities, in playing games themselves, as well as in gymnastics, sports and tourism;
- the rules and motor actions of an outdoor game give the players correct ideas about the behavior in real life, fix in their minds ideas about the relations existing in society between people.
Of great educational importance are outdoor games held on the ground in summer and winter conditions: in camps, at recreation centers, on hikes and excursions. Games on the ground contribute to the formation of the skills necessary for a tourist, scout, tracker.
Health-improving, upbringing and educational tasks must be solved in a complex, only in this case each outdoor game will be effective tool versatile physical education of children. Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, valuable moral-volitional and physical qualities. However, it should be remembered that when conducting outdoor games, due to their specificity, first of all, the tasks of physical education proper are solved.
The main task of outdoor games is to strengthen the health of those involved, to promote their proper physical development; to promote the mastery of vital motor skills, abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new possibilities of the body.
1.2 Meaning, characteristics of outdoor games
Outdoor games originate in folk pedagogy, have national characteristics. The theory and methodology of outdoor games were developed by K.D. Ushinsky, N.I. Pirogov, E.A. Pokrovsky, P.F. Lesgaft, V.V. Gorinevsky, E.N. V. Keneman and others. P. F. Lesgaft defined outdoor play as an exercise by which a child prepares for life.
A characteristic feature of an outdoor game is the complexity of the impact on the body and on all aspects of the child's personality: physical, mental, moral, aesthetic and labor education is simultaneously carried out in the game.
The development of independence and creativity in outdoor games is predetermined by their creative nature. During games, preschoolers form and improve various skills in basic movements (running, jumping, throwing, climbing, etc.). A quick change of scenery during the game teaches the child to use the movements known to him appropriately in accordance with a particular situation, ensuring their improvement.

Naturally manifest physical qualities - speed of reaction, dexterity, eye, balance, skills of spatial orientation, etc. All this has a positive effect on the improvement of motor skills.
Great importance of outdoor games in the education of physical qualities: speed, agility, strength, endurance, flexibility, coordination of movements. For example, in order to dodge a "trap", you need to show dexterity, and to escape from it, run as fast as possible. Fascinated by the plot of the game, children can perform with interest and many times the same movements without noticing fatigue. And this leads to the development of endurance.
Active motor activity of a gaming nature and the positive emotions it causes intensify all physiological processes in the body, improve the functioning of all organs and systems. A large number of movements activates breathing, blood circulation and metabolic processes. This, in turn, has a beneficial effect on mental activity. It has been proven that they improve the physical development of children, have a beneficial effect on the nervous system and improve health. Almost every game has running, jumping, throwing, balance exercises, etc.
The game plays a big role in the formation of personality. During the game, memory, ideas are activated, thinking, imagination develop. During the game, children act in accordance with the rules that are binding on all participants. The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, discipline. At the same time, the need to follow the rules, as well as to overcome the obstacles that are inevitable in the game, contributes to the development of strong-willed qualities - endurance, courage, determination, and the ability to cope with negative emotions. Children learn the meaning of the game, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades.
Outdoor games are also of great importance for moral education. Children learn to act in a team, to obey the general requirements. Children perceive the rules of the game as a law, and their conscious implementation forms the will, develops self-control, endurance, the ability to control their actions, their behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie.
Outdoor games are an effective means of versatile development.
Characteristics of outdoor games
Content An outdoor game consists of its plot (theme, idea), rules and motor actions. The content comes from human experience, passed down from generation to generation.
Plot games determines the purpose of the actions of the players, the nature of the development of the game conflict. It is borrowed from the surrounding reality and figuratively reflects it. The plot of the game not only enlivens the integral actions of the players, but also gives purposefulness to individual techniques and elements of tactics, making the game exciting.
rules – mandatory requirements for game participants. They determine the location and movement of the players, clarify the nature of the behavior, the rights and obligations of the players, determine the methods of playing the game, the methods and conditions for accounting for its results. At the same time, the manifestation of creative activity, as well as the initiative of the players within the framework of the rules of the game, are not excluded.
For the convenience of practical use of the game classified.
Mobile games are classified according to the following criteria:
- by age(for children of younger, middle and older preschool age or in accordance with the age group of the kindergarten);
- content(from the simplest, elementary to complex with rules and semi-sports games);
- according to the predominant type of movement(games with running, jumping, climbing and crawling, rolling, throwing and catching, throwing);
- by physical qualities(games for the development of dexterity, speed, strength, endurance, flexibility);
- by sport(games leading to basketball, badminton, football, hockey; games with skis and skis, in the water, on a sled and with a sled, on the ground);
- on the basis of the relationship of the players(games with contact with the opponent and games without contact);
- according to the plot(plot and non-plot);
- by organizational form(for physical education, outdoor activities, physical culture and health work);
- by mobility(small, medium and large mobility - intensity);
- by season(summer and winter);
- at the place of employment(for the gym, sports ground; for terrain, premises);
- according to the way the players are organized: team and non-team (with division into teams, relay games; the conditions of the games involve motor tasks that are the same for the team, the results of the game are summed up by the overall participation of all team members; games without team division - each player acts independently in accordance with the rules of the games).
1.3 Outdoor game as a means of developing psychophysical qualities
The importance of outdoor games for the versatile upbringing of a child is great: they are both a means and a method of raising a child.
Outdoor play as a means and as a method is characterized by a variety of effects on the child due to exercise included in the game in the form of motor tasks.
In outdoor games, various movements are developed and improved in accordance with all their characteristics, the characteristics of children's behavior and the manifestation of the necessary physical and moral qualities are directed.
Motor actions in outdoor games are very diverse. They can be, for example, imitative, figuratively creative, rhythmic; performed in the form of motor tasks that require the manifestation of agility, speed, strength and other physical qualities. All motor actions can be performed in various combinations and combinations. Outdoor games of various orientations are presented in Appendix 2.
As a method of physical education, an outdoor game is characterized by a variety of methods used, selected in accordance with the motor content of the game and its rules. To the greatest extent, it allows you to improve such qualities as agility, quick orientation, independence, initiative, without which sports activities are impossible.
1.4 Methodology for organizing and conducting an outdoor game
The method of conducting an outdoor game includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful pedagogical management of it. Special meaning has the professional training of an educator, pedagogical observation and foresight.
The methodology of the game includes preparation for its conduct, i.e. the choice of the game and the place for it, the layout of the site, the preparation of inventory, the preliminary analysis of the game.
The next stage is the organization of the players, including their location and the location of the head of the game, explanation of the game, allocation of leaders, distribution to teams and selection of captains, selection of assistants. Management of the game process includes monitoring the progress of the game and the behavior of the players, refereeing, dosage of the load, and the end of the game.

The special value of outdoor games lies in the possibility of simultaneous impact on the motor and mental spheres of the personality of those involved. The reciprocal nature of motor reactions and the choice of the correct behavior in constantly changing conditions of the game predetermines the wide inclusion of the mechanisms of consciousness in the process of control and regulation. As a result, the process of the flow of nervous processes is improved, their strength and mobility increase, the subtlety of differentiation and the plasticity of the regulation of functional activity increase.

The high emotionality of gaming activity allows you to cultivate the ability to control your behavior, contributes to the emergence of such character traits as activity, perseverance, determination, collectivism.

Games also contribute to moral education. Respect for an opponent, a sense of camaraderie, honesty in wrestling, striving for improvement - all these qualities can be successfully formed under the influence of outdoor games.

With the help of outdoor games, the development of motor qualities and, above all, speed and dexterity is carried out.. Under the influence of game conditions, motor skills are improved. They are formed flexible and plastic. The ability to complex combinatorics of movements develops.

Game activity contributes to the harmonious development of the musculoskeletal system, since all muscle groups can be involved in the work, and the conditions of the competition require quite a lot of physical stress from the participants.

The alternation of moments of relatively high intensity with rest pauses and low-stress activities allows the players to perform a large amount of work. The alternating nature of the load is most consistent with age characteristics physiological state of a growing organism and therefore has a beneficial effect on improving the activity of the circulatory and respiratory systems.

By their nature, outdoor games are closely intertwined with sports games, and are a good help for those involved in the first stages of learning, when motor skills have not yet developed into a skill.

The variety of motor actions that are part of outdoor games has a complex effect on the improvement of coordination and conditioning abilities (reaction abilities, orientation in space and time, restructuring of motor actions, speed and speed-strength abilities, etc.).

It is customary to call physical qualities innate qualities, thanks to which a person’s physical activity is possible, which receives its full manifestation in expedient motor activity. The main physical qualities include muscle strength, speed, endurance, flexibility and agility.

With regard to the dynamics of changes in indicators of physical qualities, the terms "development" and "education" are used. The term "development" characterizes the natural course of changes in physical quality, and the term "education" provides for an active and directed impact on the growth of physical quality indicators.

The inclusion of outdoor games in physical education lessons helps to solve not only special problems, but also to revive the learning process. The game acts as a means of physical and technical training, as a method of solving educational problems, including those associated with the activation of attention and increasing the emotional state of students, increase interest in lessons.

Achieving high sports results requires repeated repetition of exercises, which will be the key to creating and consolidating motor skills. Such repeated and routine work causes psychological “stagnation”, loss of interest even among conscious schoolchildren, which is a natural reaction of the body to the monotony of lessons.

Including games and relay races in physical culture classes “turns on the emotional lever”, thereby changing the nature of the activity. For example, to fix a place in a line or in a column, I use games such as "Find your place", "Who is faster." Relay races linear and in a circle, outdoor games "Swift-footed team", "Calling numbers", "Talking", "Homeless hare" and others contribute to the development of speed qualities in students.

Jumping exercises in games and relay races are performed intensively, quickly and powerfully. For some students, the outdoor game "Hares, Watchman and Bug" helps to overcome the barrier of fear before the high jump. Endurance develops in such outdoor games as "Salki", "Third Extra", "Cat and Mouse" and others.

The use of outdoor games should shift to the side psychological readiness to starts, imitation of competitive situations. For example, the use of the games "Fast rockets are waiting for us ...", "Relay races in a circle with a start in pairs" for practicing tactical actions and running situations.

A correctly selected game will bring the expected result in solving the tasks, both before the game and before the lesson. When choosing a game, I take into account the task of the lesson, the place of the game in the lesson, the composition of the players, the correspondence of the game to the curriculum, the conditions of the game, and the availability of inventory.

The mobile game in its significance is not the basis of the lesson, it serves as an auxiliary tool designed to emotionally color the monotony of the movements of track and field exercises. To the same extent, it should be borne in mind that no matter how interesting games and relay races are, interest in them is lost if used too often. Therefore, a combination of the entire arsenal of techniques and tools, a creative approach to planning and conducting a physical education lesson is simply necessary.

Games in the preparatory part of the lesson “Polar bears” or “Catching in pairs”, “Nevod”, are characterized by the fact that all those involved are mostly on the move during the game (minimum “idle” time). Games successfully replace the “smooth” warm-up run.

In the main part of the lesson depending on the solution of problems, I most often use games: "Manage to catch up", "Carp and pike", linear relay races, circular relay races and many others. others

When using games and relay races, the necessary condition for their conduct is to perform selection so that they do not lead away from solving the main tasks, but on the contrary, so that the dynamic acquired stereotype of motor actions underlying the motor skill becomes stronger.

Ball games are loved by everyone involved, so in the final part schoolchildren especially like to play “Knocked Out”, “Snipers”, “Hunters and Ducks”, “Shootout”, etc. The above games develop all physical qualities well in the complex, are great games in preparing students for throwing.

The most famous recovery games you can name the following: "Red, yellow, green", "Forbidden movement", "Scouts", "Sky, earth, water", "Giants and gnomes" and others.

Work on the development of physical qualities in the educational process contributes to the successful mastery of motor skills, the achievement of high results.

It is necessary to take into account the anatomical and physiological characteristics of younger schoolchildren, since the skeleton continues to develop, the muscles are relatively weak, rapid psychological fatigue, especially with monotonous actions, and the rapid recovery of biochemical processes. Given this, the game should not be too long, with a short rest and a variety of movements and exercises to supply the musculoskeletal and musculo-ligamentous apparatus - this is perhaps the most important task in the groups of initial and general physical training.

Physical qualities are most successfully developed in a complex, i.e. when the lessons use means that simultaneously provide for the development of speed, strength, endurance, dexterity.

Speed ​​as a physical quality is developed in many outdoor games. These include line relays, collective games: "Polar bears", "Runners", "Riders", "Who is faster", etc.

Games for the development of strength: "Tug in pairs", "Pull in a circle", "Drag over the line", "Fight for territory", etc.

The games most often used in endurance development are: "Catch up", "Killout Race", "Dragons", "Circuit Relays", etc.

Those involved with great desire accept games for the development of dexterity: "Talking", "Catching in pairs", "Frost", "Relay races with objects", games using the ball, objects, for example: "Knocked out", "Sniper", "Ball to the captain" and others.

Games and relay races for the development of flexibility are physiologically justified at the end of the main part of the lesson. Excellent relay training material with various ball passes, objects in columns (with turns, passes), the Ball Race relay (overhead, between the legs, to the side), Cockroach Run, Roll the ball under the bridge.

Important, that games have a beneficial effect on the nervous system of students. I achieve this by optimal loads on the memory and attention of the players, as well as by organizing the game in such a way that would evoke positive emotions in them. Only positive emotions have a beneficial effect on the most important systems and functions of the body, as well as on the well-being and behavior of students.

It must be remembered that the manifestation of negative emotions in games (fear, resentment, anger) disrupts the normal course of nervous processes and harms health. Outdoor games should bring the student moral and physical pleasure.

When conducting outdoor games, I use their opportunity to form students positive traits character, strong-willed qualities, I try to accustom them to mutual respect during joint actions and responsibility for their actions.

When organizing outdoor games, I take into account the physiological characteristics of students at every age..

In grades 1-4 Games take a leading place in the lesson. This is due to the need for movements characteristic of children of this age. Movements such as running, crawling, rhythmic walking and jumping children learn more in the game. For this age I play easy games plot character with elementary rules and a simple structure, I gradually increase the requirements for the development and improvement of coordination of movements, the behavior of the players, the manifestation of initiative by each participant.

For students in grades 5-7 recommended games with fast movements that require dexterity, overcoming obstacles, throwing and catching the ball, jumping. Pupils show great interest in sports games, therefore, in many outdoor games, I include elements that prepare children for various types of disputes. When conducting games with students in grades 5-7, it is necessary to solve the following tasks: to consolidate and improve athletics and gymnastic movements, elements of skiing; develop running speed in combination with overcoming various obstacles; improve skills in throwing and catching big and small balls, strength combined with agility and speed, as well as coordinated actions; educate comradely mutual assistance, creative activity.

Teenagers 8-9 grades reckless, it is associated with the desire to quickly achieve the ultimate goal. In order to prevent overexcitation, it is necessary to stop the incorrect behavior of individual players by suggestion, a fine, and in some cases remove the offenders from the game. Students at this age are very proud, so I try not to fix the general attention on the failures of individual players, but quietly correct the shortcomings. Teenagers like to act independently, proactively, and I use this desire of theirs in games: I instruct them to draw up new rules and options for games (for example, for fun starts, sports competitions) and conduct them on their own.

The end of the game should not be unexpected for the students, you can warn the players: “We play for another 3 minutes”, etc. To relieve excessive physical stress during the game, you need to periodically take breaks, filling them with an analysis of technical errors, clarifying individual points of the rules. Depending on the tasks to be solved and the physical condition of the students, the length of the distance covered, the number of repetitions, and the duration of pauses vary in relay races and games.

I believe that the use of outdoor games during school hours and after school hours allows:

. increase children's interest in physical education lessons

. educate the need for systematic sports

. increase the effectiveness of teaching in physical education classes

physical - psychological - social.

And in conclusion, I would like to emphasize that health-improving, educational and upbringing tasks in outdoor games must be solved in interaction and unity. Only in this case, each game will be an effective means of versatile development and moral education of students.

Appendix…

Game name: stop!»
Content: All players, except the driver, form a circle and are calculated in numerical order. On a signal, the driver hits the ball on the floor and calls the number. Everyone scatters, and the named player becomes the new driver. He runs to the ball and tries to take it as quickly as possible, after which he says: “Stop!” Everyone stops, the driver throws the ball at one of the players. When hit, the players switch roles.

Name of the game:"Hunters and Ducks"
Content: All players stand in a circle. After calculating the first or second, the second numbers (ducks) enter the circle, the first (hunters) remain in place. At the signal of the teacher, the hunters try to hit the ducks with the ball. The knocked out leaves the circle. The game continues until all ducks have been tagged. After that, the teams change places.

