Mobile game as a means of developing the physical qualities of a schoolchild. Conducting outdoor games in different age groups

Municipal state educational institution

"Tilichik secondary school"

Theme of self-education:

"Mobile games as a means of developing the physical qualities of a schoolchild."

1. INTRODUCTION

2. Characteristics of outdoor games.

3. Methodology for outdoor games.

4. Characteristics of outdoor games for children of younger, middle and

senior school age.

5. CONCLUSION

6. LIST OF USED LITERATURE

7. APPS (games)

“Training should be like a game, even if it is without balls. No matter how interesting and varied the workouts are. In the end, they get bored, tired. And therefore, better game there is nothing".

/E.Pele/

INTRODUCTION

Caring for the health of the child has become a priority all over the world. And this is understandable, since any country needs creative, harmoniously developed, active, healthy personalities.

Children usually seek to satisfy the huge need for movement in games. To play for them is 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 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 type of children's activity. She happens to be effective tool the formation of the student's personality, his moral and volitional qualities, the need to influence the world is realized in the game.

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 provocative ..
Game activity is especially important during the period of the most active formation of 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 occupies a leading place, acquires the character of a universal method of physical education.

The game has long been an integral part of human life, it takes leisure, educates, satisfies the needs for communication, motor activity, obtaining external information. Teachers of all times noted its beneficial effect on the formation of the child's soul, the development of physical qualities and abilities.

1. Characteristics 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. 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. For this it is necessary in the shortest time assess the environment, 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.

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.

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

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.

During outdoor games, children learn to quickly and correctly navigate in space.

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.

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 - non-team and team games, which are supplemented by a small group of transitional games. Non-team games can be divided into games with a leader and without a leader.

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 (examples of outdoor games are given in the Appendix).

2. Methodology for conducting outdoor games.

Outdoor games should be selected such that bring up high moral and strong-willed qualities in students, improve health, promote proper physical development and the formation of vital motor habits and skills. It is unacceptable during the game to humiliate human dignity, to be rude.
Thus, outdoor games play a big role in the education of conscious discipline in children, which is an indispensable condition for every collective game. The organized conduct of the game largely depends on how the children learned its rules. In the process of games, children form concepts about the norms of social behavior, certain cultural habits are brought up. However, the game is beneficial only when the teacher is good at pedagogical tasks, which are solved during the game. Most outdoor games have a wide age range, they are available to children of different ages (examples of indoor outdoor games are offered in Appendix 5).

The greatest proximity of a particular game to a certain age is predetermined by the degree of its accessibility. An important condition for the success of gaming activity is an understanding of the content and rules of the game. Their explanation can be supplemented by showing individual techniques and actions. It is advisable to start teaching children with simple non-team games, then move on to transitional ones and complete them with complex ones - team games. More complex games should be moved on in a timely manner, until the students have lost interest in learning.

This will help to consolidate habits and skills. Before choosing a certain game, one should set a specific pedagogical task, the solution of which it assists, taking into account the composition of the participants, their age characteristics, development and physical training. When choosing a game, one must take into account the form of conducting classes, and also, which is very important, adhere to the well-known rule in pedagogy of a gradual transition from easy to complex. To do this, in order to determine the degree of complexity of a game, the number of elements that make up its composition is taken into account.

Games that have fewer elements and do not have division into teams are considered to be easier. The selection of the game also depends on the venue. In a small narrow hall or corridor, you can play line-up games, as well as those in which players take part in turn. In a large hall or on a playground - games of great mobility with loose running, throwing large and small balls, with elements of sports games. When choosing a game, you should remember about the availability of special equipment. If players stand and wait for the necessary equipment for a long time, they lose interest in the game.

Thus, the effectiveness of the game depends on the adequacy of the solution of such organizational factors, as:

- the ability to explain the game intelligibly and interestingly;

– placement of players during the event;

– definition of leaders;

- distribution to teams;

– determination of assistants and judges;

- management of the game process;

– dosing loads;

- the end of the game.

Before explaining, the students should be placed in the starting position from which they will start the game. Explaining, the teacher tells the name of the game, its goal and course, talks about the role of each player, his place. When explaining and conducting the game, the teacher can stand in a place where all players can see and hear him well. For better assimilation of the game, the story can be accompanied by a display of individual complex movements. Players should pay special attention to the rules of the game. And if this game is played for the first time, the teacher checks if all the players understand its rules.

There are several ways to determine the leader, and they are used depending on the conditions of the lesson, the nature of the game and the number of players. The teacher can appoint one of the players to be the leader at his discretion, briefly justifying his choice. The leader can also be chosen by the players themselves. However, this requires that they know each other well. You can also appoint a leader based on the results of previous games. This choice encourages students to achieve better results. Lots are often used in the form of a score.

The roles of the leader can be varied and contribute to the formation of organizational habits and activity. In team games and relay races, two large teams compete with each other, and the distribution of players into teams can be done by the teacher in one of the following ways:

- with the help of calculation;

- figured marching;

- at the direction of the head;

- at the choice of the captains, who alternately get their players.

All methods of distribution to teams must be introduced in accordance with the nature and conditions of the game, as well as the composition of the players. In complex games with a large number of players, it is necessary to involve referees - assistants, they count points or time, monitor the order and condition of the place for the game.

Assistants and judges are appointed from students exempted for health reasons from doing physical exercises of medium and high intensity, for which the physical activity of the game is contraindicated. If there are no such students, then assistants and referees are appointed from among the players. The management of the game is undoubtedly the hardest and at the same time the decisive moment in the work of the teacher, since only this can ensure the achievement of the planned pedagogical result. The game guide includes several mandatory elements:

– monitoring the actions of students;

- elimination of errors;

- collective methods;

- suppression of manifestations of individualism, rude attitude towards players;

– adjustment of loads;

– stimulation of the necessary level of emotional activity throughout the game.

Directing the game activity, the teacher helps to choose a way to solve the game problem, achieving independence and creative activity of the players. In some cases, he can join the game himself, demonstrating how best to act in a given situation. It is important to correct errors in a timely manner. You need to explain the error concisely, demonstrating the correct actions. If these techniques are not enough, apply special exercises, separately analyzing this or that situation.

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 pointed out to the mistakes made and the negative and positive aspects in their behavior.

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 is games with speed running, 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.

3. Characteristics of outdoor games for children of primary, middle and senior school age.

Children of primary school age They are characterized by a special mobility and a constant need for movement. However, when choosing games, you need to remember that the body of younger students is not ready to endure prolonged stress. Their powers deplete quickly and regenerate fairly quickly. Therefore games should not be too long; You need to take breaks to rest.
Children 7-9 years old (students of 1-3 grades) they master all kinds of natural movements (walking, running, jumping, throwing) are not yet perfect enough, therefore outdoor games associated with natural movements should occupy a large place among them. It must be remembered that mastering skills and abilities at this age is more effective at the level of involuntary memorization (in particular, in the game) than arbitrarily.

In addition, it is necessary to take into account the anatomical, physiological and psychological characteristics of children of this age. They have a lot of body flexibility. various influences environment and fatigue. This is due to the fact that the heart, lungs and vascular system in children of this age are lagging behind in development, and the muscles are still weak, especially the muscles of the back and abdominals. The strength of the supporting apparatus is also not yet high, and therefore, the possibility of its damage is increased (weakness of the muscles, increased extensibility of the ligaments increase the possibility of a violation of posture).

The most suitable games for children of this age are games - running, "Wolf in the ditch" in which children after a short run have the opportunity to rest, or games with alternate participation of players in motion, such as "To their flags", "Empty place". During this period, it is still difficult for children to isolate individual movements and precisely regulate their individual parameters. Children quickly get tired, just as quickly restore readiness for movement. They are especially tired of monotonous movements.

Attention of children at primary school age not stable enough in this regard, outdoor games should not require long concentrated attention from them. Will and inhibitory functions in children are poorly developed. It is difficult for them to listen to the explanations of the game for a long time and attentively, without listening to the explanation often to the end, they offer their services for a particular role in the game.

In the first 2 years of schooling, in connection with the imaginative thinking of children, a large place is occupied by story games that help to satisfy the creative imagination of children, their invention and creativity. It should be taken into account that children of this age already know how to read and write, which significantly expands their mental horizons. For example, games, "Geese-swans", "Two frosts", "Owl". During this period, the basis of behavior, the ability to comply with the rules of public order, is brought up in games. In collective games, the simplest ideas about the norms of behavior are brought up.
Outdoor games should occupy a large place in the lives of children of primary school age, as this corresponds to their age characteristics. Some Lessons in grades 1-3 may consist entirely of outdoor games a lesson consisting of games requires the participant to have some game skills and organized behavior. Such a lesson includes 2-3 games familiar to children, and 1-2 new ones. Game lessons are recommended at the end of each term before the holidays (mainly in the first grade) in order to establish how much students have mastered the main movements covered in the quarter, to check their general organization and discipline in the game, to determine how they have mastered the completed games, and advise you to do it yourself.

Movable kids games younger age often accompanied by words - poems, songs, recitative, which reveal the content of the game and its rules; explain what movement and how to perform; serve as signals for beginning and ending, suggest rhythm and tempo (“On a flat path”, “Horses”, etc.). Games accompanied by text are given and in older groups, and the words are often pronounced in chorus (“We are funny guys”, etc.). The text sets the pace for the movement. The end of the text serves as a signal to stop the action or to start new movements. At the same time, pronunciation of words is a rest after intense movements.

Features of outdoor games with middle school children . This period (13-15 years old students of 7-8 grades) in the lives of children is characterized by an accelerated growth rate. The bones of the arms and legs grow especially fast. As a result, the coordination of movements of a teenager is somewhat disturbed. The ossification of the cartilaginous tissue continues, the mobility in the joints decreases, the volume of the muscles and their strength increase significantly. The difference between the strength and speed capabilities of boys and girls becomes even greater.

Therefore, it is necessary to take into account these differences and divide adolescents by gender in power games. Girls are even more fond of musical games, and boys - power games. In various games of running speed, overcoming obstacles, throwing at a distance, it is necessary to strictly monitor the same number of boys and girls in each team, and in some cases such games should be held separately. The circle of teenagers is narrowing.

At this age, they like those games in which they can prove themselves with better side. Teenagers show great interest in team games. Adolescents are well used games, preparatory and sports games. Teenagers like to train individual skills necessary for sports. They understand their benefits and enthusiastically play ball games, preparatory to various sports. Teenagers love strict objective refereeing and strive to honestly abide by the rules of the game. It is typical for students of this age to overestimate their strengths.
Often there is instability of behavior, great impressionability. For teenagers, games in the water during swimming lessons and games with elements of wrestling still occupy a large place. Competitions are widely used in outdoor games in the form of relay races with overcoming an obstacle course, with wrestling, throwing, jumping, climbing and climbing, as well as in semi-sport games.

The older and more developed children are, the more demanding they are for the objects of the game, the more similarities they are looking for with reality. From this naturally arises the desire to do the right things ourselves. One of the trends in the development of the game is its ever greater connection with learning. The task of the teacher is to support the child's desire for an independent desire to learn and help him in this.

Teenage years called the transitional age, because during this period there is a kind of transition from childhood to adulthood, from immaturity to maturity. In this sense, a teenager, when childhood is already gone, but maturity has not yet arrived. The transition from childhood to adulthood permeates all aspects of the development of a teenager: both his anatomical and physiological, and intellectual, and moral development - and all types of his activities.

The game is still of great importance in the life of a teenager and it is very important to make sure that he does not lose interest in it. Since 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, which is very important for a teenager. It develops a sense of duty and responsibility, the desire for mutual assistance, solidarity, the habit of subordinating personal interests to the interests of the team. The opinion of the group of peers, the group's assessment of the actions and behavior of a teenager are very important for him. As a rule, the public assessment of the class team means more to the teenager than the opinion of teachers or parents, and he usually reacts very sensitively to the friendly influence of the group of comrades.

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

During the training sessions in high school 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 classes: walks, hikes, outdoor games, amateur sports, etc.

It is known that students use most of their free time for various games and entertainment. Based on this, the problem of a comprehensive study of all extracurricular or extracurricular activities of students is very important and relevant. All types of classes that take place in their free time are closely related to general and physical culture, education, hygiene, and health care. In extracurricular activities, the integration of all subjects studied at school that affect the physical and mental development of students takes place.

The importance of the problem under consideration lies in the fact that schoolchildren do not waste their free time, but rest from study loads with the help of games and entertainment. Physical culture and sports play an important role in this process.

So , physical education of children and adolescents should be aimed at improving the state of health and physical development, expanding the functional capabilities of the growing organism, the formation of motor skills and motor qualities.

A rational motor regimen, physical exercises and hardening measures should be carried out taking into account the state of health, age and sex capabilities of children and the season of the year.

Organized forms of motor activity should include: morning exercises, physical training indoors and outdoors, physical training minutes, outdoor games, sports exercises, rhythmic gymnastics, etc.