Name of the game:"Collect the flags"
Content: At the start - eight participants. On a signal, they start running and try to take possession of the flag set at each stage. Players who fail to do so are eliminated from the game. After the second stage, six participants remain, then four, and finally, only the two strongest compete.
Rules: The player who dropped the flag on the ground must first pick it up and only then continue running. The winner is the player who takes possession of the last flag. Guidelines: It is necessary to place groups of flags every 10-20 m. In the first row, there should be two fewer flags than the participants in the race starting the game, in the second - two more flags less, etc. So, if 10 people take the start, then there should be 8, 6, 4, 2, 1 flags.

Name of the game:"Run away - catch up"
Content: Two teams - "Catch up" and "Run away" - are located in lines 20-30 m from one another. Players are settled in numerical order. Two circles are drawn between the teams, in which two flags are placed. A ball is placed in the circle closest to the “Run away” command. The teacher calls any number. Players from different teams who have this number run forward at the same time. The task of the player from the “Run away” team is to take the ball, run around with it first the near and then the far flag and return to the line of his team. The player of the opposite team must catch up with the evader by chasing him along the same path (around the flags) to the line.
Guidelines: While observing the players, the teacher should name the number least ready to start. After all players have been called once, the teams must switch roles.

Name of the game:"Uphill and Downhill"
Content: The oncoming or linear relay is held on the slope of the hill. Team players standing at the bottom carry the baton up, and those who receive the baton go down, etc.
Rules: The game continues until the teams return to their previous positions (by running up and down).

Name of the game:"To your flags"
Content: The players are divided into 4 teams and become circles. In the center of each is a child with a colored flag in a raised hand. All the rest, on a signal, scatter around the site, stand facing the wall and close their eyes. At this time, players with flags quietly and quickly change places. The teacher gives the signal “Everyone to their flags!”, The children open their eyes, look for their flags, quickly run to them and form circles again. The team that does it faster wins.

Name of the game:"Sly Fox»
Content: The players stand in a circle with eyes closed. The teacher goes around the circle and touches one of the players, who becomes a fox. On a signal, the children open their eyes and repeat three times (quietly, louder, louder): “Cunning fox, where are you?” The fox jumps to the center of the circle and says: "I'm here!" Children scatter, and the fox catches (stains) them. The Tainted One is temporarily out of the game. At the signal, the children form a circle again. A new fox is chosen.
Rule: The fox must not give himself away.
Complication: You can choose 2 - 3 foxes.

Name of the game:"Sneak Up on the Sleeper"
Content: The players are divided into two teams and line up at opposite ends of the hall. One team squats down and "falls asleep". On a signal, the second team sneaks up to the first as close as possible. On the second signal, the first team “suddenly wakes up” and catches up with the second team, trying to taunt the players. Peeled players are temporarily out of the game. You can only catch up to the “home” of the second team. After 2-3 times the teams change places. The most daring players who “sneak up” the closest are noted.

Name of the game:"Hunters and Hares"
Content: On one side of the site, a place for hunters is outlined. On the other side are houses for hares. In each house there are 2 - 3 players. The hunter walks around the site, pretending to be looking for traces of hares, and then returns. On a signal, the hares run out of their houses into the clearing and jump on two legs, moving forward. The teacher says: "Hunter!" - the players run to the houses, the driver throws the ball at them. A hare hit by a ball is considered to have been hit. The hunter takes him to him. The game is repeated several times, after which another hunter is chosen.
Rule: The hunter can have 2-3 balls in his hands. Shooting hares that are in the houses is not allowed.

Name of the game:"Handed - sit down"
Content: Students are built in 2-4 columns. A captain is chosen, who becomes 3-4 steps facing the column. On a signal, each captain passes the ball to the first player of his team, who returns it and crouches. Then the captain passes the ball to the second player, the third player, and so on. Having received the ball from the last player of his team, the captain raises it up. The team that finishes the game first wins. The game becomes more difficult if the last one in the column, having received the ball, runs to the place of the captain, and he stands at the beginning of the column.

Name of the game:"Bears and bees"
Contents: The beehive (gymnastic wall) is located on one side of the site. On the opposite side is a meadow. Off to the side is a bear den. The players are divided into two teams. "Bees" are placed in a hive (on the wall), bears - in a den. On a signal, the bees fly out of the hive, fly to the meadow for honey. After that, the bears run out of the den, climb into the hive and feast on honey. As soon as the teacher gives the command “Bears!”, the bees fly to the hives, and the bears run away to the den. The bees that did not have time to hide sting (sting). Stung do not participate in the next game. After two repetitions, the players switch roles.

Name of the game:"The Fox and the Chickens"
Content: A fox, a rooster and a hunter stand out from among the students, the rest are chickens. In the hall, 3 meters from one another, gymnastic benches (perches) are placed. The fox goes into his hole. The hunter with two balls is in the place allotted for him. A rooster with chickens walk around the hall, collect grains, flap their wings. At the teacher's signal, the fox sneaks up on the chickens. The rooster, noticing her, gives the signal “ku-ka-re-ku” All chickens should quickly fly up to perches. The rooster jumps last. The fox, bursting into the chicken coop, tries to knock down and take away with him some chicken that did not have time to fly up to the perch or jumped off it. During one raid, the fox can only carry off one chicken. At the same time, the hunter shoots at the fox - he tries to hit the ball from 5-6 steps. If a fox is shot, another fox is chosen. If she managed to escape, the caught chicken remains in the house of the fox, which continues to hunt. After the words of the teacher “The fox is gone,” the children jump off the benches and walk around the hall. After 2-3 times, new drivers are selected.

Name of the game:"Forbidden Movement"
Content: Playing together with the teacher stand in a circle. After explaining the conditions of the game, the teacher performs various movements, indicating which of them is forbidden. The repeater takes a step forward, then continues to play. The forbidden movement should be changed after 4-5 repetitions.

Name of the game:"Chain"
Content: Two of the players, holding hands, catch the children. Caught join and form a "chain", which should not be broken during fishing. You can make 2-3 leads and note who will have the longer chain.
Options: "Fishermen and fish", "Seine".

Name of the game:"Free place"
Content: The players form a circle. The driver runs after him, touches someone and continues to move. The stained one runs in reverse side, trying to get ahead of the driver and take his place. When meeting, the players greet: give each other hands, squat. The one who did not have time to take a “free seat” drives.

Name of the game:"Third wheel"
Content: The players stand two at the back of the head to each other, in a circle, facing the center. The evader takes a place in front of any pair. The one standing behind runs away, the driver rushes after him. The salted one becomes the leader.

Name of the game:"Bears on the Ice"
Content: An ice floe is indicated on the site. It has two "bears". The rest of the players are "bears". On a signal, the bears, holding hands, begin to catch the cubs. The detainee is taken to the ice floe. When there are two bear cubs on it, they also join hands and start catching. The game continues until all the cubs have been caught. Couples can only catch players by wrapping their arms around them.

Name of the game:"Carp and pike"
Content: On one side of the site there are players (carp), in the middle - a driver (pike). On a signal, crucian carp run across to the other side, the pike catches them. Caught hold hands and form a "net". Now crucians should cross to the other side through the seine (under the arms). The pike is waiting for them. When 8-10 players are caught, they form "baskets" - circles through which you need to run. If there are more caught, a "top" is formed - a corridor through which the rest must run. The pike stands at the exit from the peak and catches those running.

Agility Games

Swap places.A rope is laid in a circle. Children run in pairs: one to the right, the other to the left of the rope. At the signal of the teacher, continuing to run, without stopping, the children change places.
Run the ball. Several children, with a push of two hands, roll the ball in a straight direction and run after it, running around the ball with a snake.
Not back. Skittles are placed in a circle at a distance of 50-60 cm from one another. The players go in a circle behind the skittles. On a signal, they turn to face in a circle and jump into the middle, trying not to hit the pins.
With the ball under the arc. Crawl on all fours under an arc (height 40 cm), pushing a stuffed ball with your head. The distance to the arc is 2-3 m.
Forward with the ball. Sit on the floor, hold the ball with your feet, rest your hands on the floor from behind. Move forward with the ball (approximately 3 m) without releasing the ball.
Don't lose the ball. Sit on the floor with your legs crossed. Roll the ball around you in one direction and the other, without letting it go far from you.
Roll back. I. p .: sit down, bend over, clasp your knees with your hands, your back is round. Quickly and gently roll onto your back in this position until the shoulder blades touch the floor, do not straighten your legs, keep pressed to the body (“in a group”), arms wrap around your knees, return to the starting position again.
Break up - don't fall.Two children walk along the bench from its different sides, having met, disperse, holding on to each other, and continue to move. Exercise can also be done on a rocking bridge. Children disperse in the same way or in a different way: one crawls, pulling itself up by the slats, the other passes over it along the side rails.
Don't hit the rope. The teacher and one of the children at first only swing, then rotate a long rope. Children alternately perform: a) jumping over a swinging rope on two and one legs, from foot to foot, standing facing or sideways to the rope; b) running under a rotating rope, starting from a corner or from a straight run; c) jumping over a rotating rope one by one and two by two.
Get into the hoop.Options: a) the hoop is placed vertically on the floor. Crawl into it with your feet forward, leaning on your hands; b) hold the hoop with one hand in a vertical position. Crawl into it without letting go, in time intercepting the hoop at the top with the other hand; c) the hoop is fixed on the racks. Crawl into it straight (or sideways), stretching your arms forward and leaning on them.
Jump off, turn around.

Jump off, turn around. Jump from a height of 35-40 cm (bench, cube) with a turn of 45 °. The teacher stands, first turning with his right side to the bench, the children jump to face him, turning to the left. Then the teacher moves to the other side (standing with his left side turned to the bench), the children jump off, also turning 45 ° to the right.
Who is sooner.This competitive game may involve overcoming various obstacles familiar to children. Crawling on all fours should not be given, as children, in a hurry to complete the task, can injure the knee joint.
a) Walk along the gymnastic bench and run around balls or skittles with a snake.
b) Crawl under the rope (rail), jump over the groove.
c) Dribbling (hitting the floor) the ball in a straight direction or around the laid objects.
d) Climb into one hoop, then jump out of the hoop
in a hoop on two legs.
Go with the ball. For the game you need table tennis rackets and small balls. Four to five children put the balls on the rackets, holding them with one hand (you can first hold the ball with the other hand), go to the conditional line (distance 2-3 m), then take the ball in hand, run back, pass the rackets and balls to the next players .
Complication: a) perform the first part of the task by running; b) hold the racket with both hands.
Dexterity is also manifested in precise hand movements, so various games are used to develop manual skills.
Bilbock.For the game, a cup on a stick and a wooden ball attached to the stick with a cord are taken. Holding the stick, with the movement of the brush, you need to toss the ball and catch it in the cup.
Irish bilbock. To play, you need a grid on two sticks 40-50 cm long. The grid is stretched so that both ends of the sticks are free: on the one hand, the player holds them with his hands, on the other hand, two rings with a grid are attached to the sticks (one with a diameter of 5 cm, the other -10 cm). Putting a ball or a small ball on the net, the player slightly connects the sticks, then sharply spreads them apart, throwing the ball up with this movement. After that, he must catch the ball in one of the rings or in the net (Fig. 46). A ball in the net - 1 point, in a large ring - 2 points, in a small one - 3 points.
You can play up to a predetermined number of points, for example up to 10, or the winner is the one who scores more points out of 10 tosses.
Fishing rod. The set includes a wooden truncated hollow pyramid tapering upwards and wooden balls tied to it on laces. With a movement of the brush, the player throws up the balls and tries to catch them in a pyramid.
Don't drop the ball. Carry the ball in the spoon without dropping it to the designated line (distance 8-10 m).
Raise the circle. A circle is made of plywood (diameter 30-40 cm) with two braid loops on different sides. Two players stand in hoops or painted circles at a distance of 100-120 cm from the circle, in their hands are fishing rods with wire hooks at the ends. They try, without leaving the hoop, to pick up the circle by the loop.
Option: catch the ball in the hoop by the net.

RUSSIAN FOLK GAMES WITH RUNNING"TEA-TEA RESCUE"
Goal: Development, speed, dexterity, ability to navigate in space.
Game progress.
A leader is chosen from among the children. Those he touches are considered caught. They stand up with their legs wide apart and say "Tea, tea, help me out!".
Any player can help out the caught one if he crawls between the legs.
"SALKA"
Purpose: To develop the ability to dodge while running.
Game progress.
The driver runs after the children, trying to taunt someone, and says: “I taunted you, you taunted another! ". The new driver, catching up with one of the players, repeats the same words

Literature used:
1. Sukhomlinsky V.A. Spiritual world of a student // Selected works. prod. In five volumes. - T.1. - K .: Glad. school, 1979.

2. Zhukov M.N. Outdoor games. - M .: Publishing house: Academy. - 2000. - 160 p.

3. Korotkov I.M. Mobile games in sports. – M.: FiS, 2001.

4. Byleeva L.V., Korotkov I.M. Outdoor games. – M.: FiS, 2002.

5. Korotkov I.M. Mobile games at school. – M.: FiS, 2001.

6. Dvorkina N.I. Gender and age features of the dynamics of physical fitness and mental processes in children aged 3-6 years / N.I. Dvorkin // Theoretical and methodological foundations of physical education / Ed. ed. Assoc. V.A. Vostrikova. - Orenburg: Publishing House of the OGPU, 2004.

7. Physical education of schoolchildren // Ed. L.V. Russkova, L.I. Bakanenkov. - M., 1982.

8. Samoukhina N.V. “Games at school and at home: psychotechnical exercises and correctional programs”. – M.: 1993. – 215 p.

“Mobile game as a means of developing physical qualities in children of senior preschool age. Search research work Sennikova Elizaveta...»

Municipal Autonomous Preschool Educational Institution

child development center - kindergarten No. 50 of the city of Tyumen

An outdoor game as a means of developing physical

qualities in older preschool children.

Search research work

Sennikova Elizaveta Vladimirovna,

physical education instructor

city ​​of Tyumen

Introduction 3

Chapter 1. Analysis of scientific and methodological literature 7

1.1. Characteristics of the development of physical qualities in preschool age. 7

1.2. Features of the development of physical qualities in children of senior preschool age. eleven

1.3. The role of outdoor games in the physical development of older preschoolers 14 Chapter 2. Methods and organization of the study 17

2.1 Research methods 17

2.2. Organization of the study 20 Chapter 3. Results of the study and their discussion 23 Conclusion 28 References 29 Appendix 32 Introduction Preschool age is especially considered the most important period in the process of forming a person's personality. At this age, they develop more intensively various abilities, moral qualities are formed, character traits are developed. It is in this age period that the foundation of health and the development of physical qualities is laid and strengthened, which are necessary for effective participation in various forms of physical activity, which in turn creates conditions for the active and directed formation and development of mental functions and intellectual abilities of the child.

In the physical education of children of senior preschool age, outdoor games occupy the most important place. They allow you to simultaneously influence the motor and mental sphere of the child. Such games consist of a wide variety of movements that help strengthen muscles, accelerate metabolism and harden the body. With the help of games, dexterity, speed, strength and endurance are developed. In addition, outdoor games have a positive effect on the development and improvement of physical qualities.

Outdoor games with rules - a comprehensive educational - educational process of paramount importance.

The motor activity of children, which is the basis of this process, has a beneficial effect on physical development, the formation of motor skills and physical qualities, on strengthening health, increasing the functional activity of the body and enhancing emotional and joyful sensations. Being one of the main means and methods of physical education, outdoor games contribute to the effective solution of the above tasks.

The healing effect achieved during outdoor games is closely related to the positive emotions of children that arise in the process of playing activities, and has a beneficial effect on the child's psyche.

Emotional uplift causes in children the desire to achieve a common goal for all and is expressed in a clear understanding of the task, in better coordination of movements, more accurate orientation in space and playing conditions, and at an accelerated pace of completing tasks. With increased enthusiasm of children and joyful striving to achieve the goal, the role of the will is enhanced, helping to overcome various obstacles.

Outdoor games serve as a method of improving motor skills already mastered by children and educating physical qualities.

During the game, the child directs his attention to achieving the goal, and not to the way the movement is performed. He acts in accordance with the game conditions, showing dexterity and thereby improving movements.

P.F. Lesgaft wrote: “In games, everything that is acquired during systematic studies is used, therefore, all movements and actions performed here should fully correspond to the strengths and skills of those involved and be performed with the greatest possible accuracy and dexterity.” It is known that for children of 5-7 years old, who have a developed creative imagination and a high need for movement, the senior preschool age is the most important period for the formation of both motor and cognitive activity.

Recent studies have shown that an increase in the volume and intensity of the motor activity of children in the daily routine contributes to the improvement of the activity of the main physiological systems of the body (nervous, cardiovascular, respiratory), physical and neuropsychic development of motor skills (Yu.Yu. Rautskis, O.T. Arakelyan, S. Ya. Layzane, L. N. Seliverstova, etc.). In practice preschool education mobile games are used regularly. According to M.A. Rudoy, ​​traditional mobile games for preschoolers offered by the programs include a variety of games that are relatively simple in terms of motor content.