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 concepts about the norms of social behavior, as well as certain cultural skills. 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 correct 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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APPS

Appendix 1
Games and exercises that contribute to the assimilation of jumping technique and the development of speed-strength qualities

"Get the ball"
Inventory - a ball, a lace.
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"

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 one by one on both sides of the pit. 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 of two colors.
The venue is the sector for high jumps.
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.

Annex 2
Games that promote the assimilation of running technique and the development of speed

"Running with the ball"
Inventory - a large or small ball.
Venue: playground, soccer 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 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.

"RUNING A STRAIGHT PATH FROM VARIOUS POSITIONS »

Venue - running track, football field.

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

Inventory - flags.

Organization. Three parallel lines are marked. The first two, which are at a distance of 5-7 meters one from the second, are the starting lines. The third line is the finish line, located at a distance of 15-20 meters from the first starting line. Participants are divided into two teams, for example, red and blue. The red team is on one starting line, the blue team is on the second.

The players of the team who are on the starting line, located closer to the finish line, take one of the positions (sitting, lying), and the players located on the other starting line, take the position of a high or low start.

Holding. At the signal, the players of both teams begin to run. The task of the players who start from the first line from the finish line is to run to the finish line faster, without allowing themselves to catch up with the players of the other team, which starts from the second line. A player is considered to be overtaken if he is touched by a hand. For each overtaken player, the team receives one point.

The game is played several times.

During the next race, the players change places.

The team with the most points wins.

"Running to a meeting with a stop"

The main goal is to develop speed, the ability to accelerate and slow down the run.

Inventory - flags for marking the place where the game is held.

Organization. At a distance of 20-25 meters from the starting line, as many parallel lines are marked as there are players in the team. Leaving one meter between the lines.

Holding. Behind the line, standing in a column, several teams line up one at a time, each participant is assigned serial numbers. Runners start from a high or low start position. At the signal of the coach, the first numbers run to the first line and, stepping on it with their foot, return around and continue to run to reverse side. Having run behind the starting line, they touch the players with the second number with their hands, who, in turn, run to the second line and step on it, return behind the start line in the described way and touch the player with the next number, etc.

The game is repeated a couple of times.

In the second run of the game, the first numbers run to the last line, which is at a far distance from the starting line, the second numbers run to the starting line, the third ones run even closer, and so on. The last runner on the team runs to the first line.

Places are determined in any race. For the first place - one point, for the second - two, etc. The team with the fewest points wins.

"SHUTTLUT 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. Two starting lines are marked at a distance of 20-30 meters one from one.

Two teams, divided into two halves (each half should have the same number of players), line up behind the start line in a column one at a time. One half of the team lines up behind the first starting line, and the other behind the second starting line.

Team players have the same numbers. In one half of the team - even numbers, in the second - odd numbers. 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. A touch of the hand is a sign for the second numbers to run, who run to the third numbers, the third to the fourth, etc. The team that finishes first in their starting positions wins.

Appendix 3
Games and exercises that contribute to the assimilation of the technique of athletics throwing and the development of the necessary motor qualities

"WHO'S BEST AND FAST"

The venue is a football field, an equal area.

Inventory - balls for playing handball and 10-12 clubs or skittles.

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

Organization. Draw on the ground two circles with a diameter of 5 to 8 meters, which are located one from the other at a distance of 15 to 20 meters. Players are not allowed to enter these circles. Clubs or pins are placed in each circle. The court is divided into two parts and on each half there are players of one team. The number of players is arbitrary. This game is very intense, and therefore it is advisable to divide the students into several groups, and have meetings between them alternately in a short time.

Holding. The goal of the game is to penetrate the opponent's half and knock down the clubs with the ball. It is not allowed to run with the ball while holding it in your hands, it can only be passed from hand to hand.

The game can be held for a period of 5-6 minutes or until one of the teams knocks down all the maces from the opponent.

"Throwing at a Moving Target"
Inventory - 3 flags for marking the site, a ball for playing handball.
The venue is a flat area, a football field.
The main goal is to teach how to accurately throw the ball.
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 has taken 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 other 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.

Appendix 4
Games and exercises that affect the development of endurance

"WALKING AND RUNNING DUTY"

Venue: Running track.

Inventory - flags for marking tracks.

The main goal is to teach students to walk and run at different speeds.

Organization. The treadmill along the stake is divided by transverse lines into several segments equal in length. The length of the segment can be in the range of 40-50 meters. Each segment has its own serial number. Students are divided into groups of 4-5 people in each team.

Holding. The first segment is overcome by slow walking, the second segment is passed by accelerated walking, the third segment is slowly run, and the fourth - with acceleration.

On a signal, the groups alternately go to the start line, which is located at the beginning of the turn and start moving if the group that started in front of them overcomes the first segment.

The teacher must ensure that the speed of movement in all groups is the same and that the same distance is constantly maintained between them. After a short rest, the exercise is repeated. The number of repetitions is arbitrary and depends on the age, gender and training of the students.

The organization and conduct of the exercise is the same as in the first exercise. Only the length of the segments is different: and each next segment is 10-20 meters longer than the previous one.

"Team Speed ​​Run"
Inventory - flags for marking the track, stopwatch.
Venue: Running 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, first one team starts, 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.

Annex 5
indoor outdoor games

"Find the Difference"
Purpose: to develop the ability to pay attention to details.
The child draws any simple picture (cat, house, etc.) and passes it to an adult, while he turns away. An adult draws a few details and returns the picture. The child should notice what has changed in the drawing. Then the adult and the child can switch roles. The game can also be played with a group of children. In this case, the children take turns drawing a drawing on the board and turn away (while the possibility of movement is not limited). An adult draws a few details. Children, looking at the picture, should say what changes have occurred.

"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.

"Changeers"
Purpose: development of communication skills, activation of children.
The game is played in a circle, the participants choose a driver who gets up and takes his chair out of the circle, so it turns out that there is one less chair than the players. Further, the leader says: Those who have ... (blonde hair, watches, etc.) change places. After that, those with the named sign should quickly get up and change places, at the same time the driver tries to take an empty seat. The participant in the game, left without a chair, becomes the driver.

"Conversation with Hands"
Purpose: to teach children to control their actions.
If the child had a fight, broke something or hurt someone, you can offer him the following game: circle the silhouette of the palms on a piece of paper. Then invite him to revive his palms - draw their eyes, mouth, paint fingers with colored pencils.
After that, you can start a conversation with your hands. Ask: “Who are you, what is your name?”, “What do you like to do?”, “What do you dislike?”, “What are you like?”. If the child does not join the conversation, say the dialogue yourself. At the same time, it is important to emphasize that the hands are good, they can do a lot (list what exactly), but sometimes they do not obey their master. You need to finish the game by “concluding an agreement” between the hands and their owner.
Let the hands promise that for 2-3 days (tonight or, in the case of working with hyperactive children, an even shorter period of time) they will try to do only good things: craft, say hello, play and will not offend anyone.
If the child agrees to such conditions, then after a predetermined period of time, it is necessary to play this game again and conclude an agreement for a longer period, praising the obedient hands and their owner.

The game can be played individually or with a group of children.

"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.

"An hour of silence and an hour" you can ""
Purpose: to enable the child to lose accumulated energy, and for an adult to learn how to control his behavior.
Agree with the children that when they are tired or busy with an important task, there will be an hour of silence in the group. Children should be quiet, calmly play, draw. But as a reward for this, sometimes they will have an hour of "you can" when they are allowed to jump, scream, run, etc.
“Hours” can be alternated within one day, or you can arrange them on different days, the main thing is that they become familiar in your group or class. It is better to stipulate in advance which specific actions are allowed and which are prohibited. With the help of this game, you can avoid the endless stream of comments that an adult addresses hyperactive child(and he does not hear them).

"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.

"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).

"Listen to the command"
Purpose: development of attention, arbitrariness of behavior.
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 teacher to change the rhythm of the actions of the naughty children, and the children to calm down and easily switch to another, more relaxed type of activity.

"Set up posts"

Goal: development of volitional regulation skills, the ability to focus on a specific signal.
Children march to the music one after another. Ahead is the commander, who chooses the direction of movement. As soon as the leader claps his hands, the last child must stop immediately. Everyone else continues to march and listen to commands. Thus, the commander arranges all the children in the order he intended (in a line, in a circle, in the corners, etc.). To hear commands, children must move silently.

"Forbidden Movement"

Purpose: a game with clear rules organizes, disciplines children, unites the players, develops quick reactions 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).

"Listen to the pops"
Purpose: training of attention and control of physical activity.
Everyone walks in a circle or moves around the room in a free direction. When the facilitator claps his hands once, the children should stop and take the stork pose (stand on one leg, arms to the sides) or some other pose. If the host claps twice, the players should take the “frog” position (squat, heels together, socks and knees to the sides, hands between the feet on the floor). For three claps, the players resume walking.

Freeze
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 the head and on the 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.

Appendix 6

Running games

"Quickly to places!" (preparatory part of the lesson, junior, school age)

Players line up in a line or column. At the command of the teacher: "For a walk - march!" everyone scatters or perform various movements (general developmental exercises, jumps), moving towards the opposite side of the site. On the second command: "Quickly in places!" everyone should line up in the starting position.

Rules; I. The one who took the last place loses.

Games with elements of general developmental elements

"Class, be quiet!" (preparatory and final parts of the lesson, primary school age)

The players stand in one line. The teacher, facing the players, gives commands to perform general developmental or combatant commands. Pupils should perform them only if the teacher first says the word "class" before the command. If he does not pronounce the word "class", then there is no need to respond to the command.

Rules: 1. The one who makes a mistake takes a step forward and continues to play. 2. The winner is the one who remains in the starting position or takes the fewest steps forward. 3. The player who has not completed the commands with the preliminary word "class" takes a step forward. 4. The player who tried to execute the command without the preliminary word "class" takes a step forward.

. Games with throwing elements (games are held in the main part of the lesson)

"Stop!" (junior and middle school age)

Players form a circle and are calculated in numerical order. The driver with a small ball goes to the middle of the circle, hits it hard on the ground and calls someone's number. (If there are few players, 2-3 students, then it is possible by name). The called one runs after the ball, and the rest of the players scatter in different directions. The selected number, catching the ball, shouts: "Stop!" Everyone stops and stands motionless where the team found them. The driver tries to hit the nearest player with the ball, who can dodge the ball without leaving the spot. If the driver misses, then he runs after the ball again, and everyone scatters. Taking the ball, the driver shouts again: "Stop!" and tries to taunt one of the players with it. The player salted with the ball becomes the new leader, the players become in a circle, and the game starts over.

Rules:

On command: "Stop" "no one has the right to leave the place.

Until the driver has taken the ball, the players can move around the court as they please.

"Hit the ball" (middle and senior school age)

A volleyball is placed in the middle of the court. The players are divided into two teams and lined up on opposite sides of the court (or one player on each side). It is desirable that between them there was a distance of 18-20m. A line is drawn in front of the socks of the players. Players receive a tennis ball.

On a signal, the players, without going beyond the line, throw small balls into a volleyball located in the middle of the court, trying to roll it back to the opposing team beyond the line. The team that manages to roll the ball over the other wins.

Rules:

Throw balls on signal.

When throwing, you cannot overstep the line.

If the volleyball jumps out of the way of the players, it is returned to its original place.

If small balls remain in the field, they can be run into the field and picked up.

Games for the development of physical qualities (games are held at the end of the preparatory part of the lesson, for middle and senior school age)

"Strong Fight" (bringing strength)

The players stand with their backs to each other and, with their arms outstretched, hold a gymnastic stick. On a signal, the opponents, leaning forward, try to tear the enemy off the ground.

"Running, dragging a leg" - folk game (development of speed-strength qualities, dexterity)

Participants are divided into two teams - "hunters" and "animals". Each "hunter" chooses a partner from the team of "animals" and plays with him until the end of the game.

Three parallel lines are drawn on the site: the first is the start for the “hunters”; the second is the start for the “animals”; the third is the finish. The distance between the lines depends on the preparation of the players and the size of the site. “Hunters” and “animals” take the starting position at the start: emphasis crouching, right (left) to the side. On a signal, the run (on the hands and one leg, dragging the other leg) of the “hunters” and “animals” begins. Each “hunter”, shouting: “Catch! Catch up!” strives to catch up with his partner – the “beast” to the finish line Uncaught “beasts”, as well as “hunters” who have caught up with their “beasts” are considered winners. The losers roll the winners on their backs (an agreed distance).

Rules:

Players who start running before the signal are considered losers.

You can only fish beyond the finish line.

A player who changes his starting position while running is considered a loser.

This game can also be played together.

Minute (final part of the lesson; development of speed, attention)

Those involved in intensive work calmly follow each other. At the signal of the teacher, each player starts the countdown. Exactly one minute later, the players must stop. The teacher must carefully monitor the stopwatch and the players. When all the players stop, he points to those who most accurately completed the task. During the exercise, you should not pay attention to other students. Rely on your own sense of timing.