Relevance research work due to the need to resolve the problem and its insufficient elaboration in the pedagogical "Mobile literature determined the choice of the research topic of the game as a means of developing physical qualities in children of senior preschool age."

The purpose of the study: to theoretically substantiate, experimentally test the conditions for selecting the content and planning outdoor games for the integrated development of physical qualities in older preschoolers.

The object of research: the process of development of physical qualities of older preschoolers.

Subject of study: conditions for selecting the content and planning outdoor games aimed at developing physical qualities in older preschoolers.

Hypothesis: we assume that the development of physical qualities in older preschoolers through the systematic use of outdoor games will be effective if the following conditions are met:

The systematic use of outdoor games in the mode of the child's stay in kindergarten;

Accounting for an individually - differentiated approach when teaching older preschoolers outdoor games;

work to improve the development of physical qualities will be built in stages using different forms, methods and means;

Children of senior preschool age will have sufficient motor experience;

When conducting outdoor games, various attributes will be used (balls, hoops, cubes, ribbons, rings, handkerchiefs, bells, flags, skittles).

–  –  –

The practical significance is determined by the possibility of using the results of work in physical education classes for older preschoolers in order to develop physical qualities and improve physical fitness indicators.

–  –  –

In the process of physical education of preschool children, it is necessary to solve educational problems: the formation of motor skills and abilities, the development of motor and physical qualities, the inculcation of correct posture skills, hygiene skills, and the development of special knowledge.

Formed motor skills and abilities allow you to save physical forces. If a child performs exercises easily, without tension, then he will spend less neuromuscular energy on his performance. This makes it possible to repeat the exercises large quantity once and more effectively influence the cardiovascular and respiratory systems, as well as develop motor qualities.

The motor skills and abilities formed in children under 7 years old form the foundation for further improvement in school life, facilitate the mastery of more complex movements and allow in the future to achieve high results in sports. At a preschool age, a child needs to form the skills to perform basic gymnastics exercises (combat and general developmental exercises, basic types of movements), as well as sports exercises. In children from an early age it is necessary to develop motor qualities: dexterity, speed, balance, flexibility, endurance, eye.

To crawl, walk, jump, run, throw, you need to have the appropriate motor qualities. With the development of strength, speed, dexterity, the length, height of the jump, and throwing range increase.

Endurance allows preschoolers to perform physical exercises without getting tired. The accuracy of hitting the target when throwing, the accuracy of landing when jumping, observing the direction in walking, running - all this indicates the presence of a good eye. The child would not be able to perform even elementary exercises if he had not developed basic motor qualities to one degree or another.

The main motor qualities of a person are considered to be:

agility, speed, flexibility, balance, eye, strength and endurance. At preschool age, priority attention should be paid to the development of dexterity, speed, eye, flexibility, balance, strength and endurance.

Agility is the ability of a person to quickly learn new movements, as well as rebuild them in accordance with the requirements of a suddenly changing environment. The development of agility is facilitated by the performance of exercises in changing conditions. So, in outdoor games, children have to continuously switch from one movement to another, not predetermined. Quickly, without any delay, solve complex motor tasks, in accordance with the actions of their peers.

Agility develops when performing exercises carried out in difficult conditions that require a sudden change in movement technique: running between objects, skiing up and down a hill, etc. As well as the use of various physical education equipment. Speed ​​- the ability to perform movements in the shortest possible time.

The high plasticity of nervous processes, the comparative ease of formation and restructuring of conditioned reflex connections in children create favorable conditions for the development of speed in them.

Speed ​​develops in exercises performed with acceleration:

walking, running at a gradually increasing speed; for speed - run to the finish line as quickly as possible; with a change in pace - slow, medium, fast and very fast, as well as in outdoor games, when children are forced to perform exercises at the highest speed (run away from the driver).

Speed-strength exercises contribute to the development of speed:

throwing, jumping. For the development of speed, it is advisable to use well-mastered exercises, while taking into account the physical fitness of children, as well as their state of health. Flexibility - the ability to achieve the greatest range (amplitude) of movements of individual parts of the body in a certain direction.

Flexibility depends on the condition of the spine, joints, ligaments, as well as the elasticity of the muscles. Flexibility develops when performing physical exercises with a large amplitude, in particular, general developmental exercises.

In preschool children, the musculoskeletal system has great flexibility. One should strive to maintain this natural flexibility without overusing stretching exercises, which can lead to irreversible deformities of individual joints.

Strength is the degree of muscle tension during their contraction.

The development of muscle strength can be achieved by increasing the weight of the objects used in the exercises (medicated ball, sandbags, etc.), the use of exercises that include raising one's own mass (jumps), overcoming the resistance of a partner (in paired exercises).

The intensity of the exercises performed, the mass of objects (a bag of sand), the dosage of physical activity should be increased gradually. Endurance is the ability of a person to perform physical exercises of acceptable intensity for as long as possible.

Endurance development requires a large number repetitions of the same exercise. A monotonous load leads to fatigue and children lose interest in this exercise. In this regard, it is best to use a variety of dynamic exercises, especially in the fresh air. Outdoor games are also useful, which cause positive emotions and reduce the feeling of fatigue. The most important factor on which the success of learning new motor actions and the improvement of previously learned exercises to a decisive extent depends is coordination. Under the coordination qualities is understood the ability to quickly coordinate individual motor actions in changing conditions, to perform movements accurately and rationally. So, preschool children need to be informed of the available knowledge related to physical education. Children should be aware of the benefits of classes, the importance of physical exercise and other means of physical education. It is important that children have an idea about the technique of physical exercises and the methodology for their implementation, about the correct posture, and also know about the norms of personal and public hygiene. Children should know the name of body parts, the direction of movement (up, down, forward, backward, right, left, etc.), the name and purpose of physical education equipment, the rules for storing and caring for it, the rules for caring for clothes and shoes, etc.

1.2. Features of the development of physical qualities in children of senior preschool age.

By physical qualities and abilities, we understand such qualities and abilities that characterize his physical condition, this is, first of all, the state of his morphofunctional development, the constitution of his body and physiological functions. Among the features that characterize the constitution of the body, in particular, include such indicators of its physique as height, weight, body circumference, etc. development of motor qualities.

It was found that in the manifestations of general endurance, strength, in maintaining balance and some other abilities, the periods of the most intensive development in boys and girls do not coincide. This indicates gender differences in the rate of development of physical qualities.

The theory of physical education takes into account the psycho-physiological characteristics of preschool children: the ability of the body to work, emerging interests and needs, forms of visual, visual, figurative and logical thinking, the peculiarities of the predominant type of activity in connection with the development of which the most important changes occur in the child's psyche and the "transition of the child to a new higher stage of his development" is being prepared. The development of the physical qualities of a preschooler is influenced by various means and methods of physical education. An effective means of developing speed are exercises aimed at developing the ability to quickly perform movements. Children learn the exercises best at a slow pace. The teacher should ensure that the exercises are not long, monotonous. It is desirable to repeat them in different conditions with different intensity, with complication or vice versa, with reduced requirements.

For the development of dexterity, more complex exercises in coordination and conditions are needed: the use of unusual starting positions; jump from the starting position, standing with your back to the direction of movement; quick change of different positions; changes in speed or pace of movement; performance of mutually agreed actions by several participants. Exercises in which children make efforts to maintain balance can be used: spinning in place, swinging, walking on toes, etc.

Exercises for the development of strength abilities are divided into 2 groups: with resistance, which causes the weight of thrown objects and the implementation of which makes it difficult to carry out the weight of one's own body (jumping, climbing, squats).

The number of repetitions is of great importance: a small amount does not contribute to the development of strength, and too much can lead to fatigue.

For the development of endurance, exercises of a cyclic nature are most suitable (walking, running, jumping, swimming, etc.). A large number of muscle groups take part in these exercises, moments of muscle tension and relaxation alternate well, the pace and duration of execution are regulated.

Strengthening the skills of basic movements is successfully carried out in outdoor games and relay races. At the same time, it must be remembered that it is possible to include movement in games only if it is well mastered by children. It is important to change the sequence of movements and conditions of games, which contributes to the development and education of dexterity and ingenuity in children.

Consolidation of the accumulated experience is carried out when performing these movements on a walk. To develop independent activities, it is necessary to have a sufficient number of manuals and games and a special place where children could practice performing various movements. It is important for the teacher to encourage and stimulate in children the desire to compete in movements; he should take care of the expedient change of movements, promote the unification of children in small groups for games or performing motor tasks.

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Outdoor games are an important means of education, one of the most beloved and useful activities children. They are based on physical exercises, movements, during which participants overcome a number of obstacles, strive to achieve a certain, pre-set goal due to a wide variety of content and game activities.

They comprehensively affect the body and personality, contributing to the solution of the most important special tasks of physical education. Outdoor games are the best means of active recreation after intense mental work. Play activity develops and strengthens the major muscle groups and thus contributes to better health.

In games, students practice walking, running, jumping, throwing, and without noticing themselves master the skill of basic movements.

The general coordination of movements improves, the ability to purposefully control one's body in accordance with the task and rules develops.

The acquired motor experience and good general physical preparation create the necessary prerequisites for subsequent sports activities.

The value of outdoor games is that the acquired skills, qualities, skills are repeated and improved in rapidly changing conditions.

An outdoor game is the most accessible and effective method of influencing children with its active help. The advantage of outdoor games over strictly metered exercises is that the game is always associated with initiative, fantasy, creativity, flows emotionally, and stimulates motor activity.

Games are classified according to the anatomical feature, depending on which part of the body takes part more during the game: with the predominant participation of the upper or lower extremities or with a general impact.

Depending on the number of participants, games are divided into individual and group games. Group games are without division into teams, but with a common goal (sometimes they can be divided into two groups that compete with each other) and games in which players are necessarily divided into teams equal in number of participants, the game is played on equal terms.

Outdoor games, in which throughout the game the participant changes the position of his body in relation to surrounding objects, they are characterized by great emotionality, they include various forms of movement - running, walking, jumping, jumping, etc. They require strength, endurance, coordination of movements, agility and have a large and comprehensive effect on the body, causing significant changes in the functions of the muscular, respiratory and cardiovascular systems. Because in these games there is more physical activity, they require higher functional and physical capabilities on the part of children.

All outdoor games can be divided into four groups, taking into account the approximate psychophysical load in them: group 1 - with a slight load; group 2 - with a moderate load; group 3 - with a tonic load; Group 4 - with a training load.

Games are divided according to content: outdoor games with rules and sports games. Mobile games with rules include plot and non-plot games.

Plot outdoor games reflect a life or fairy-tale episode in a conditional form. Children are fascinated by game images in which they are creatively embodied.

Non-plot outdoor games contain motor game tasks that are interesting for children, leading to the achievement of the goal they understand.

They, in turn, are subdivided into games such as running, trapping, etc.; games with elements of competition; not complex relay race games; games with objects; games that differ in their motor content. In the program and in the existing collections of outdoor games, the classification is based on the sign of the predominant type of movement (running or jumping, throwing, climbing, etc.). When selecting outdoor games for each type of basic movements, continuity between age groups is observed. This helps the teacher to plan games in connection with the formation of certain motor skills in children. Outdoor games are necessary for the unity of psychophysical, intellectual, moral, emotional education. To achieve complete harmony with oneself and with the outside world, for the possibility of exercising freedom and choosing actions, which is necessary for the quality preparation of children.

–  –  –

2.1. Research methods To solve the tasks set in the process of work, the following methods were used:

1. Analysis of scientific and methodological literature.

2. Control tests (testing).

3. Pedagogical experiment.

The analysis of scientific and methodological literature was carried out on the problem of the development of physical qualities in older preschoolers with the help of outdoor games. Based on the analysis, the goal, task were formulated and the main directions for the development of physical qualities in older preschoolers were determined. An analysis of the literature, which included 37 sources, made it possible to clarify the purpose, objectives and methods of research, formulate a hypothesis, and plan a pedagogical experiment.

Physical fitness testing. The following tests were used to assess physical fitness: 30m run, 200m run, 3x10m shuttle run, standing long jump.

1. Test to determine the speed - power qualities.

In the long jump test, the child stands at the start line (feet slightly apart), makes an intense swing of his arms with a simultaneous semi-squat, and, pushing off with both legs, jumps as far forward as possible, landing on both legs. The result was measured by the touchdown point closest to the take-off point. The best result of two attempts is recorded in the protocol. The results are measured with an accuracy of 1cm.

2. Test for determining coordination abilities In the test, shuttle run 3x10m on the command "To the start!", "Attention!", "March!" (at this moment the head of physical culture turns on the stopwatch) the child from a high start must run to the opposite line, having a cube in each hand. Having reached and rounded the first flag on either side, he puts the cube on the floor and returns back to the opposite flag. Then, he runs around him again, puts the second die on the roll and finishes by running the 10m segment for the third time. The result was measured from the start line to the finish line and recorded to hundredths of a second.

3.Test for determining speed qualities In the 30m run test, two children are invited to the start line.

The teacher, standing on the side of the starters, gives the command “To the start!”, “Attention!” and raises the flag. After making sure that the children are ready to run, he commands “March!” and lowers the flag at the same time. When the flag is lowered and the children begin to move, the stopwatch starts. Children run, bypassing the finish line to the landmarks, without slowing down their running speed. The stopwatch turns off after the runners cross the finish line. The result was measured from the start line to the finish line and was recorded to hundredths of a second.

4. Endurance test.

In the 200m run test, a group of children (5-7 people) is invited to the start line, formed taking into account motor activity.

The instructor gives the command: "Attention!" (the flag is raised up) and, making sure that the children are ready to run, gives the command “March!”, At the same time lowers the flag. Commands are given in an even, calm voice, which helps to avoid sudden movements of the participants at the start. Children run, bypassing the finish line to the landmark in a continuous uniform mode. It is allowed to run the distance together with an instructor who is not overtaken and not more than 10 meters behind. When performing the test, a transition to walking is possible.

The flag signal should be given to the side of the starting children, without interfering with the start of the movement. From the moment the flag is lowered and the children begin to move, the stopwatch starts. The stopwatch stops when the children cross the finish line. The result is measured from the start line to the finish line and was recorded to tenths of a second.

The pedagogical experiment was aimed at comparing the initial and final results.

2.2. Organization of the study

The pedagogical experiment took place from October 2014 to May 2015. The study was carried out for 7 months in the MADOU CRR kindergarten No. 50 in the city of Tyumen in buildings 3.5. The experiment involved 26 children of the senior group 5-6 years old "Sun" k3, and 26 children of the senior group 5-6 years old "Why" k5, divided into two groups: control and experimental. The group "Sun" is experimental, the group (EG) "Why" is the control group (CG).

For the full physical development of preschool children educational institution equipped with: a universal music and physical education hall, a sports ground on the territory of the kindergarten.

Zones have been created in the group rooms, including sports corners with a variety of traditional and non-traditional equipment. Benefits in physical culture corners are systematically changed, supplemented, updated.

A complex of outdoor games has been developed, aimed at developing the physical qualities of children of senior preschool age. In the last week of the quarter (November, March, May), a one-day project was created in the EG in the form of outdoor games (Appendix 3).

This complex of outdoor games is composed in such a way, the number of outdoor games during the day: in the morning gymnastics, when the reception of children took place on the street, 2 outdoor games were held in the EG, 1 game in the CG; in the evening, the teacher from the EG played one outdoor game; once a month in the EG a new game was learned outside the educational program, (Appendix 1) in the CG the games were played according to the educational program; repetition of each outdoor game in the EG from 4 to 6 times, in the CG no more than 3 times; in the EG, tasks were set for educators to conduct high-quality games, complicate tasks to achieve the goal; cooperation was established with the parents of the group, consultations were held for parents on how to properly conduct outdoor games at home (Appendix 2).

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30m running: in the control group, the high level is 10% higher than in the experimental group.

3x10m running: in the control group, the high level is 5% higher than in the experimental group.

200m running: in the control group, the high level is 10% higher than in the experimental group.

Standing long jump: in the experimental group, the high level is 6% higher than in the control group.

Thus, a comparative analysis of the initial level of physical fitness showed that the level of development of the studied qualities in the control and experimental groups is almost the same, and corresponds to the average level of physical fitness of 5-6 year old preschoolers.

Comparative analysis of the final testing of the level of physical fitness in the control and experimental groups showed the following results (Table 2).

–  –  –

Running 30m: in the experimental group, the high level is 4% higher than in the control group.

Running 3x10m: in the control group, the high level is higher than in the experimental one by 2%.

200m running: in the experimental group, the high level is 3% higher than in the control group.