"Shootout"

Location : small or large gym, sports ground.

Game description : The teacher chooses two captains. Each captain selects a team. Teams are built each on their site and greet each other. Then one participant from each team goes into "captivity" on the side of the enemy. The ball is played. The game starts at the teacher's whistle. The task of each team is to knock out as many opponents as possible.

The scheme of building participants in the game "Shootout"

Note :

a player is considered out if the ball hit him from the air. In this case, the player goes into "captivity";

a player is not considered out if the ball hit him from the floor. From the ceiling and other items;

a player who was in a "captivity" before the start of the game can get back into his team when he considers it necessary;

players do not have the right to step over the middle line and the line of "captivity", as well as take the ball from the opponent's court;

the game can be played by time (if there are 25-30 people in the class) or until then. Until all players of one team are eliminated (with a small number of participants);

Non-state private institution

Professional educational organization "Ural Institute of Personnel Training "21st Century"

Professional retraining program

"Peculiarities of psychology and pedagogy preschool age»

MOBILE GAME AS A MEANS OF DEVELOPING THE PHYSICAL QUALITIES OF CHILDREN OF THE OLDER PRESCHOOL AGE

Graduation work

Executor:

Kopytko Kristina Andreevna

Supervisor:

Ovchinnikova Ludmila Nikolaevna,

Candidate of Pedagogical Sciences, Associate Professor

______________________________________

certificate of admission and signature of the head

Nizhny Tagil

INTRODUCTION

Relevance of the problem and research topic. In recent years, many scientific works have appeared in the domestic literature devoted to solving various problems of educating preschool children. This is explained by the fact that a number of unfavorable socio-economic changes that occurred in our country at the end of the twentieth century, first of all, affected the younger generation and especially preschool children. According to a number of scientists, at present there are significant contradictions between the declared goals of physical education, physical training of the younger generation and the real possibilities of the state for their implementation for each person.

The search for new ways, solving the problem of the development of the physical qualities of preschoolers as the basis of physical fitness is associated with the need to study the patterns, methodological and methodological conditions for improving the process of developing the physical qualities of preschoolers as the basis of physical fitness.

Essential feature early childhood is the relationship and interdependence of the state of health, physical and neuropsychic development of children. A strong, physically healthy child is not only less exposed to diseases, but also develops better mentally. Starting from the age of three, the child knows a lot, is very mobile. Physical exercises develop and strengthen the musculoskeletal system, prevent violation of posture and deformation of the skeleton. Physical exercises have not only health-improving, but also educational value. Attention and observation are brought up in children, strong-willed qualities develop, character is developed.

Consequently, a comprehensive analysis of the mental state of children makes it possible to more objectively judge the process of physical education. It is known that outdoor games occupy one of the leading places in educational work with children in preschool educational institutions. After all, it is in outdoor games that children enter into complex relationships with their peers, showing their physical abilities in natural conditions of physical activity. However, the solution of the problem of the development of the physical qualities of preschoolers as the basis of physical fitness was approached by domestic specialists only in recent decades thanks to the scientific developments of E.I. Geller, E.N. Vavilova, N.B. Kadantseva, Yu.K. Chernyshenko, V.A. Balandina and others.

Research problem: search for means of development of physical qualities of children of senior preschool age.

Object of study: the process of development of physical qualities of children of senior preschool age.

Subject of study: an outdoor game as a means of developing the physical qualities of children of senior preschool age.

Purpose of the study: to substantiate the influence of outdoor games on the development of physical qualities of children of senior preschool age.

Research hypothesis: we assume that the development of physical qualities of children of senior preschool age is possible if a methodology has been developed and used, including:

purposeful application of a system of outdoor games focused on the development of certain physical qualities (speed, dexterity, speed, etc.);

extended range of outdoor games compared to the traditional method.

Research objectives:

To analyze the state of the problem of the development of physical qualities in older preschoolers in the psychological and pedagogical literature

To determine the possibilities of an outdoor game for the development of physical qualities of children of senior preschool age.

To identify the level of development of physical qualities in older preschoolers.

To develop a complex of outdoor games aimed at developing physical qualities in children of senior preschool age.

Practical significance of the study: the complex of outdoor games developed by us can be used by preschool teachers for the development of physical qualities in children of senior preschool age.

Research methods:

Theoretical: analysis of pedagogical literature on the research topic; generalization;

Empirical: observation; testing; conversation.

Research base: MK preschool educational institution "Harmony" Structural unit kindergarten No. 33. Nizhny Tagil

CHAPTERI. THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF PHYSICAL QUALITIES OF CHILDREN OF THE OLDER PRESCHOOL AGE

The development of physical qualities of children of senior preschool age as a psychological and pedagogical problem

Physical culture was formed in the early stages of the development of human society, but its improvement continues at the present time. The role of physical education has especially increased in connection with urbanization, the deterioration of the ecological situation and the automation of labor, which contributes to hypokinesia.

Physical culture is a human activity aimed at improving health and developing physical qualities. It develops the body harmoniously and maintains excellent the physical state for many years. Physical education is part of the general culture of a person, as well as part of the culture of society and is a combination of values, knowledge and norms that are used by society to develop the physical and intellectual abilities of a person.

The role of physical culture in preschool childhood is great. Physical education strengthens and hardens, develops the physical qualities of preschoolers.

Physical (motor) qualities are called separate qualitative aspects of a person's motor capabilities: speed, strength, flexibility, endurance and dexterity. To test the physical qualities of preschool children, control exercises are used, which are offered to children in a playful or competitive form.

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 dexterity leads to the systematic learning of new exercises with children. Training increases the plasticity of the nervous system, improves coordination of movements and develops the ability to master new, more complex exercises.

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 to solve complex motor tasks, in accordance with the actions of their peers.

Agility develops when performing exercises carried out in complicated conditions that require a sudden change in movement technique (running between objects, skiing up and down a hill, etc.), using various objects, physical equipment, equipment; with additional tasks, with the collective performance of exercises with one object (hoop, cord).

Rapidity - the ability of a person to perform movements in shortest time.

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

Quickness develops in exercises performed with acceleration (walking, running with 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).

The development of speed is facilitated by speed-strength exercises: jumping, throwing (a push during a long jump and a high jump from a run, a throw during throwing is performed at high speed). 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.

Eye gauge - the ability of a person to determine the distance with the help of vision and muscle sensations.

You can develop an eye when doing any exercises: when walking, children should be able to put their feet correctly, follow the direction; in jumps - accurately hit the board with your foot in order to push off, fly in the right direction, and then land in a certain place; when building in a column one at a time, you need to measure the distance to the child in front by eye; in throwing at a distance and especially at the target - the distance to the target, etc. It is important when doing exercises to teach children to measure the distance by eye, then checking it with steps.

Flexibility - the ability to achieve the greatest magnitude of the 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 ones.

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 (for example, the knee).

It is advisable to first perform flexibility exercises with an incomplete swing, for example, do 2-3 half-tilts, and then a full tilt, 2-3 half-squats, then deep squats.

Equilibrium - the ability of a person to maintain a stable position while performing various movements and postures on a reduced and elevated support area above ground (floor) level.

This quality is necessary for a person in order to move indoors and outdoors without touching objects, each other, to successfully cope with the duties necessary for various jobs (mountain climber, etc.).

Equilibrium depends on the state vestibular apparatus, all body systems, as well as the location of the common center of gravity of the body (BCG). In preschoolers, the BCT is located high, so it is more difficult for them to maintain balance. When performing exercises, changing position, the center of gravity of the body shifts and the balance is disturbed. It takes effort to restore the desired position of the body.

Balance develops to a greater extent in exercises performed on a reduced and elevated support area (skating, cycling, walking, running on a bench), as well as in exercises that require significant effort to maintain a stable body position (distance throwing, long jump from a place and from a running start, etc.).

Force - 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, including raising one's own mass (jumps), overcoming the resistance of a partner (in paired exercises).

In kindergarten, a variety of exercises should be used to develop the strength of all muscle groups, focusing on the extensor muscles.

Given the anatomical and physiological characteristics of preschoolers, one should not strive for maximum results and exceed the norms for long jumps, high jumps, as this can adversely affect the development of the skeletal system, as well as internal organs. Exercises that cause breath holding and great stress on the body are not recommended.

The intensity of the exercises performed, the mass of objects (sandbags, etc.), the dosage of physical activity should be increased gradually.

Endurance - the ability of a person to perform physical exercises of acceptable intensity for as long as possible.

The development of endurance requires a large number of repetitions of the same exercise. The monotonous load leads to fatigue, and children lose interest in this exercise. Therefore, it is best to use a variety of dynamic exercises, especially in the fresh air: walking, running, skiing, skating, sledding, cycling, swimming, etc. Outdoor games are also useful, which evoke positive emotions and reduce the feeling of fatigue. Walks (hiking, skiing) are also recommended, during which exercises alternate with rest.

The dosage of exercises and the duration of classes from group to group increase and this also contributes to the development of endurance.

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. Coordination qualities are understood as the ability to quickly coordinate individual motor actions in changing conditions, to perform movements accurately and rationally.

The combination of unfavorable social, biological and hygienic factors that form the habitual physical activity of preschoolers leads to the formation of a very low level of it in them and, as a result, to an increased risk of various disorders of morphological and functional development, the emergence of various chronic diseases.

In the physical education of preschoolers, it is necessary to rely on the following principles:

General pedagogical principles

The principle of awareness and activity It is aimed at educating the child in a meaningful attitude to physical exercises and outdoor games. It was designed by P.F. Lesgaft, who contrasted awareness with the mechanical memorization of movements.

Awareness of the technique of movement, the sequence of its implementation, muscle tension, one's own body contributes to the formation of bodily reflection in the child. Being aware of the healing effect of physical exercises on the body, the child learns to independently and creatively solve motor problems. He masters spatial terminology, consciously chooses a rational way of motor action; comes up with combinations of movements, their variants, organizes familiar games and comes up with his own.

P.F. Lesgaft wrote that it is necessary to teach the child to do any work according to the word, to accustom him to greater independence in actions and volitional manifestations.

Principle activity implies a high degree of independence, initiative and creativity in the child.

The principle of systematic and consistent mandatory for all forms of physical education: the formation of motor skills, hardening, regimen. Systematicity is manifested in the relationship of knowledge, skills and abilities. The system of preparatory and leading exercises allows you to move on to mastering a new movement and, relying on it, proceed to the knowledge of the subsequent, more complex material. Regularity, planning, continuity of physical education throughout the preschool age provide the principle of systematicity. In all age groups a clear sequence of physical education classes should be observed with the obligatory alternation of loads and rest, as well as consistency, continuity, interconnection in the content of the classes themselves.

Daily, systematic forms of organization of motor activity in combination with hardening activities teach the child to constantly comply with the health-improving and educational regime, while the cessation of systematic training reduces the functionality of his body and the level of physical fitness.
The assimilation of movements, the formation of motor skills require their repetition.

The principle of repetition motor skills is one of the most important. As a result of repeated repetitions, motor skills are formed, dynamic stereotypes are developed.

The system of repetition of physical exercises is based on the assimilation of new and repetition in various variants of the learned movements. The nature of the variability of exercises can be manifested in a change in exercises and the conditions for their implementation, in a variety of methods and techniques, in various forms physical education classes.

The inclusion of variant changes in the stereotypes of movements execution implies compliance with the principle of gradualism. I.P. Pavlov wrote that in pedagogy gradualism and training are the main physiological rules.

The strategy and tactics of systematic and consistent learning is important for creating a child's motor education. It implies continuity from one level of education to another.

The principle of visibility designed to connect sensitive perception with thinking. It contributes to the directed impact on the functions of the sensory systems involved in the movement. In the practice of physical education, direct and indirect visualization is used. Direct visualization is expressed in the demonstration by the teacher of the motor action being learned.

Visualization facilitates the performance of motor tasks, develops interest in physical exercises, accelerates the formation of motor skills and abilities, and develops motor abilities. When learning new movements, the principle of visibility is carried out by means of an impeccable, beautiful, clear display (direct visual visibility). This provides an accurate perception of movement, forms the correct idea of ​​it.

The principle of accessibility and individualization has its own characteristics in the health-improving direction of physical education. Since physical exercises affect the vital functions of the body, having a healing effect on its organs and systems, overestimation of loads adversely affects the health of the child. Compliance with the principle of accessibility in physical education requires teachers to determine the measure of accessibility. It depends on the individual capabilities of the child and on the objective difficulties that arise when performing a particular exercise.

Compliance with the principle of accessibility implies that, by mobilizing mental and physical abilities, the child successfully copes with the program material.

Teachers receive data on the individual abilities of the child by testing and diagnosing, studying the results of medical and pedagogical control.