Standing long jump: in the experimental group, the high level is 4% higher than in the control group.

Considering the results obtained, we analyze the dynamics of indicators for each test.

Comparative results of the initial and final testing in the 30m race showed that in the experimental group the performance improved by 4% (Fig. 1).

–  –  –

Analysis of the results in the 3x10m run test showed that in the control group the high level was 2% higher than in the experimental group (Fig. 2).

–  –  –

The indicator in the 200m run in the experimental group is a high level by 3% higher than in the control group (Fig. 3).

% 60.00 50.00 40.00 30.00 KG 20.00 EG

–  –  –

60.00 50.00 40.00 30.00 KG 20.00 EG

–  –  –

Fig.4. Dynamics of results in the test "long jump"

After analyzing the dynamics of the results of the studied physical qualities in the control and experimental groups, we note that by the end of the study, the level of physical fitness of children in the experimental group is higher than the level of physical fitness in the control group.

The results of testing in the experimental and control groups showed that in the experimental group the increase over the study period was higher than in the control group.

It should be noted that in the experimental group this problem was dealt with in depth. Educators, parents noted the great influence of various types of outdoor games, individual methods and techniques, on the development of physical qualities of children of senior preschool age.

The general emotional background in the group has changed, and the active physical activity of children and teachers - participants in the experiment is also noted.

Conclusion

1. Analysis and generalization of materials from literary sources on the problem of the development of physical qualities showed that the degree of detail and specification in the selection of outdoor games aimed at developing physical qualities in older preschoolers depends on the duration of the stages of physical training.

2. As a result of the experiment, it was revealed that all indicators of physical fitness, both in the experimental and in the control groups, increased. But at the same time, the indicators of physical fitness in preschoolers of the experimental group were higher than those of preschoolers in the control group.

3. It can be assumed that the widespread use of outdoor games had an impact on the level of mastery of motor skills, and increased the degree of development of motor qualities: speed, endurance, strength, dexterity, and made it possible to achieve a more harmonious development of children.

4. During the experiment, it was revealed that our methodology influenced the development of the physical qualities of children in the experimental group. This confirmed the proposed hypothesis of the study.

Bibliography

1. Adashkyavichene, E.I. Sports games and exercises for kindergarten / E.I. Adashkevicie. - M.: Enlightenment, 1992. - 45 p.

2. Ashmarin B.A. Theory and methods of physical education. Textbook for students of the faculties of physical education of pedagogical institutes. – M.: Enlightenment, 1979.-225p.

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Applications

–  –  –

On one side of the playground, children stand in one line with balls in their hands. On command: "March!" children run, throwing balls over their heads, to the opposite side of the playground. The winner is the one who, without dropping the ball, comes running first.

–  –  –

Choose a "trap". On a signal: "One, two, three - run!" the children scatter around the playground, and the “trap” tries to catch them (touch them with their hands). You can not catch someone who managed to sit down and touch the ground with his hand. When three children are caught, a new "trap" is chosen. The game is repeated 3-4 times.

"Spinners"

The game involves 2-3 groups of players. They stand in columns, with the first players located closer to the center of the site. On a signal, the first players turn 360 °, then the first and second numbers turn around their axis together. During the turn, the second number holds the partner's hands by the belt. Next, the turn is performed simultaneously by 3 players, etc.

The first team to complete turns in fours, fives or sixes wins. When the game is repeated, turns are performed in the other direction.

"Rope"

A rope with a length of at least 1 m is placed on the ground, flags, cubes or other objects are placed at a distance of 5–6 m from its ends. Two children stand at the ends of the string facing their flags. At the signal of the teacher: "One, two, three - run!" the children each run to their own flag, trying to run around it as quickly as possible, return to the rope and pull its end in their direction. The one who manages to do it first wins. Instead of a rope, you can use a jump rope. When choosing pairs for the game, the teacher should take into account the physical fitness of the children. It is important that children in pairs are approximately equal in strength.

"Race in pairs"

Children are divided into pairs, hold hands and stand on one side of the playground. At the signal of the teacher, they run to the opposite side.

The winner is the pair that ran faster than the others without separating their hands. The game is played 4-5 times. When repeating the game, children can connect their hands crosswise.

"North and South Wind"

Choose two leaders. The first one is tied with a blue ribbon on his hand - this is the “north wind”, the second - a red one - this is the “south wind”. The rest of the children run around the playground. "Northern Wind" tries to "freeze" as many children as possible (touch them with your hand). "Frozen" children take any position. The "South Wind" "thaws" them, touching them with a hand, exclaiming: "Free!". After 2–3 min. new drivers are appointed, and the game is repeated.

–  –  –

Two or three drivers are chosen, who, while running, try to “bash” - “bewitch” the players. The tagged players stop in place, holding their hands to the sides. The rest of the players can help out the "bewitched"

touch of the hand.

The game is played until the moment when all the players are "collared".

Then other "sorcerers" are chosen.

–  –  –

mobile games and game exercises are of great importance for the comprehensive, harmonious development of the child. Participation of the child in game tasks of various intensity allows mastering vital motor skills in walking, running, jumping, balance, climbing, throwing.

Also a characteristic feature of the outdoor game is the complexity of the impact on all aspects of the child's personality. In the game, physical, mental, moral and labor education is simultaneously carried out.

In connection with increased motor activity and the influence of positive emotions, all physiological processes in the body increase, the work of all organs and systems improves. The emergence of unexpected situations in the game teaches the child to use the acquired motor skills in a variety of ways.

In outdoor games, the most favorable conditions are created for the development of physical qualities (dexterity, speed, etc.). For example, change the direction of movement to dodge a trap, or to escape from it, run as fast as possible.

Children who are carried away by the plot of the game can perform physical exercises with interest many times without noticing fatigue. Increasing the load, in turn, increases endurance.

During the game, children act in accordance with the rules. The rules regulate the behavior of the players and contribute to the development of positive qualities.

The need to comply with the rules of the game, overcome obstacles contribute to the education of strong-willed qualities: endurance, courage, determination, etc.

In outdoor games, the child has to decide for himself how to act in order to achieve the goal. Changing conditions make children look for more and more new ways to solve emerging problems. This contributes to the development of independence, activity, initiative, creativity, ingenuity, etc.

With the help of outdoor games, the child's ideas about the surrounding reality expand and deepen. Performing various roles, depicting a variety of actions, children practically use their knowledge about the habits of animals, birds, insects, natural phenomena, vehicles, etc.

Annex 3

PHYSICAL AND HEALTH PROJECT

Compiled by: physical education instructor Elizaveta Vladimirovna Sennikova Introduction The wonderful world of outdoor games is familiar to every adult firsthand. Everyone played in big cities and small villages, played until late, returning home in soiled clothes, under the reproaches of a worried mother, but completely happy. With the advent of the computer, the Internet and other attributes modern life outdoor games are a thing of the past, but can the most complex technique replace live communication and development? Mobile games are folk entertainment that are passed down from generation to generation. They are diverse, require dexterity, resourcefulness, ingenuity, reinforce various physical skills and abilities. Such games are not only good for health, but also necessary for the development of courage, will, perseverance in achieving the goal, in other words, for the formation of a person's character. Let's remember the wonderful games of our childhood.

To instill interest in the use of outdoor games, a project was developed: "Festival of outdoor games"

PROJECT TYPE: sports and educational.

DURATION: one day.

PROJECT PARTICIPANTS:

OBJECTIVE OF THE PROJECT:

TASKS:

1. improve sports skills and abilities;

2. develop endurance, speed of reaction, dexterity, coordination of movements;

3. improve intelligence, resourcefulness and the ability to navigate in space;

EXPECTED RESULT:

–  –  –

Physical entertainment in the senior group "Festival of outdoor games"

Tasks:

Improve health;

Improve intelligence, resourcefulness and ability to navigate in space;

Teach to follow the rules of the game;

To cultivate attention, to form the ability to interact with partners in the game;

Equipment: wolf mask, bench, rope with a bag, ribbon.

Introductory part:

Buffoon: We meet the day together!

Together with the sun, together with the light.

Sun, sun, brighter gray!

The holiday will be more fun!

Today we start the festival of outdoor games!

(The buffoon calls the children to the sound of a tambourine or rattle.) Gather, people, Who is going to play!

Buffoon. I am a buffoon - a clown, I love to play and have fun! I even have a decree. Here is a message from this day (Reads a letter.) Children! Ordered to bring you to this hour decree.

Every year of this date - As the sign says - To the people of the city, the village To go out on a holiday.

By all means, everyone should be at the holiday of the game!

Buffoon: Let's start the festival!

There will be games, there will be laughter, And fun and fun Are meant for everyone.

Buffoon. Let's play the Salki game. All the players run freely around the site, the driver is trying to tarnish someone. The player who is tarnished becomes a tag; if the tag cannot catch someone for a long time, then another driver is appointed. If the group is large, then two leaders can be appointed.

Buffoon: Guys, but I know the game "Geese - Swans."

Let's play?

Participants choose a wolf, a shepherd by a counting rhyme, the rest - geese - swans.

On one side of the site, they draw a house where a shepherd and geese live, on the other, an ox lives under a mountain. The shepherd releases geese in the field "to take a walk, to pinch the green grass." After a while there is a roll call between the shepherd and the geese Shepherd. Geese Geese Geese. Ha-ha-ha Shepherd. Do you want to eat?

Geese. Yes, yes, yes Shepherd. Well, fly!

Geese. The gray wolf under the mountain does not let us go home.

Shepherd. Well, fly as you like, just take care of your wings.

After that, the whole team runs over the second conditional line (or to another wall of the gazebo). The driver is trying to catch (not to salt, but to grab and hold) some player or even two. The one who was caught joins the driver, and everything repeats from the beginning, but the other two players are already catching. The game continues until one "goose" remains uncaught - this player is considered the winner.

Buffoon: Guys guess the riddle.

A modest little gray thief, Sniffed almost inaudibly, He dragged away the crust of bread, Hidden again in a mink.

Keeps ears on top, Very smart little animal.

Do you know her baby?

The mischievous one is....

Children. Mouse Skomorokh: I know the game "Mousetrap". The players are divided into two unequal groups. A smaller group (about a third of the players) forms a circle - a mousetrap. The rest of the children represent mice and are outside the circle.

Children, depicting a mousetrap, hold hands and begin to walk in a circle, now to the left, then to the right, saying:

Oh, how tired the mice are, Divorced their passion.

Everyone gnawed, everyone ate, They climb everywhere - that's a misfortune.

Beware, cheats, we will get to you.

Here we put mousetraps, Let's catch all at once!

At the end of the poem, the children stop and raise their clasped hands up. "Mice" run into the mousetrap and immediately run out from the other side. At the signal of the teacher: "Clap!" - children standing in a circle lower their hands and squat - the mousetrap is slammed shut. "Mice" that did not have time to run out of the circle are considered to be caught. They also become in a circle (the size of the mousetrap increases). When most of the mice have been caught, the children switch roles and the game resumes.

At the end of the game, the teacher notes the most dexterous mice that have never been left in the mousetrap.

Buffoon: Guys, let's play the game "Don't stay on the floor"?

A driver is chosen - a trap that runs with the children throughout the hall (platform). As soon as the teacher says: “Catch!” - everyone runs away from the trap and tries to climb onto some kind of elevation (bench, cube, stump, etc.). The trap tries to knock down the fleeing before they have time to stand on the dais. Children touched by the trap step aside. At the end of the game, the number of players caught is counted, and another driver is chosen. The game is restarted.

Buffoon: And last game- "Fishing rod". The players stand in a circle, in the center of the circle is the teacher. He holds a rope in his hands, at the end of which is tied a bag of sand. The teacher rotates the rope with the bag in a circle above the floor (snake), and the children jump up on two legs, trying not to touch the bag with their legs. Having described 2-3 circles with the bag, the teacher pauses, counts the number of those who hit the bag and gives the necessary instructions for performing jumps.

Buffoon: Guys, did you like to play games? What games did we play today? What did you like more?

–  –  –

Sex and age indicators of the development of general assessments of coordination abilities in children aged 5-6 years Control exercise: shuttle run 3x10 m (s) (data from the collection: Methodological recommendations for determining the physical fitness of children 6-7 years old / compiled by Nikolaeva V.V., Shtoda L.Z., Kuznetsova A.P. - Kurgan, 1986.-30s.) Age (years) Sex High Average Low level level level

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Methodical theme:

"Mobile games as a means of developing physical qualities in physical education lessons."

Outdoor games are one of the most favorite activities of children in physical education classes. They are a complex means of physical education, contributing to the full development of a growing organism.

Tasks to be solved during outdoor games:

In the formation of a diversified personality of a child, outdoor games play an important role. Based on the general goals of physical education of preschoolers, we highlight the main tasks that are solved when conducting outdoor games. These include: health, educational, educational.

Improving tasks of outdoor games. With the correct organization of classes, taking into account the age characteristics and physical fitness of those involved, outdoor games have a beneficial effect on the growth, development and strengthening of the bone and ligament apparatus, the muscular system, on the formation of correct posture in children, and also increase the functional activity of the body.

Educational tasks of outdoor games. Outdoor games to a large extent contribute to the development of physical qualities: speed, agility, strength, endurance, flexibility, and, importantly, these physical qualities are developed in a complex.

Most outdoor games require speed from the participants. These are games built on the need for instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of movements, with overcoming small distances in the shortest possible time.

The constantly changing situation in the game, the rapid transition of participants from one movement to another contribute to the development of dexterity.

For the education of strength, it is good to use games that require the manifestation of moderate in terms of load, short-term speed-strength stresses.

Games with multiple repetitions of intense movements, with constant motor activity, which causes significant expenditure of strength and energy, contribute to the development of endurance.

Improving flexibility occurs in games associated with frequent changes in direction of movement.

A fascinating game plot evokes positive emotions among the participants and encourages them to repeatedly perform certain techniques with unrelenting activity, demonstrating the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game.

The competitive nature of collective outdoor games can also intensify the actions of players, cause a manifestation of determination, courage and perseverance to achieve the goal. However, it must be borne in mind that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while at the same time being enthusiastic about the game, disciplines playing children

The mobile game has a collective character. The opinion of peers is known to have a great influence on the behavior of each player. Depending on the quality of the performance of the role, one or another participant in an outdoor game may deserve encouragement or, conversely, disapproval of comrades; This is how children learn to work in a team.

The game is characterized by the opposition of one player to another, one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the environment as soon as possible, choose the most correct action and perform it, so outdoor games contribute to self-knowledge.

In addition, playing games develop coordinated, economical and coordinated movements; players acquire the ability to quickly enter the desired pace and rhythm of work, deftly and quickly perform a variety of motor tasks, while showing the necessary efforts and perseverance, which is important in life.

Educational tasks of outdoor games:

The game has a great impact on the formation of personality: it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Playing games contributes to the development of children's abilities for actions that are important in everyday practical activities, in playing games themselves, as well as in gymnastics, sports and tourism;

The rules and motor actions of an outdoor game create for the players the correct ideas about behavior in real life, fix in their minds the ideas about the relations between people existing in society.

Of great educational importance are outdoor games held on the ground in summer and winter conditions: in camps, at recreation centers, on hikes and excursions. Games on the ground contribute to the formation of the skills necessary for a tourist, scout, tracker.

Health-improving, upbringing and educational tasks must be solved in a complex, only in this case each outdoor game will be an effective means of versatile physical education of children. Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, valuable moral-volitional and physical qualities. However, it should be remembered that when conducting outdoor games, due to their specificity, first of all, the tasks of physical education proper are solved.

The main task of outdoor games is to strengthen the health of those involved, to promote their proper physical development; to promote the mastery of vital motor skills, abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new possibilities of the body.

2. Meaning, characteristics of outdoor games

Outdoor games originate in folk pedagogy and have national characteristics. The theory and methodology of outdoor games were developed by K.D. Ushinsky, N.I. Pirogov, E.A. Pokrovsky, P.F. Lesgaft, V.V. Gorinevsky, E.N. V. Keneman and others. P. F. Lesgaft defined outdoor play as an exercise by which a child prepares for life.

A characteristic feature of an outdoor game is the complexity of the impact on the body and on all aspects of the child's personality: physical, mental, moral, aesthetic and labor education is simultaneously carried out in the game.

The development of independence and creativity in outdoor games is predetermined by their creative nature. During games, preschoolers form and improve various skills in basic movements (running, jumping, throwing, climbing, etc.). A quick change of scenery during the game teaches the child to use the movements known to him appropriately in accordance with a particular situation, ensuring their improvement.

Naturally manifest physical qualities - speed of reaction, dexterity, eye, balance, skills of spatial orientation, etc. All this has a positive effect on the improvement of motor skills.