The teacher selects exercises that correspond to the functional and adaptive capabilities of the child's body, without harming his health. In the process of physical education, the boundaries of the material available to the child expand. What is inaccessible to him at an early stage becomes accessible and feasible in the future.

As the physical and spiritual strength of the child develops, the pedagogical and program requirements for him change. Its further development is stimulated. An important role in this is played by the selection of loads that are feasible for the child, which gradually become more complex in various forms of motor activity, as well as in the distribution program material in the classroom. The use of preparatory and leading exercises helps to overcome difficulties in mastering motor skills.

The implementation of the principle of accessibility requires consistency in the creation of methodological conditions. Since motor skills are based on already acquired skills, an important condition for the principle of accessibility is the continuity of physical exercises. The distribution of material based on the connection of each previous lesson with the next one ensures the assimilation of the program content.

Compliance with the continuity of occupations is expressed in the following rules: from the known to the unknown or from the mastered to the unmastered; from simple to complex, from easy to difficult. However, these rules are not always universal, and the difficulty of physical exercises requires the regulation of the coordination complexity and the degree of the child's physical efforts. The optimal construction of a system of classes, early and direct preparation for them to overcome the next difficulties by the child contribute to methodological support in the implementation of the principle of accessibility in the work of a preschool institution.

The principle of individualization suggests the need to take into account the functionality, typological characteristics of the baby. It allows you to improve innate inclinations, develop abilities, train the nervous system, bring up the positive qualities and abilities of the child.

The principle of individualization in physical education is carried out on the basis of general patterns training and education. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development. Taking into account the level of individual readiness of the child, his motor abilities and state of health, ways of improving motor skills, building a motor regime, familiarizing with various forms of motor activity are outlined. Using the natural data of the child, the teacher directs and stabilizes his comprehensive development.

Principles reflecting the laws of physical education

The principle of continuity - expresses the basic patterns of building classes in physical education. This is one of the most important principles that ensures consistency and continuity between classes, their frequency and their total length in time. This principle ensures the development of the morphological and functional properties of the body, which develop and improve, obeying the "laws of exercise". The principle of continuity expresses the patterns of building physical education as holistic process. It is closely related to the principle of systemic alternation of loads and rest. The combination of high activity and rest in different forms of a child's motor activity increases their efficiency, which is expressed in the dynamism of regular changes in the content and form of functional load parameters from lesson to lesson, from stage to stage.

The trend of gradual increase in loads is built on the basis of the principle of gradual build-up of developing and training influences. It expresses a progressive character and guarantees the developing effect of the system of physical exercises and determines the strengthening and renewal of influences in the process of physical education. The dynamism of loads depends on the patterns of adaptation of the child to them. Load regulation is based on principle of adaptive balancing of load dynamics.

The realization of the potential motor abilities of the body, the progressive change in psychophysical qualities occurs in waves and provides a developing and training effect of physical exercises on the child.

The ordering of the process of physical education contributes the principle of cyclicity. It consists in a repeating sequence of classes, which provides an increase in fitness, improves the physical fitness of the child.

The formation of motor skills and abilities, the physical education of the child, his motor abilities, the functional capabilities of the body are developed in physical education on the basis of the principle of age adequacy the process of physical education (i.e. taking into account the age and individual characteristics of the child).

The most important in the system of physical education is the principle of comprehensive and harmonious development of personality. It promotes the development of psychophysical abilities, motor skills and abilities, carried out in unity and aimed at the comprehensive - physical, intellectual, spiritual, moral and aesthetic - development of the child's personality.

The principle of wellness orientation solves the problem of improving the health of the child. The selection of physical exercises for a child is aimed not only at preventing violations of posture, health status, but also at a comprehensive improvement of the body, increasing its performance, improving psychophysical qualities, maintaining an emotionally positive state, cheerfulness and love of life. Physical exercises in combination with certain procedures increase the functionality of the body, contribute to a significant improvement in the health-improving activity of the brain, the functions of the gastrointestinal tract, the endocrine system, etc.

The health-improving orientation of physical exercises and all forms of organization of the child's motor activity must certainly be carried out under strict medical supervision.

All principles of physical education are carried out in unity. They implement the health-improving orientation of physical education and provide a connection between physical culture and life, prepare the child for schooling, form a love for physical exercises and sports.

1.2. Characteristics of an outdoor game as a means of developing the physical qualities of children of senior preschool age

Many famous scientists, such as F. Frebel, D.B. Elkonin, A.A. Leontiev, N.N. Poddyakov, M. Alexander, W. Reich, noted the importance of outdoor games for the physical, mental and personal development of the child. Outdoor games correspond to the internal needs of preschool children in movements, and also create an optimal motor environment.

According to V.V. Gorinevsky, E.A. Arkina mobile game is an indispensable means of physical education of a child, replenishment of his knowledge and ideas about the world around him, development of thinking, dexterity, eye, reaction speed, mobility, plasticity, formation of personal moral and volitional qualities. During the game there is not only an exercise in existing skills, their consolidation, improvement, but also the formation of new physical and cognitive skills.

In games, children develop intelligence, fantasy, imagination, memory, speech. Conscious implementation of the rules of the game forms the will, develops self-control, endurance, the ability to control one's actions, one's behavior. The game is formed such personal qualities like, activity, honesty, discipline, justice. In the process of the game, the comprehensive harmonious development of the child takes place.

Being an important means of physical education, an outdoor game at the same time has a healing effect on the child's body. The healing effect of outdoor games is enhanced when they are carried out in the fresh air; in the game, children practice a wide variety of movements: running, jumping, climbing, throwing, throwing, catching. A large number of movements activates breathing, blood circulation and metabolic processes, has a beneficial effect on mental activity.

An outdoor game is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

By definition, P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life. The developing effect of outdoor games lies in the fact that the exciting content, the emotional richness of the game encourage the child to certain mental and physical efforts. Thus, outdoor games are an important means of solving the problems of physical education of preschoolers.

Mobile games are classified according to different parameters:

by age (games for children of primary preschool age, middle preschool age, senior preschool age);

by the degree of mobility of the child in the game (games with low, medium, high mobility);

by types of movements (games with running, throwing, jumping, climbing, etc.);

Mobile games with rules include plot and non-plot games. For sports games - basketball, gorodki, table tennis, hockey, football, etc.

Plot outdoor games reflect a life or fairy-tale episode in a conditional form. The child is fascinated by game images, he is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, etc.

Non-plot outdoor games contain motor game tasks interesting for children, leading to the achievement of the goal. These games include games like: running, trapping; games with elements of competition (“Who will run to his flag sooner?” etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, skittles, etc.); fun games ("Ladushki", "Horned Goat", etc.).