Great importance of outdoor games in the education of physical qualities: speed, agility, strength, endurance, flexibility, coordination of movements. For example, in order to dodge a "trap", you need to show dexterity, and to escape from it, run as fast as possible. Fascinated by the plot of the game, children can perform with interest and many times the same movements without noticing fatigue. And this leads to the development of endurance.

Active motor activity of a gaming nature and the positive emotions it causes intensify all physiological processes in the body, improve the functioning of all organs and systems. A large number of movements activates breathing, blood circulation and metabolic processes. This, in turn, has a beneficial effect on mental activity. It has been proven that they improve the physical development of children, have a beneficial effect on the nervous system and improve health. Almost every game has running, jumping, throwing, balance exercises, etc.

The game plays a big role in the formation of personality. During the game, memory, ideas are activated, thinking, imagination develop. During the game, children act in accordance with the rules that are binding on all participants. The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, discipline. At the same time, the need to follow the rules, as well as to overcome the obstacles that are inevitable in the game, contributes to the development of strong-willed qualities - endurance, courage, determination, and the ability to cope with negative emotions. Children learn the meaning of the game, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades.

Outdoor games are also of great importance for moral education. Children learn to act in a team, to obey the general requirements. Children perceive the rules of the game as a law, and their conscious implementation forms the will, develops self-control, endurance, the ability to control their actions, their behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie.

Outdoor games are an effective means of versatile development.

Characteristics of outdoor games

The content of an outdoor game is its plot (theme, idea), rules and motor actions. The content comes from human experience, passed down from generation to generation.

The plot of the game determines the purpose of the actions of the players, the nature of the development of the game conflict. It is borrowed from the surrounding reality and figuratively reflects it. The plot of the game not only enlivens the integral actions of the players, but also gives purposefulness to individual techniques and elements of tactics, making the game exciting.

Rules are mandatory requirements for the participants of the game. They determine the location and movement of the players, clarify the nature of the behavior, the rights and obligations of the players, determine the methods of playing the game, the methods and conditions for accounting for its results. At the same time, the manifestation of creative activity, as well as the initiative of the players within the framework of the rules of the game, are not excluded.

For convenience of practical use, games are classified.

Mobile games are classified according to the following criteria:

By age (for children of younger, middle and older preschool age or in accordance with the age group of the kindergarten);

By content (from the simplest, elementary to complex with rules and semi-sports games);

By the predominant type of movement (games with running, jumping, climbing and crawling, rolling, throwing and catching, throwing);

By physical qualities (games for the development of dexterity, speed, strength, endurance, flexibility);

By sports (games leading to basketball, badminton, football, hockey; games with skis and skis, in the water, on a sled and with a sled, on the ground);

On the basis of the relationship of the players (games with contact with the enemy and games without contact);

According to the plot (plot and non-plot);

According to the organizational form (for physical education, outdoor activities, sports and recreational work);

By mobility (small, medium and large mobility - intensity);

Seasonal (summer and winter);

At the place of employment (for the gym, sports ground; for the area, premises);

By the method of organizing the players: team and non-team (with division into teams, relay races; game conditions require motor tasks that are the same for the team, the results of the game are summed up by the total participation of all team members; games without team division - each player acts independently in accordance with game rules).

3. Outdoor game as a means of developing psychophysical qualities

The importance of outdoor games for the versatile upbringing of a child is great: they are both a means and a method of raising a child.

The mobile game as a means and as a method is characterized by a variety of effects on the child due to physical exercises included in the game in the form of motor tasks.

In outdoor games, various movements are developed and improved in accordance with all their characteristics, the characteristics of children's behavior and the manifestation of the necessary physical and moral qualities are directed.

Motor actions in outdoor games are very diverse. They can be, for example, imitative, figuratively creative, rhythmic; performed in the form of motor tasks that require the manifestation of agility, speed, strength and other physical qualities. All motor actions can be performed in various combinations and combinations. Outdoor games of various orientations are presented in Appendix 2.

As a method of physical education, an outdoor game is characterized by a variety of methods used, selected in accordance with the motor content of the game and its rules. To the greatest extent, it allows you to improve such qualities as agility, quick orientation, independence, initiative, without which sports activities are impossible.

4. Methodology for organizing and conducting an outdoor game

The method of conducting an outdoor game includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful pedagogical management of it. Of particular importance is the professional training of the educator, pedagogical observation and foresight.

The methodology of the game includes preparation for its conduct, i.e. the choice of the game and the place for it, the layout of the site, the preparation of inventory, the preliminary analysis of the game.

The next stage is the organization of the players, including their location and the location of the head of the game, explanation of the game, allocation of leaders, distribution to teams and selection of captains, selection of assistants. Management of the game process includes monitoring the progress of the game and the behavior of the players, refereeing, dosage of the load, and the end of the game.

The special value of outdoor games lies in the possibility of simultaneous impact on the motor and mental spheres of the personality of those involved. The reciprocal nature of motor reactions and the choice of the correct behavior in constantly changing conditions of the game predetermines the wide inclusion of the mechanisms of consciousness in the process of control and regulation. As a result, the process of the flow of nervous processes is improved, their strength and mobility increase, the subtlety of differentiation and the plasticity of the regulation of functional activity increase.

The high emotionality of gaming activity allows you to cultivate the ability to control your behavior, contributes to the emergence of such character traits as activity, perseverance, determination, collectivism.

Games also contribute to moral education. Respect for an opponent, a sense of camaraderie, honesty in wrestling, striving for improvement - all these qualities can be successfully formed under the influence of outdoor games.

With the help of outdoor games, the development of motor qualities and, above all, speed and dexterity is carried out. Under the influence of game conditions, motor skills are improved. They are formed flexible and plastic. The ability to complex combinatorics of movements develops.

Game activity contributes to the harmonious development of the musculoskeletal system, since all muscle groups can be involved in the work, and the conditions of the competition require quite a lot of physical stress from the participants.

The alternation of moments of relatively high intensity with rest pauses and low-stress activities allows the players to perform a large amount of work. The alternating nature of the load most of all corresponds to the age-related characteristics of the physiological state of a growing organism and therefore has a beneficial effect on improving the activity of the circulatory and respiratory systems.

By their nature, outdoor games are closely intertwined with sports games, and are a good help for those involved in the first stages of learning, when motor skills have not yet developed into a skill.

The variety of motor actions that are part of outdoor games has a complex effect on the improvement of coordination and conditioning abilities (reaction abilities, orientation in space and time, restructuring of motor actions, speed and speed-strength abilities, etc.).

It is customary to call physical qualities innate qualities, thanks to which a person’s physical activity is possible, which receives its full manifestation in expedient motor activity. The main physical qualities include muscle strength, speed, endurance, flexibility and agility.

With regard to the dynamics of changes in indicators of physical qualities, the terms "development" and "education" are used. The term "development" characterizes the natural course of changes in physical quality, and the term "education" provides for an active and directed impact on the growth of physical quality indicators.

The inclusion of outdoor games in physical education lessons helps to solve not only special problems, but also to revive the learning process. The game acts as a means of physical and technical training, as a method of solving educational problems, including those associated with the activation of attention and increasing the emotional state of students, increase interest in lessons.

Achieving high sports results requires repeated repetition of exercises, which will be the key to creating and consolidating motor skills. Such repeated and routine work causes psychological “stagnation”, loss of interest even among conscious schoolchildren, which is a natural reaction of the body to the monotony of lessons.

Including games and relay races in physical culture classes “turns on the emotional lever”, thereby changing the nature of the activity. For example, to fix a place in a line or in a column, I use games such as "Find your place", "Who is faster." Relay races linear and in a circle, outdoor games "Swift-footed team", "Calling numbers", "Talking", "Homeless hare" and others contribute to the development of speed qualities in students.

Jumping exercises in games and relay races are performed intensively, quickly and powerfully. For some students, the outdoor game "Hares, Watchman and Bug" helps to overcome the barrier of fear before the high jump. Endurance develops in such outdoor games as "Salki", "Third Extra", "Cat and Mouse" and others.

The use of outdoor games should shift towards psychological readiness for starts, imitation of competitive situations. For example, the use of the games "Fast rockets are waiting for us ...", "Relay races in a circle with a start in pairs" for practicing tactical actions and running situations.

A correctly selected game will bring the expected result in solving the tasks, both before the game and before the lesson. When choosing a game, I take into account the task of the lesson, the place of the game in the lesson, the composition of the players, the correspondence of the game to the curriculum, the conditions of the game, and the availability of inventory.

The mobile game in its significance is not the basis of the lesson, it serves as an auxiliary tool designed to emotionally color the monotony of the movements of track and field exercises. To the same extent, it should be borne in mind that no matter how interesting games and relay races are, interest in them is lost if used too often. Therefore, a combination of the entire arsenal of techniques and tools, a creative approach to planning and conducting a physical education lesson is simply necessary.

The games in the preparatory part of the lesson "Polar Bears" or "Catching in pairs", "Seine" are characterized by the fact that all those involved are mostly on the move during the game (minimum "idle" time). Games successfully replace the “smooth” warm-up run.

In the main part of the lesson, depending on the solution of problems, I most often use the games: "Manage to catch up", "Carp and pike", linear relay races, circular relay races and many others. others

When using games and relay races, the necessary condition for their conduct is to perform selection so that they do not lead away from solving the main tasks, but on the contrary, so that the dynamic acquired stereotype of motor actions underlying the motor skill becomes stronger.

Ball games are loved by everyone involved, so in the final part, schoolchildren especially like to play “Knocked Out”, “Snipers”, “Hunters and Ducks”, “Shootout”, etc. The above games develop all physical qualities well in a complex, are excellent games in preparing students for throwing.

The most famous recovery games include the following: "Red, Yellow, Green", "Forbidden Movement", "Scouts", "Sky, Earth, Water", "Giants and Dwarves" and others.

Work on the development of physical qualities in the educational process contributes to the successful mastery of motor skills, the achievement of high results.

It is necessary to take into account the anatomical and physiological characteristics of younger schoolchildren, since the skeleton continues to develop, the muscles are relatively weak, rapid psychological fatigue, especially with monotonous actions, and the rapid recovery of biochemical processes. Given this, the game should not be too long, with a short rest and a variety of movements and exercises to supply the musculoskeletal and musculo-ligamentous apparatus - this is perhaps the most important task in the groups of initial and general physical training.

Physical qualities are most successfully developed in a complex, i.e. when the lessons use means that simultaneously provide for the development of speed, strength, endurance, dexterity.

Speed ​​as a physical quality is developed in many outdoor games. These include linear relay races, collective games: "Polar Bears", "Runners", "Riders", "Who is faster", etc.

Games for the development of strength: "Tug in pairs", "Pull in a circle", "Drag over the line", "Fight for territory", etc.

The games most often used in endurance development are: "Catch up", "Killout Race", "Dragons", "Circuit Relays", etc.

Those involved with great desire accept games for the development of dexterity: "Talking", "Catching in pairs", "Frost", "Relay races with objects", games using the ball, objects, for example: "Knocked out", "Sniper", "Ball to the captain" and others.

Games and relay races for the development of flexibility are physiologically justified at the end of the main part of the lesson. Excellent relay training material with various ball passes, objects in columns (with turns, passes), the Ball Race relay (overhead, between the legs, to the side), Cockroach Run, Roll the ball under the bridge.

It is important that games have a beneficial effect on the nervous system of students. I achieve this by optimal loads on the memory and attention of the players, as well as by organizing the game in such a way that would evoke positive emotions in them. Only positive emotions have a beneficial effect on the most important systems and functions of the body, as well as on the well-being and behavior of students.

It must be remembered that the manifestation of negative emotions in games (fear, resentment, anger) disrupts the normal course of nervous processes and harms health. Outdoor games should bring the student moral and physical pleasure.

When conducting outdoor games, I use their opportunity to form students' positive character traits, strong-willed qualities, I try to accustom them to mutual respect during joint actions and responsibility for their actions.

When organizing outdoor games, I take into account the physiological characteristics of students at every age.

In grades 1-4, games take a leading place in the lesson. This is due to the need for movements characteristic of children of this age. Movements such as running, crawling, rhythmic walking and jumping children learn more in the game. For this age group, I play not complex games of a plot nature with elementary rules and a simple structure, gradually increasing the requirements for the development and improvement of the coordination of movements and the behavior of the players.

I offer you a list of outdoor games for a child of 6.7 years. Leisure games.

All outdoor games for a friendly children's company require a fairly large space. It should be a spacious room or playground.

"The sea is worried"

The leader is chosen. He says aloud:

The sea is worried

The sea is worried two,

The sea is rough...

At this time, the players make various intricate movements (or sway, imitating waves).

Marine figure, freeze!

After these words, the players freeze in place and no one moves. The driver walks between the frozen figures and chooses the most original one. Now the player who has depicted the most interesting figure becomes the driver. The game continues.Figures can be made either by one player or by several united in a group. Then, if they win, they all become leaders and choose the next figure collectively.

"Deaf Phone"

Participants sit in a circle. The first participant says something in a whisper in the ear of the nearest neighbor. He - also in a whisper - passes the phrase to his neighbor. According to the rules of the game, you cannot repeat the phrase twice. The message is passed in a circle and should return to the first participant, who loudly repeats what he heard and what was at the beginning. Then the next participant comes up with the phrase.Both the process and the result of the game are fascinating.You can sit not in a circle, but in a line. In this case, the last participant repeats aloud what he heard, and the first participant repeats the original phrase.

"Brook"

The number of participants is odd.

Having broken into pairs, the players stand one after another, join hands and raise them above their heads. A kind of corridor is formed. The one who was left without a pair goes to the "source" of the stream and then, making his way under clasped hands, chooses a pair for himself. The new pair goes to the end of the stream, and the player left alone goes to the beginning. And everything repeats.This game is best played with music.

"Owl"

Required equipment: chalk, bench.

A circle is drawn in the corner of the site - “owl's nest”. A bench is placed around the circle. You need to choose a leader and a driver - an “owl”. The rest are "field mice". The owl stands in its nest, and the mice - along the walls, in their "minks".The leader says: "Day!". All mice run out to the center of the playground, run, have fun, and at this time the owl sleeps in its nest.When the leader says: "Night!" - all the mice freeze in place, and the owl wakes up, flies out to hunt and looks to see if any of the players are moving. The owl takes the moving mouse to its nest. So she catches mice until the leader says: “Day!”. At this signal, the owl flies to its nest, and the mice can run and frolic again. When there are 3-5 mice in the owl's nest, they choose a new owl and start the game from the beginning. Although the mice are not allowed to move when the owl enters the playground, they can change positions behind the owl's back, but in such a way that she does not notice it. Caught mice sit on a bench - in an owl's nest - and do not participate in the game until the driver changes. On command "Day!" the owl must fly to its nest.

"Ball Race"

Equipment needed: two balls.

The game exists in several versions. All players are divided into two teams, which line up in lines. The first players in each line hold the ball.

Option 1. At the command "Ball!" the ball is passed overhead, then the players turn 180°, spread their legs wide and roll the ball back under their feet. Throughout the game, everyone remains in their places. The team that manages to pass the ball first one way overhead and back underfoot wins. If a player has the ball dropped or rolled away from under his feet, then the player following him must catch the ball, return to his place and continue the game.

Option 2. On command, the ball is passed overhead from the beginning of the line to the end. The trailing players, having received the ball, run and become the first in line, after which they begin to pass the ball again. When the player who started the game is the last one, he must, having received the ball, run forward, become the first in his line and raise the ball over his head. The team that finishes first wins.

Variation 3. The game proceeds in the same way as in Variation 2, but the ball is not passed overhead, but rolled under legs wide apart. The distance between the players must be at least 40-60 cm.

"Jumping Sparrows"

A circle with a diameter of 4-6 meters is drawn on the ground or on the floor. The driver is chosen - a cat that sits or stands in the middle of the circle. The rest of the players - sparrows - stand outside the circle. On a signal, sparrows jump into the circle and jump out of it. The cat is trying to catch the sparrow, which did not have time to jump out of the circle. The caught sparrow remains with the cat in the center of the circle. When the cat catches 3-4 sparrows, a new cat is selected from among the birds not caught. The game starts from the beginning. The cat can only catch within the circle. To catch a sparrow means to touch it with your hand. Sparrows jump on one or two legs (by agreement).

"Two Frosts"

Houses are marked with lines on opposite sides of the site at a distance of 15 meters. Choose two drivers - Morozov. The rest of the guys line up in one line behind the line of the house, and in the middle of the site - on the street - there are two Frosts.

Frost addresses the guys with the words:

We are two young brothers

Two Frosts are removed.

I am Frost, red nose.

I am Frost, blue nose.

Which one of you decides

To go on a path?

The guys answer:

We are not afraid of threats

And we are not afraid of frost!

After these words, the guys run from one house to another (beyond the line at the other end of the site). Frosts catch and "freeze" those running. The salted ones immediately stop and stand motionless in the place where the Frost froze them. Then the Frosts again address the guys with the same words, and they, having answered, run back, helping out the “frozen” guys along the way: touching them with their hands and thereby allowing them to enter the game again.

Literature

1. Osokina T. I. Physical culture in kindergarten. M. : Enlightenment, 1973. - 26-27 p.

2. Penzulaeva L. I. Outdoor games and game exercises for children aged 5-7 years. - M. : VALDOS, 2001. - 3s.

3. Stepanenkova E. Ya. Methods of conducting outdoor games. M. : MOSAIC-SYNTHESIS, 2009. - 4-5 p.

4. Stepanenkova E. Ya. Collection of outdoor games for children aged 2-7 years. - M. : MOSAIC-SYNTHESIS, 2012. - 8-9 p.

Development of physical qualities of students with the help of outdoor games

Introduction

Introduction to physical culture and sports from an early age allows a person to achieve a high level of development of motor actions and physical qualities. It is known that already in childhood the foundation of physical qualities is laid, on which successful labor activity, good health and performance.

In solving these problems, the whole variety of means of the system of physical education is used. Among them, a prominent place in health improvement and comprehensive development take mobile games.

Regular use of outdoor games contributes to: health promotion, promotion of proper physical development, versatile readiness of children, education of activity, courage, determination, discipline, collectivism and other character traits. Outdoor games develop vital motor skills and develop a love for systematic sports.

At primary school age, children freely hold the ball, pass it, hit it. They can already master a certain sequence of changes in situations, subordinate their activity to a consciously set goal, make a decision appropriate to the situation, and foresee the possible actions of an opponent. All this indicates that outdoor games and exercises that prepare for various sports are quite accessible to children. It is also recommended to include exercises on the spot, on the move, with additional tasks, a combination of various activities with a ball. When consolidating the skills of actions with the ball, it is advisable to complicate their implementation in the game and modify the conditions of the motor activity of children. The change of exercises and games provides the diversity and emotionality of their conduct.

Often in children, there is fatigue and loss of interest in the lesson. This is a natural reaction of the body to the monotony of training sessions. And as soon as the teacher includes a relay race, a game or a competition in the lesson, the children forget about fatigue, and interest in the game appears.

In outdoor games, participants show certain physical qualities. Leading the games, you can follow the active manifestation of these qualities in their harmonious unity, as well as to a greater extent develop those of them that are important at various stages of development and education of schoolchildren.

To develop dexterity, games are used that encourage you to quickly move from one action to another in a correspondingly changing environment.

The improvement of speed can be facilitated by games that require instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of actions, overcoming small distances in the shortest possible time.

For the development of strength, games are suitable that require the manifestation of short-term speed-strength stresses, moderate in load.

The development of endurance is facilitated by games with repeated repetitions of actions, with continuous motor activity associated with a significant expenditure of strength and energy. However, here one should take into account the age and physical fitness of the players.

Experience technology. Games aimed at developing strength

In games that promote the development of strength, those involved overcome their own weight, the weight of burdens, and the resistance of the enemy. In such games, objects are used: stuffed balls, dumbbells, benches, etc. or training partner. For games with overcoming their own weight, the following are used: a gymnastic wall, bars, a vertical rope. Often, such games do not require equipment and are associated with moving around the court in a lying position, in an emphasis from behind, with jumping out. Emotional coloring of such tests forces the participants of the games to show maximum efforts to achieve both personal and team victory.

In the game, beginners in a large volume should not be given an exercise with near limit and limit loads. Emotional uplift often cannot compensate for their lack of physical fitness.

Preparation: students stand on the front line of the court with stuffed balls.

Description of the game: each student takes a stuffed ball (weight 1-2 kg), ip - the ball from behind behind his back, sharply bending forward and raising his arms back-up, sharply throw the ball over his head.

Throw option:

a) from below with two hands;

b) from above from behind the head with two hands;

c) from the side (right or left) with both hands, standing half a turn to the direction of the throw;

d) with one hand from below;

e) with one hand on the side;

e) with one hand on top.

The conditions for completing the task are the same.

2. Shot put.

Preparation: students stand on the front line of the site.

Description of the game: pushing the “core” (stuffed ball) is performed with the right (left) hand from the shoulder. The task can be done from the spot or from the jump. Each participant performs three attempts, the best result is taken into account. When pushing with the left and right hand, the two best results can be summed up, and the winner can be determined by this indicator.

4. "Who is stronger."

Preparation: two players stand between two lines, drawn 2-4 m from one another, resting on each other's forearms.

Description of the game: everyone tries to push the opponent out of his line.

The competition takes place according to the method: one against one or team against team - who will remain in the field?

5. Breakthrough.

Preparation: several players, holding hands, form a circle. The rest are in a circle.

Description of the game: on a signal, the players go to the “breakthrough” of the circle; the players forming the circle prevent this.

7. "Roly-Vstanka"

Preparation: one player stands with arms extended along the body. Everyone else sits close around him, legs crossed and arms outstretched to him.

Description of the game: "Roly-Vstanka" falls on the outstretched arms of the seated players, who keep pushing him away from themselves.

9. "Running on the hands."

Preparation: the players count on the first or second and are divided into pairs. Then they line up along the front line.

Description of the game: the first numbers take the emphasis lying down, the second ones take them by the legs. On a signal, the pairs rush to the control line. When the checkpoint is reached, the next two players start moving. The team that finishes the game first wins.

Speed ​​is the ability to perform motor actions in a minimum period of time. Speed ​​to a certain extent depends on the strength of the muscles. Of great importance is the mobility in the joints and the ability of the antagonist muscles to stretch. All exercises should be performed at the fastest possible pace. The duration of one series is 10-20 s. Rest breaks - 1-1.5 minutes.

Exercises that promote the development of speed should not be performed in a state of fatigue, otherwise the coordination of movements is sharply disturbed and the ability to perform them quickly and correctly is lost. Therefore, it is recommended to perform exercises for the development of speed in the first half of the training session, and in small volumes.

1. "Calling numbers."

Preparation: each group is calculated in numerical order. The facilitator calls the number out loud. The player with this number from each team immediately starts, runs the designated distance and returns to his place.

Description of the game: groups line up in columns one by one. At the signal, you need to run to the turn mark.

6. "Relay".

Preparation: the participants of the relay line up in columns side by side.

Description of the game: on a signal, one participant from each team starts. They run a set distance, and then, touching the next player of their team with their hand, stand at the end of their column. The team ends the relay when the last number is in place.

7. "Black and white."

Preparation: in the center of the field at a distance of 1-3 meters from one another, the teams of “black” and “white” line up.

Description of the game: as soon as the leader calls: “black”, they become persecuted, and “white” pursue them. Each can be spotted by several catchers.

4. "Wolves and sheep."

Preparation: a driver is appointed, he is located in the middle of the site. All other free players take their place on the opposite side of the field.

Description of the game: free “sheep” players try to run to the other side of the court, trying to escape from the “wolf”.

5. "Simple tags."

Preparation: players are divided into catchers and free players.

Description of the game: every catcher who has stained a free player changes roles with him.

Evaluation: Who gets tarnished the least number of times.

6. "Catch the ball"

Preparation: The players are divided into two teams. A circle is drawn at a distance of 5m from each column.

Description of the game: on a signal, players with basketballs in their hands run into a circle and throw the ball to the second number, while they themselves run back into the column. The team that finishes the relay first wins.

7. "Race balls in a circle"

Preparation: participants count on 1-2 and stand in a circle after one.

Description of the game: the captains have two balls in a circle. The ball is thrown over one to its player. The ball must go around the full circle and return to the captain. Having received the ball, the captain says: “Yes!”

9. "The ball is average."

Preparation: the players form two circles, in the middle of which are the drivers with stuffed balls in their hands.

Description of the game: on a signal, the drivers begin to throw the ball to their players in turn. Having received the ball from the last player, the driver raises it up. The team that finishes the game first wins. Whoever dropped the ball, he picks it up, receiving a penalty point.

Games, direction for the development of endurance

In games, endurance is manifested not in static, but in dynamic conditions, robots, when moments of tension and relaxation alternate. These exercises, especially of a cyclic nature, can cause fatigue, while there is a decrease in performance. Therefore, such exercises should be given in the second half of the lesson.

1. "Fishermen and fish."

Preparation: Players line up in a circle. In the center is a leader with a rope.

Description of the game: the driver rotates the rope under the feet of the players, everyone bounces, trying not to hurt her. And who nevertheless touches the rope, becomes himself in the place of the "fisherman".

3. "Interception of the ball."

Preparation: draw three circles. There are three participants in each circle.

Description of the game: within the circle, two players throw the ball to each other. The third is trying to intercept him.

4. "Tigerball".

Preparation: players form a circle of 8 m, several "tigers" are in the middle of the circle.

Description of the game: students play the ball among themselves, the "tigers" try to touch the ball. Whoever allowed the "tiger" to touch the ball takes his place.

5. "Knockouts".

Preparation: the players are divided into two teams. One team is located on one half of the site, and the second on the other.

Description of the game: each team tries to knock out the players of the other team with the ball, playing the ball among themselves.

6. "Rugby".

Preparation: there are two teams of 5 people on the court, the 6th at the gate.

Description of the game: the ball is placed in the center. Both teams try to get the ball from their goal line. Each team tries to deliver the ball over the opponent's goal line.

7. "Football on the back"

Preparation: the players lie on their backs, support with their hands behind and spread the ball with their feet. Teams try to score the ball into the opponent's goal.

9. "Be able to catch up"

Preparation: 16 players on the treadmill. They are at a distance of 25 meters from each other.

Agility Games

Dexterity is a complex complex quality that does not have a single evaluation criterion. Agility means:

1) the ability to quickly master new movements;

2) the ability to master complex movements in coordination;

3) the ability to quickly find a way out of a motor situation.

This quality is manifested in the ability to quickly rebuild

according to the changing environment. Agility helps in mastering sports technique and its improvement. A variety of exercises are used to develop dexterity.

1. "Vigilant eye".

While walking or running on a visual signal, students perform a predetermined action. For example: a raised hand means that the children must jump forward and take a conditioned stance.

2. "Falling stick."

Preparation: students become in a circle. In the center of the circle is the driver, who holds the stick, which is in a vertical position, by the upper end.

Description of the game: the driver calls the number of one of the players and releases the stick, the player must lunge forward and grab the stick without letting it fall.

Description of the game: students stand in a circle and hit the ball up to each other in the way of the top pass. The player who allowed the ball to fall receives a penalty point. The one with the fewest mistakes wins.

5. "Only from below."

Description of the game: the usual game of volleyball, but the transfer of the ball is only allowed from below with two or one hand. Otherwise, the ball is passed to the opposite side, and the team receives a point.

6. "Scorers".

Preparation: the participants stand in a circle and throw the ball to each other.

Description of the game: the one who made a mistake when receiving the ball or sent the ball inaccurately sits in the center of the circle. The rest, from time to time, with an attacking blow, send the ball to those who are sitting. If you hit the player, he leaves the circle and continues the game. The shelling lasts until one of the seated catches the ball in his hands, then everyone stands up, and the player who has punched in his hands sits in a circle.

7. "Precise feed."

Preparation: squares are drawn on the volleyball field.

Description of the game: players perform any serve, having previously named the number of the square they want to hit. The player who hits the square gets a point.

8. "Change of circles."

Preparation: circles are drawn on the site. One team becomes in circles, the other between them.

Description of the game: the team that was outside the circle tries to take the ball away from the players in the circle, who throw the ball between themselves without leaving the circle.

Flexibility Games

Flexibility is the ability to perform movements with a large amplitude. Flexibility depends on the elasticity of muscles, tendons and ligaments.

Flexibility is shown at performance of all technical receptions. Therefore, the high elasticity of muscles, tendons and ligaments contributes to good game play.

The main means of developing flexibility are exercises with low weights, with a partner and exercises similar in structure to the exercises of a volleyball player performing a technique.

1. "Who will transfer faster."

Preparation: two teams line up in a column. The distance between players in a team is 1 m.

Description of the game: on a signal, both teams begin to pass the ball, using the top pass of the ball, to the partner standing behind. Who will pass the ball faster.

4. "The bridge and the cat."

Preparation: two teams are built. Each team is counted on the first-second. Two circles are drawn in front of each team.

Description of the game: on a signal, the first couples from each team start the relay. Once in the first circle, one of the players makes a "bridge", and the second crawls under it and runs to another circle, where he takes emphasis, standing bent over. His partner crawls under him, after which both, holding hands, run back and pass the baton to the next pair.

Output

In the physical education of children, outdoor games have the most honorable place. They are the most suitable type of physical exercise, characterized by attractiveness, accessibility, depth and versatility of impact.

Team games are the most popular in sports games, as they are similar in nature. Team outdoor games are the most difficult, where along with the perfection of motor skills, highly organized tactics of the whole team are needed.

The special value of outdoor games lies in the possibility of simultaneous impact on the motor and mental spheres of the personality of those involved. The reciprocal nature of motor reactions and the choice of the correct behavior in constantly changing conditions of the game predetermines the wide inclusion of the mechanisms of consciousness in the process of control and regulation. As a result, the process of the flow of nervous processes is improved, their strength and mobility increase, the subtlety of differentiation and the plasticity of the regulation of functional activity increase.

The high emotionality of gaming activity allows you to cultivate the ability to control your behavior, contributes to the emergence of such character traits as activity, perseverance, determination, collectivism.

Games also contribute to moral education. Respect for an opponent, a sense of camaraderie, honesty in wrestling, striving for improvement - all these qualities can be successfully formed under the influence of outdoor games.

With the help of outdoor games, the development of motor qualities and, above all, speed and dexterity is carried out. Under the influence of game conditions, motor skills are improved. They are formed flexible and plastic. The ability to complex combinatorics of movements develops.

Game activity contributes to the harmonious development of the musculoskeletal system, since all muscle groups can be involved in the work, and the conditions of the competition require quite a lot of physical stress from the participants.

The alternation of moments of relatively high intensity with rest pauses and low-stress activities allows the players to perform a large amount of work. The alternating nature of the load most of all corresponds to the age-related characteristics of the physiological state of a growing organism and therefore has a beneficial effect on improving the activity of the circulatory and respiratory systems.

By their nature, outdoor games are closely intertwined with sports games, and are a good help for those involved in the first stages of learning, when motor skills have not yet developed into a skill.

Bibliography

1. M.G. Kamentser. "Lesson after class" Moscow "Physical culture and sport", 1987.

2. A. Loescher. "Small games for many". Minsk "Polymya", 1983

3. V. Yakovlev, A. Grinevsky. "Games for children". Moscow "Sphere", 1992

4. G.A. Vasilkov, V.G. Vasilkov. From game to sport. Moscow "Physical culture and sport", 1985.

5. L. Byleeva, I. Korotkov, V. Yakovlev. "Outdoor games". Moscow "Physical culture and sport", 1984.

6. E.M. Geller. "Our friend is the game." Minsk "People's Asveta", 1979

Topic: Outdoor games as a universal means of developing physical qualities and cognitive interest children

Introduction

Chapter 1 Outdoor games are an integral part of physical and cognitive education

1 The role and importance of play in the development of children

2 Games for the development of strength capabilities

3 Games for the development of speed and endurance

4 Games to develop dexterity and flexibility

5 The influence of outdoor games on the development of children's cognitive interest

Chapter 2. Organization and research methodology

1 Methodology for developing an experimental program for the development of physical qualities with the help of outdoor games

2 Organization and results of the study

Chapter 3. Results of the study and conclusions

Conclusion

Bibliography

Introduction

The purpose of the work: to explore, using existing methods, the possibilities of using games for children in physical education lessons, the development of physical qualities and cognitive interest of children.

Subject of research: the effectiveness of the pedagogical process of developing physical qualities with the help of game actions.

The hypothesis of the study is the assumption that the existing method of using outdoor games can serve as a universal means of developing the physical qualities of children.

Among a large number of various means of physical education, outdoor games are widely used, which contribute to the solution of educational and recreational tasks.

Playing activity is especially important during the most active formation character - in childhood and adolescence. While playing, children learn vital motor habits and skills, they develop courage and will, ingenuity. During this period, the game method is of leading importance, acquires the character universal method physical education.

Almost throughout life, a person is closely connected with the game, and during the period of the most active formation - in childhood and adolescence, game activity occupies the largest place. The content of games changes with the growth and development of the child. If at the first stages the gaming activity is simplified, then later it is significantly enriched both in form and in content. These changes are determined by the growing role of consciousness in the life of the child. An exceptional role belongs to games in the formation and strengthening of the children's team, because games always have elements of healthy rivalry, interesting competition.

Game activity is always associated with the emergence and development of certain relationships between players. It promotes active communication of children, establishing contacts.

During the game, it is possible to include all students in collective activities, to help them take their proper place among their peers. In outdoor games there are always losers and winners. It is very important to teach children not to boast if they win and, conversely, if they lose, not to fall into despair. In particular, it should be ensured that children maintain a friendly attitude towards both winners and those who lose, and all relations should be based on goodwill, deep respect for classmates, and camaraderie.

With the help of outdoor games, a variety of motor qualities are developed, and above all, speed and dexterity. At the same time, motor habits are fixed and improved; motor qualities are manifested more and more diversely. In connection with the requirements imposed on a person by highly automated work, the development of visual-motor coordination and the emergence of the so-called "manual skill" become especially significant. During play activities, complex and varied movements, as a rule, involve all muscle groups. This contributes to the harmonious development of the musculoskeletal system. The conditions of the gaming competition require the participant to have rather large physical loads. Alternating moments of relatively high intensity with rest breaks and activities that require little effort allows players to do a lot of work. The changeable nature of the load most of all corresponds to the physiological characteristics of the growing organism and therefore has a beneficial effect on improving the activity of the functional systems of blood circulation and respiration.

The hygienic value of games is enhanced by the possibility of their wide use in natural conditions. Games on skis, in the forest, in the water, etc.

an incomparable means of hardening and strengthening health.

Chapter 1. Outdoor games - an integral part of physical and cognitive education

Children usually seek to satisfy the huge need for movement in games. To play for them is, first of all, to move, to act. During outdoor games, children improve their movements, develop such qualities as initiative and independence, confidence and perseverance. They learn to coordinate their actions and even follow certain (at first, of course, primitive) rules.

Speaking about the influence of the game on mental development, it should be noted that it forces you to think the most economically, tame emotions, instantly respond to the actions of your opponent and partner. By developing the habit of volitional action, games create the basis for voluntary behavior, leading to the development of the ability for elementary self-organization and self-control outside of gaming activity.

The game is a multifaceted phenomenon, it can be considered as a special form of existence of all aspects of the life of the team without exception. Just as many shades appear with the game in the pedagogical management of the educational process.

A huge role in the development and upbringing of the child belongs to the game - the most important children's activities. It is an effective means of forming the student's personality, his moral and volitional qualities; the need to influence the world is realized in the game. Soviet teacher V.A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.

First of all, the game, since we are talking about the games of a person and a child, is a meaningful activity, that is, a set of meaningful actions united by the unity of a motive. The game is an activity, it is an expression of a certain attitude of the individual to the surrounding reality.

The game of a person is the product of activity, through which a person transforms reality and changes the world. The essence of the human game - in the ability to display, transform reality. In the game, for the first time, the child's need to influence the world is formed and manifested in this basic, central and most general meaning games.

The game is life, especially if we are talking about children's games designed to entertain, rally, develop, amuse, teach, show - if only it was interesting, dynamic and fervent

Playing activity is especially important during the period of the most active formation of character - in childhood and youth. While playing, children learn vital motor habits and skills, they develop courage and will, ingenuity. During this period, the game method occupies a leading place, acquires the character of a universal method of physical education. It should be noted that, despite the appropriate level of methodology for outdoor games, the process of their development has not stopped, but continues unabated.

1.1 The role and importance of play in the development of children

Outdoor games to a large extent contribute to the development of physical qualities: speed, agility, strength, endurance, flexibility, and, importantly, these physical qualities are developed in a complex.

For the education of strength, it is good to use games that require the manifestation of moderate in terms of load, short-term speed-strength stresses. Games with multiple repetitions of intense movements, with constant motor activity, which causes significant expenditure of strength and energy, contribute to the development of endurance. Improving flexibility occurs in games associated with frequent changes in direction of movement.

A fascinating game plot evokes positive emotions among the participants and encourages them to repeatedly perform certain techniques with unrelenting activity, demonstrating the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game. A mobile game that requires a creative approach will always be interesting and attractive for its participants.

The competitive nature of collective outdoor games can also intensify the actions of players, cause a manifestation of determination, courage and perseverance to achieve the goal. However, it must be borne in mind that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while at the same time being enthusiastic about the game, disciplines the playing children.

The leader must be able to correctly distribute the game roles in the team in order to accustom the players to mutual respect during the joint performance of game actions, to be responsible for their actions.

The mobile game has a collective character. The opinion of peers is known to have a great influence on the behavior of each player. Depending on the quality of the performance of the role, one or another participant in an outdoor game may deserve encouragement or, conversely, disapproval of comrades; This is how children learn to work in a team.

The game is characterized by the opposition of one player to another, one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the environment as soon as possible, choose the most correct action and perform it. So outdoor games contribute to self-knowledge.

Health-improving, upbringing and educational tasks must be solved in a complex, only in this case each outdoor game will be an effective means of versatile physical education of children and adolescents.

The presence in outdoor games of the rules "throw the ball only from a certain distance", "run only after the signal", "run to a conditional place", "jump only on one or two legs" develops strong-willed qualities in children. In games with balls, hoops, jump ropes, children reinforce the concepts of up, down, far, close, etc.

In the course of outdoor games, children learn to quickly and correctly navigate in space ("Run to me", "Sparrows and a car", "Cat and mice").

One of the important conditions for the success of learning in the course of outdoor games is the interest in them of the children themselves. Therefore, all games organized by adults should be carried out emotionally, lively and naturally.

In outdoor games, children develop and improve the basic movements, such qualities as courage, resourcefulness, perseverance, and organization are formed.

When conducting outdoor games with children, it is necessary to take into account the anatomical and physiological characteristics of children, the relative susceptibility of their body to various influences. environment and rapid fatigue.

Constant attention should be paid to increasing the physical activity of students, the daily volume of which should be at least two hours. It includes morning exercises, physical education, outdoor games during breaks, physical education lessons and school competitions, outdoor games, independent physical education and sports.

In the process of training sessions in the senior classes of general education schools, students have reduced motor activity, there is a risk of psycho-emotional stress that causes fatigue. In such conditions, passive rest does not provide a full recovery. Thus, there was a need to use the means of physical education for health purposes. In this regard, it is necessary to systematically develop physical education, one of the types of which is outdoor games.

Games and exercises that contribute to the development of the necessary motor qualities:

"Throwing at a Moving Target"

Inventory - 3 flags for marking the site, a ball for playing handball.

Venue - flat ground, football field.

The main goal is to teach how to throw the ball accurately.

Organization - mark a triangle with a side length of 10-15 m. Near any of the vertices of the triangle, the players are lined up one at a time. All players have serial numbers. The ball is in the hands of the player under the first number. On a signal from the leader, the player with the ball in his hands runs first. As soon as he took 2-3 steps, the player with the first number from the group, which is lined up near the next vertex of the triangle, runs. The player who has the ball passes it on the move to the player who started running second. If the second player received the ball, the first player from the group lined up near the third peak starts the run. Players run on the sides of the triangle.

"Pushing the ball into the hoop"

Inventory - gymnastic hoop, stuffed ball.

The venue is a small venue.

The main goal is to teach how to push the ball at the right angle.

Organization - hang the hoop to a height of 2.5-3 m above the ground. At a distance of 3-4 m, draw a line from which they will push the ball. One team stands behind this line, and the second takes a place on the second side of the hoop, 3-4 m from it.

Holding - the students of one team alternately push the ball so that it flies through the hoop. Players of the second team serve the ball. Then the teams change places. Each hit in the hoop is worth one point. The team with the most points wins.

"Onlookers"

Purpose: development of voluntary attention, speed of reaction, learning the ability to control one's body and follow instructions.

All players walk in a circle holding hands. At the signal of the leader (it can be the sound of a bell, rattles, clapping hands or some word), the children stop, clap their hands 4 times, turn around and go the other way. Those who do not have time to complete the task are eliminated from the game. The game can be played to music or to a group song. In this case, the children should clap their hands when they hear a certain word of the song (specified in advance).

For the education of strength, it is good to use games that require the manifestation of moderate in terms of load, short-term speed-strength stresses. Games with multiple repetitions of intense movements, with constant motor activity, which causes significant expenditure of strength and energy, contribute to the development of endurance. A crucial moment in the management of outdoor games is the dosing of physical activity. Playing activity captures children with its emotionality, and they do not feel tired. In order to avoid overworking the students, it is necessary to stop the game in a timely manner or change its intensity.

By adjusting the physical load in the game, the teacher can use a variety of techniques: reduce or increase the time allotted for the game, change the number of repetitions of the game. The end of the game must be timely. Premature or sudden ending of the game will cause displeasure of the students. To avoid this, the teacher must meet the time allotted for the game. After the end of the game, you need to sum up. When reporting the results, teams and individual players should be made aware of the mistakes made and the negative and positive points in their behaviour.

Games and exercises that contribute to the assimilation of jumping technique and the development of speed-strength qualities

"Get the ball"

Inventory - ball, string.

The main goal is to master the rhythm of the last three steps and repulsion.

Organization - hang a ball on a string at a height accessible to students. Set the order of the exercises.

Carrying out - the student performs three steps of the run, pushes off with one foot and tries to touch the ball suspended on a cord with his hand. The height at which the ball is suspended is gradually increased in order to know how many centimeters the ball rises. To determine the individual or team championship, one point is awarded for each successful jump. A jump is considered successful if the student touches the ball with his hand. One attempt is made at each height.

"Repulse and Landing"

The venue is the high jump sector.

Inventory - rubber bandage or straps for high jumps.

The main goal is to learn how to push off and land.

Organization - draw 4 lines on both sides of the bar in the landing pit and in the sector for the entire width of the pit. The distance between the lines is 20-30 cm. Number the lines. The first line from the bar on both sides is drawn at a distance of 40-50 cm and has the highest serial number.

For example: the first line from the bar has No. 3, the second - No. 2, the third - No. 1. Divide the students into 2 teams and line up on both sides of the pit in a column one at a time. All students jump first on one side, and then on the other. The team championship is determined by counting all the points scored by the team members.

"Who is higher?"

Inventory - a rubber bandage or a bar for high jumps, chalk in two colors.

The main goal is to gain competition experience and the habit of taking risks.

Organization - 2 teams take part, the participants have serial numbers, jump in turn. Each participant chooses for himself the height that he will overcome, and declares this to the coach. Each participant overcomes only one height.

Carrying out - by the beginning of the competition, chalk marks are at the same height. For each height taken by the participant, the team is awarded points that correspond to the height taken.

"Stick-lever"

Inventory - meter stick.

The main goal is to gain competition experience.

Competitors stand with their backs to each other and lift up a meter stick, which they hold with their hands. The task of the players is to lean forward and try to tear the opponent off the ground. The one who ends up in the air or who releases the stick loses.

Another variant. The players sit opposite each other on the ground (resting their feet on the partner's feet) and take up the gymnastic stick. On a signal, the players begin to pull the stick in their direction. The winner is the one who was able to lift the opponent, holding him in this position for 5 seconds.

1.3 Games for the development of speed and endurance

lesson game mobile physical culture

Most outdoor games require speed from the participants. These are games built on the need for instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of movements, with overcoming small distances in the shortest possible time.

The game is characterized by the opposition of one player to another, one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the environment as soon as possible, choose the most correct action and perform it.

Games that promote the development of speed and endurance.

"Ran with the ball"

Inventory - a large or small ball.

Venue - playground, football field.

The main goal is to teach distance running.

Organization - draw an arc, behind which are placed 2 teams of players who are lined up in a column one at a time. Two leaders are appointed from the students, one of them is behind the arc in the middle between the teams, holding the ball in his hands, and the second stands in front at a certain distance from the first. The distance between the two leaders can be arbitrary and depends on the time and preparation of the students.

Holding - after the coach's signal, the leader, who is behind the arc, passes the ball on the ground to the second driver. Participants, one from each team, run after the ball. The first team to touch the ball gets a point. The game continues until all players have taken part in it.

"Ran along a straight path with acceleration"

Inventory - flags.

Venue - running track, football field.

The main goal is the development of reaction, dexterity, speed.

Organization - 3 parallel lines are marked. The first two, which are at a distance of 5-7 m from one another, are the starting lines. The third line is the finish line, located at a distance of 15-20 m from the starting lines. Participants are divided into 2 teams. One from one, the other from the other starting line.

Carrying out - after the signal of the coach, the players of both teams start running. The task of the players is to quickly reach the finish line, not allowing themselves to be overtaken by the players of the other team.

A player is considered overtaken if he is touched by a hand. For each overtaken player, the team receives 1 point.

"Shuttle Run"

The venue is the stadium's running track.

The main goal is to develop the ability to control oneself, master the start technique and develop speed.

Organization - 2 starting lines are marked at a distance of 20-30 m from one another.

Holding - players take a low or high start. On a signal, the first numbers start, who run to the second numbers and touch them with their hands. The second run to the third, and so on. The team that first took their original places wins.

"Team Speed ​​Run"

Inventory - flags for marking the track, stopwatch.

Venue: jogging track.

The main goal is to test the ability to run at a constant speed.

Organization - the group is divided into 2 teams, they report what distance the run will be, indicate the time for which the teams must run it.

Holding - at the signal of the coach, one team starts first, then the second team starts. After the finish of the whole team, the time for which she ran the distance is announced. To determine the winning team, you need to find the difference between the planned and the result.

"Relay with turns"

Inventory - stuffed ball (town, flag).

Venue - treadmill, hall.

The main goal is to test the ability to run.

Behind the common starting line, 2-3 teams line up, the players of which stand in a column one at a time. At 12-18 meters from the line opposite each column - a stuffed ball (town, flag).

On a signal, the guides of each team run to their ball, run around it (from left to right) 2 times and come back. Having passed the starting line, the player runs around his column and, being near the player standing in front, touches him with his hand. This is a signal for the next participant to run, who does the same as the previous one. The one who finishes the dash stands at the end of his column.

1.4 Agility and flexibility games

The constantly changing situation in the game, the rapid transition of participants from one movement to another contribute to the development of dexterity.

In addition, playing games develop coordinated, economical and coordinated movements; players acquire the ability to quickly enter the desired pace and rhythm of work, deftly and quickly perform a variety of motor tasks, while showing the necessary efforts and perseverance, which is important in life.

Also, in games associated with a frequent change in the direction of movement, flexibility is improved.

"Forbidden Movement"

Purpose: a game with clear rules organizes, disciplines children, unites the players, develops responsiveness and causes a healthy emotional upsurge.

Children stand facing the leader. To the music, with the beginning of each measure, they repeat the movements that the leader shows. Then one movement is selected that cannot be performed. The one who repeats the forbidden movement is out of the game. Instead of showing movement, you can call numbers out loud. The participants in the game repeat all the numbers in chorus, except for one forbidden one, for example, the number "five". When the children hear it, they will have to clap their hands (or spin in place).

Purpose: development of attention and memory.

Children jump to the beat of the music (legs to the sides - together, accompanying the jumps with claps above their heads and on their hips). Suddenly the music stops. The players must freeze in the position in which the music stopped. If one of the participants did not succeed, he leaves the game. Music sounds again - the rest continue to perform movements. They play until there is only one player left in the circle.

"A fun game with a bell"

Everyone sits in a circle, at the request of the group, a leader is chosen, however, if there are no people who want to lead, then the role of the leader is assigned to the coach. The driver is blindfolded, and the bell is passed around in a circle, the task of the driver is to catch the person with the bell. You can't toss the bell to each other.

"Plate in a circle"

5 people stand in a circle at a distance of 5-8 m from each other. The first and third players have a plastic flying saucer in their hands. On a signal, the players throw their cymbals to their neighbor in a clockwise direction. Having caught a plate from a neighbor on the right, the player sends it further, and he himself must catch a new plate from the right side. If the player did not have time to get rid of one plate, as the second flew to him (turned out to be with two plates), then the game stops and the slow player receives a penalty point. It is also awarded to the player who inaccurately (more than a step away from the player) threw him a plate or the last one flew over his head.

Play 8-10 minutes. The winner is the one with the fewest penalty points.

You can increase the number of players in the circle by leaving 2 plates. Then it will be easier to play. If there are more than 8-10 people who want to play, 3 plates should be introduced into the game.

"Catch up the bell"

Purpose: development of attention and dexterity.

All players are on skates. One of them is given a bell. Choose 2 pairs of drivers. The player with the bell runs away from the drivers, and they try to surround him with their hands together. This can be done by one or both pairs of drivers (four).

The player with the bell at the moment of danger may pass (but not throw) the bell to any of the participants in the game. The bell passes from hand to hand, its cheerful ringing resounds throughout the rink. However, if the drivers are contrived, they push the fleeing person to the edge of the rink (hockey box), where it is difficult to pass the bell to someone, they take possession of the bell, which they hand over to the most dexterous skater, and the game continues. You can also change pairs of drivers.

1.5 The influence of outdoor games on the development of children's cognitive interest

A fascinating game plot evokes positive emotions among the participants and encourages them to repeatedly perform certain techniques with unrelenting activity, demonstrating the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game. A mobile game that requires a creative approach will always be interesting and attractive for its participants.

"Affectionate Paws"

Purpose: relieving tension, muscle clamps, reducing aggressiveness, developing sensory perception, harmonizing relations between a child and an adult.

An adult picks up 6-7 small items of various textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow; the teacher explains that the “animal” will walk on the hand and touch it with gentle paws. It is necessary to guess with closed eyes which "animal" touched the hand - to guess the object. Touches should be stroking, pleasant.

Variant of the game: the "animal" will touch the cheek, knee, palm. You can switch places with your child.

"Rope Walker"

Two teams stand in columns at the start line, the finish is at a distance of 8 - 10 m. The players each have one paper or cardboard cap. The first in the column put a cap on their heads, spread their arms to the sides and, on a signal, move forward. Having turned in a conventional place, they take the cap in their hands and run to their column. The column that completes the task first wins.

"Change subject"

On one side of the site in circles 4 - 5 items (bags, cubes, skittles). On the opposite side behind the start line (distance 15 - 20 m), children form 4 - 5 columns. The first receive one of the same item, but of a different color. At the signal "Run", they run to the circles opposite their column, put the object, take the lying one, return with it to their column and raise it above their heads. The winner is marked. Then they pass the object to the next from their link, and they themselves stand at the end of the column. The column in which there were more winners is noted.

Complication: in each circle there are 3 - 4 items. At the “Run” signal, the players run, and at this time they are called the object to be taken.

"Be able to catch up"

On the site, a circle with a diameter of 9-12 meters is outlined or marked with objects. 6-8 people are located on the outside of the circle facing counterclockwise, not the same distance from each other and are calculated for the first - second. The first numbers - one team, the second - another.

At the signal, everyone runs in one direction, keeping their distance. On the second signal, the competition begins. The task of each player is to overpower the one running in front and not to let the opponent behind him stain himself. The tagged leave the circle along with the one who tagged them, the rest continue to run in a circle. When the last player is touched, the game ends. The team with the most tainted players is considered the loser.

You can not break the participants into pairs. Then each runner, having spotted the player in front, continues to run in a circle, trying to tag the next one, and the tags leave the circle (go to its middle). 2-3 best runners are revealed, who remain the last.

Outdoor games as a means of physical education have a number of features. The most characteristic of them consist of the activity and independence of the players, the collective action and the continuity of changes in the conditions of activity. The activity of the players is subject to the rules of the game, which regulate their behavior and relationships.

Rules facilitate the choice of tactics of action and the management of the game. The relationship between the players is determined primarily by the content of the game. The difference in the relationship between the players allows us to distinguish two main groups - plot and non-plot games.

Plotless games contain motor game tasks that are interesting for children, leading to the achievement of a goal they understand.

Games like dashes, traps (do not have a plot, images, but have rules, a role, game actions)

Games with elements of competition

Simple relay games (conducted with division into teams; the child seeks to complete the task in order to improve the result of the team)

This group includes games that differ in the nature of the organization: for a large number of children playing at the same time and for small groups, as well as games in which the players are divided into units, teams.

Plotless games such as traps, dashes are very close to plot ones - they just do not have images that children imitate, all other components are the same: the presence of rules, responsible roles, interconnected game actions of all participants. These games are based on simple movements, most often running combined with catching and dodging, hiding, etc. Such games are available for both toddlers and older preschoolers.

However, it should be taken into account that plotless games require greater independence, speed, dexterity, orientation in space from children than story games - this is due to the performance of a specific motor task. The conditions for performing such a task are determined by the rules.

Since the rules require rather fast and dexterous movements from the participants, plotless games are most common in middle and older age.

Story games have a ready-made plot and firmly fixed rules, game actions are associated with the development of the plot and with the role that the child performs. These games are mostly collective. Folk games are subject.

Games of this type are built on the basis of the experience of children, their ideas and knowledge about the life around them, the professions of adults, means of transport, natural phenomena, the lifestyle and habits of animals and birds. The plot of the game and the rules determine the nature of the movements of the players. In one case, children, imitating horses, run, raising their knees high, in another, they jump like bunnies, in the third, they need to be able to climb the stairs, like firefighters, etc. In plot games, therefore, the movements performed are worn in mostly imitation.

Narrative outdoor games are predominantly collective, the number of players can be different (from 5 to 25), and this allows the games to be widely used in different conditions and with different goals.

"Butterflies and dragonflies"

The players in two lines are located in the middle of the court at a distance of one step with their backs to each other. The teams are given the names "Butterflies" and "Dragonflies". The leader, standing on his side, calls one of the teams. Its players must run as quickly as possible behind the line marked 10 paces in front of them. Playing the other team, turning around, rush after. How many players they manage to knock down to the line of the house, so many get points. No one is eliminated from the game, and all participants again stand in ranks. The host calls the teams in random order. The team that manages to knock down more opponent players for the same number of runs wins.

Complication: children take the starting position, kneeling, sitting, lying down.

"Horse is fire"

The players stand in a circle, one in the center of the circle with a flag. They jump in a circle to the words: "I have a horse, this horse is fire! But - but - but - but, but - but - but - but." They stop, on the spot they make a movement with a bent leg - the horse beats with its hoof. The driver at this time bypasses the circle by jumps, saying: "I am riding on it, on my horse. But - but - but - but, but - but - but - but." With the end of the words, he stops and holds out a flag between the two players. One runs to right side circle, the other - to the left, trying to run faster and take the flag. The one who succeeded goes to the circle with a flag. The game is repeated.

"The kite and the mother hen"

7 children (chickens) stand in a column, holding on to each other, the one in front is a hen. On the other side of the site is a kite. On a signal, he flies out and tries to grab the last standing chicken. The mother hen protects the chicks by raising her arms to the sides and preventing the kite from getting the chick. All chickens move together behind the hen, without breaking the clutch, interfering with the kite. The kite, in order to catch the chicken, often changes direction.

In working with preschool children, so-called games are also used - fun, attractions. Not being particularly important for physical education, they, however, are often held at leisure evenings, at sports holidays. Motor tasks in these games are performed in unusual conditions and often include an element of competition. These games require motor skills, dexterity, dexterity from the participants.

Also, team games are divided into two main types: games with the simultaneous participation of all players, games with alternate participation. Team games also differ in the form of the duel of the players. There are games without the players joining the fight against the opponent, while in others, on the contrary, they are actively fighting with them.

There are games: imitation, with dashes, with overcoming obstacles, with a ball, with sticks. The choice of a particular game is determined by specific tasks and conditions. Each age group has its own characteristics in the choice and methodology of the game.

"Shouts-whispers-silences"

Purpose: development of observation, the ability to act according to the rule, volitional regulation.

From multi-colored cardboard, you need to make 3 silhouettes of the palm: red, yellow, blue. These are signals. When an adult raises a red palm - the “chanter” can run, scream, make a lot of noise; yellow palm - "whisper" - you can quietly move and whisper, to the "silent" signal - blue palm - children should freeze in place or lie on the floor and not move. The game should end with "silence".

"Take it soon"

The players stand in the middle of the court in two lines opposite each other at a distance of two meters. Boundary lines are marked on the sides of the site at a distance of 10 - 15 m behind each line. A small object (a cube, a pebble, a bag) is placed between each pair. Children take one of the starting positions - sitting, lying, resting on their knees. At the signal of the educator, everyone tends to quickly get up, grab the object and run beyond the boundary line. The one who did not have time to take the item catches up. The one who managed to take the item and run out of the line wins.

"Fishing rod"

The players form a circle. The driver, standing in the center, rotates the rope with a bag of sand (fishing rod) tied at the end. The players jump over the rope as it passes under their feet, trying not to hit it. The one who touches the rope becomes the leader.

"Drag Over the Line"

Participants of the game stand facing each other at a distance of 1 meter. Each player grabs the opponent's wrist opposite, a line is drawn between them. On a signal, the players begin to pull each other. The winner is the one who crosses the line with both feet. The duration of the game for one pair of players is 3-5 minutes.

The game can be included in all parts of the training. The preparatory part - games of low mobility and complexity, which help to focus the attention of students. The characteristic types of movements for these games is walking. The main part - games with running at speed, with overcoming obstacles, throwing, jumping and other exercises that require great mobility.

Games in the main part should help to study and improve the technique of performing certain exercises. The final part - games of low and medium mobility with simple movements, rules of organization. They should promote active rest after an intense load in the main part.

"Brownian motion"

Purpose: to develop the ability to distribute attention.

All children stand in a circle. The leader, one by one, rolls tennis balls into the center of the circle. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with the foot or hand. If the participants successfully follow the rules of the game, the leader rolls in an additional number of balls. The meaning of the game is to set a team record for the number of balls in a circle.

"Pass the ball"

Purpose: to remove excessive physical activity.

Sitting on chairs or standing in a circle, the players try to pass the ball as quickly as possible without dropping it to a neighbor. You can throw the ball to each other at the fastest pace or pass it, turning your back in a circle and putting your hands behind your back. You can complicate the exercise by asking children to play with their eyes closed or by using several balls in the game at the same time.

"Siamese twins"

Purpose: to teach children flexibility in communicating with each other, to promote trust between them.

Tell the children the following. “Split into pairs, stand shoulder to shoulder, hug each other with one hand on the belt, put your right foot next to your partner’s left foot. Now you are fused twins: two heads, three legs, one body, and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc.” In order for the “third” leg to act “friendly”, it can be fastened either with a string or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

"Listen to the command"

The music is calm but not too slow. Children walk in a column one after another. Suddenly the music stops.

Everyone stops, listens to the leader’s whispered command (for example: “Put your right hand on the neighbor’s shoulder”) and immediately execute it. Then the music plays again and everyone continues walking. Commands are given only to perform calm movements. The game is played as long as the group is able to listen well and complete the task. The game will help the educator to change the rhythm of the action of the naughty children, and the children to calm down and easily switch to another, calmer type of activity.

"Let's say hello"

Purpose: relieving muscle tension, switching attention.

Children, at the signal of the leader, begin to randomly move around the room and greet everyone who meets on their way (and it is possible that one of the children will specifically seek to greet exactly the one who usually does not pay attention to him). You need to say hello in a certain way:

cotton - shake hands;

cotton - greet with shoulders;

cotton - greet backs.

The variety of tactile sensations that accompany this game will give hyperactive child the ability to feel your body, relieve muscle tension. Changing partners in the game will help get rid of the feeling of alienation. For completeness of tactile sensations, it is desirable to introduce a ban on conversations during this game.

Chapter 2. Organization and research methodology

1 Methodology for developing an experimental program for the development of physical qualities with the help of outdoor games

To prove the hypothesis put forward and to implement the developed program, an integrated approach to the development of motor qualities was applied, most fully implemented through outdoor games. In the course of practical implementation, the principle of selective influence on the form of manifestation of the quality of power was implemented, since. the age of the children who took part in the research experiment is most favorable for the development and improvement of this particular quality. In each lesson, for this, games and game exercises were planned for the development of all motor qualities, as well as the mandatory inclusion in each lesson of game tasks of an athletics orientation (games like "tags", "sorcerers", "catch up with your pair"). These games were included in the introductory part of the lesson, that is, until the children's body was loaded with other motor actions and was able to complete the proposed tasks as quickly as possible.

Classes were held according to the standard structure in accordance with the requirements of the "theory and methods of physical education". Each lesson was carried out in compliance with the pedagogical principles of gradualness and sequence of increasing the load.

So, in the introductory part, games and game tasks were held to concentrate attention and set the children's psyche for the upcoming activity with the inclusion of games like "Quickly to places!", "Class", "Forbidden movement". In the main part, games and game tasks of medium and high mobility were held, such as "lapta", "sniper", "four-stance". In the final part, games were used for relaxation and concentration of attention on subsequent activities not related to the training process.

The adequacy of the load was controlled by counting the pulse before the start of the session and after it (calculating the pulse on the radial artery for 10 seconds, followed by multiplying the obtained values ​​by 6), as well as by subjective signs during the session (reddening of the skin and sweating).

The pedagogical control was the desire or not the desire to engage in the proposed tasks and the quantitative and qualitative implementation of the lesson program.

The evaluation of the implementation of the program was carried out with the help of express testing during the classes, without violating the course of the experiment. At the same time, it was not the absolute improvement of the results that was assessed, but the magnitude of their shifts for better or worse. Testing is focused on the indicators of development of motor qualities and coordination abilities, proposed by the state educational standard.

The tasks of testing were:

Check the initial (before the experiment) level of physical fitness of students, participants in the experiment and their level of physical fitness after its completion;

· control the dynamics of the growth of physical qualities, in particular the development of the strength capabilities of children;

· to control the effectiveness of the pedagogical experiment and the justification of the developed program.

Testing was carried out under the most identical conditions, i.e. in the school gym in the form of a game - tasks to perform pull-ups from a hanging position for boys and lying down for girls, at the same time for the experimental group both at the beginning and at the end of the experiment.

2.2 Organization and results of the study

Express testing was carried out in accordance with the requirements for its implementation, i.e. directly during the lesson, without disturbing the educational process and along with the solution of the tasks set in this lesson. Students were assessed not by the absolute result of the exercises, but by the magnitude of the shifts, i.e. to improve or worsen the results shown.

Before the start of the experiment and after it, a group of students was tested in the amount of 10 people (5 boys and 5 girls), randomly selected from total number according to the magazine, which was offered a test for the manifestation of speed-strength ability, proposed to determine the level of physical fitness of students aged 11-15.

Testing conducted before and after the experiment gave the following results, presented in table 1 (for boys) and in table 2 (for girls):

Table 1

Boys pulling up

table 2

Girls doing push-ups

Let's present the results in the form of a bar chart:

boys

Thus, the results improved for all participants in the experiment.

For boys, these improvements averaged 2-3 pull-ups, and for girls, 3-4 push-ups more than baseline.

Chapter 3. Results of the study and conclusions

Based on the results obtained, it can be concluded that the hypothesis put forward before the start of the experiment was fully confirmed in the course of its practical testing on a group of students "7b" of the class of school No. 4 and the following conclusions can be drawn:

The practical application of the developed methodology for the complex development of physical qualities with the use of games leads to a level of preparedness that allows you to master the requirements of the curriculum.

The game promotes harmonious physical development, and therefore preserves and strengthens health.

Provides high adaptive capabilities to physical activity, which allows students to achieve a higher level of performance;

increases the cognitive interest and motivation of students.

Conclusion

Outdoor games are of great importance in the education of conscious discipline in children, which is an indispensable condition for every collective game.

In the process of playing, children form the concept of norms. public behavior as well as certain cultural skills are brought up. However, the game is beneficial only when the teacher is well versed in the pedagogical tasks that are solved during the game. Thanks to outdoor games, children can achieve the desired results in training and competitions, because they develop not only moral and psychological qualities, but also physical ones. The game should not turn into a monotonous process. If children perform all these exercises without pleasure and interest, then they will hardly be able to achieve the desired result. Therefore, mobile games are indispensable here. Being engaged in outdoor games, children strengthen the muscles of the back, upper and lower extremities, and correct their gait.

Where there is an active game, there is no place for boredom. These games help to make emotional intelligence, get to know the guys better. Outdoor games always require from the players motor efforts aimed at achieving a conditional goal specified in the rules. A feature of outdoor games is their competitive, creative collective nature. They demonstrate the ability to work together with the team in a constantly changing environment.

Outdoor games most fully correspond to the nature of childhood. We have been participants and organizers of outdoor games more than once. Therefore, remember that the most important thing in the organization of such games. Each game has its own game task: “catch up”, “catch”, “find”, etc. You need to try to captivate the guys with it, to interest them. Sometimes it is useful to play on the pride of the guys, expressing "doubt" in their strength, dexterity. To do this, it is worth drawing a vivid picture of the upcoming action in front of the children. At the beginning, you should not limit yourself to only one on-duty phrase: "And now we will play ...". When organizing outdoor games, you should remember that it is better if you are the same participant in them as the guys. Each game has its own rules and they need to be clearly explained.

This can be done more effectively if actions are shown simultaneously with the story, i.e. create a visual representation of the game. Let one of the guys repeat this, which will require special attention in the game. If during the game the rules are not followed, you should stop the game, you need to be emotional and spontaneous, cheer the guys up. A comic report about what is happening is also possible.

If interest in the game disappears, you should try to complicate the rules, this is usually inspiring. But remember: a game is a game as long as it gives the actors a wide range of behaviors, as long as their actions cannot be predicted in advance. Do not miss the moment when the game is best to end. And yet, some games require simple equipment, so it should be prepared in advance. It is also good to think about where it is better to organize a game in the air or in the school premises.

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