Games with elements of competition require proper pedagogical management of them, which implies the observance of a number of conditions: each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which he competes. Games with elements of competition are used mainly in work with children of older preschool age.

The important characteristics of the mobile game are:

the purpose of the game;

rules of the game;

game roles.

P.F. Lesgaft pointed to the presence of a specific goal in the mobile game. The form of the game must meet the goal. Actions in the game must correspond to the child's ability to manage himself, to build his behavior in accordance with the goal.

An important characteristic of the game are the game rules. P.F. Lesgaft recommended gradually complicating the content and rules of the game. For this, new exercises, conditions, actions are created, i.e. game options are introduced. The use of a variety of game options allows you to repeat actions familiar to the child, with more, increased requirements, helps to maintain his interest in the game. During the game, the teacher pays attention to the child's compliance with the rules. He carefully analyzes the reasons for their violation. A child can violate the rules of the game in the following cases: if he did not understand the teacher's explanation accurately enough; really wanted to win; was not attentive enough, etc.

The educator's guide to an outdoor game consists in the distribution of roles in games. The teacher can appoint a driver, choose with the help of a rhyme, can invite the children to choose the driver themselves and then ask them to explain why they entrust the role to this particular child; he can take the leading role on himself or choose the one who wants to be the leader. AT junior groups the role of the leader is initially performed by the educator himself. He does it emotionally, figuratively. Gradually, the leading roles are entrusted to children.

Stages of mobile game development:

Learning the game.

Repetition of the mobile game.

The complexity of the mobile game.

Every game starts with learning it. The teacher explains to the children the game goal, the rules of the game, the content of the game (the course of the game), distributes the game roles. Learning a game with children of younger preschool age differs from learning a game with children of older preschool age in that it is carried out on the basis of a plot story using more game attributes. It is based on the emotional images of the characters in the game, which allows you to arouse immediate interest in the child. In the process of learning, the effect of the child's imitation of the movements of adults is used.

The next stage in the development of the game is its repetition, consolidation. At this stage, there is an exercise in basic movements, training of movements. Moreover, the highest level of development of the game is the complication of the rules, game conditions, game goals, as well as the basic movements used in the game. Games with more complex rules, goals and movements are used mainly with children of older preschool age.

The movements of the children of the older group are more coordinated and accurate, therefore, along with plot and non-plot games, games with elements of competition are widely used, which at first it is advisable to introduce between several children equal in physical strength and development of motor skills.

So, in the game "Who will run to the flag sooner?" The task is performed by 2-3 children. As children master skills and orientation in space, competitions are introduced in links. The best is the link, the participants of which will cope with the task quickly and correctly.

In the preparatory group for school, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, makes sure that they are light, beautiful, confident. Children must quickly navigate in space, show restraint, courage, resourcefulness, creatively solve motor problems. In games, it is necessary to set tasks for children to solve on their own.

So, in the game "Colored Figures" children are divided into links, and in each link is selected. At the signal of the teacher, the children with flags in their hands scatter around the hall. At the command "In a circle!" they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall and, at the command “In a circle!” are built around the leader, and while the teacher counts to 5, they lay out some figure from the flags.

Such a complication of the task requires children to be able to quickly switch from one activity to another - in this case, from active running to performing a collective creative task.

By searching for solutions to motor problems in outdoor games, children themselves gain knowledge. An important role in the development of children's creative activity is played by involving them in compiling game options, complicating the rules. At first, the leading role in the variation of games belongs to the educator, but gradually the children are given more and more independence.

In the preparatory group for school, along with plot and non-plot games, relay races, sports games, games with elements of competition are held. Children of the preparatory group should know all the ways to choose leaders, widely use counting rhymes.

Thus, outdoor play is of great importance for the comprehensive development of the child: physical, mental, emotional, social. An outdoor game is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players. In the selection of games, it is necessary to rely on the requirements and recommendations of the main educational program, according to which the preschool educational institution works. In learning the game with children of the middle age group, it is advisable to rely on plot game images, figurative thinking and imagination of children.

When conducting outdoor games, you need to consider:

age and psychological and pedagogical characteristics of children;

focus on the development of basic movements and psychophysiological qualities of preschoolers;

the scope of interests and needs of the child;

gradual gradual complication of game goals, objectives, rules and conditions of the game.

CHAPTERII. DESIGNING THE ACTIVITY OF THE TEACHER FOR THE DEVELOPMENT OF PHYSICAL QUALITIES OF CHILDREN OF THE OLDER PRESCHOOL AGE

2.1. Diagnosis of the level of development of physical qualities and physical fitness of older preschoolers

The physical development of children is determined by the degree of formation of motor skills and the level of development of motor qualities, i.e. requirements for the elements of technology that are accessible and appropriate for children of older preschool age, and quantitative indicators indicating the development of speed, strength, dexterity, endurance.

The level of physical development of children of senior preschool age was carried out according to the following indicators:

walking (10 m),

running (10m, 30m, 100m),

jumps (from a place, from a running start, in height, in depth),

throwing (far, ball 1 kg),

Walking metrics

good posture;

free movement from the shoulder with bending at the elbows;

a pronounced roll from heel to toe, a slight turn of the foot;

flexion and extension in the knee joint (amplitude of the process);

ability to follow directions.

Method of examination of walking(time is taken into account with an accuracy of 0.1 s). Start and finish lines are marked. The child is at a distance of 2-3 meters from the start line. He walks 10 m to an object (toy) located at a distance of 2-3 m from the finish line. The task is performed 2 times, the best result is fixed.

Running metrics:

1. Running for speed

slight torso tilt, head straight;

arms half-bent, energetically retracted, slightly lowering;

quick extension of the thigh of the fly leg;

lowering the push leg from the toe with pronounced straightening in the joints;

straightness, rhythmic running;

2. Slow running

body almost vertical;

bending the legs with a small amplitude;

the step is short, the setting of the foot is from the heel;

the movement of bent arms is free, with a small amplitude, the hands are relaxed;

steady rhythm of movement.

The method of examination of running. Before checking the movements, it is necessary to mark the treadmill: the length is at least 40m; before the start line and after the finish line should be 5-6m. At the end of the treadmill, a bright landmark (a flag on a stand, a stretched tape, etc.). The run begins strictly on a signal, it is advisable to organize a run in pairs: in this case, an element of competition appears that increases interest and mobilizes the strength of children. 2 attempts are given with an interval for rest of 2-3 minutes, the best result is recorded.

Jump stats:

Depth jump

Starting position:

the body is tilted, the head is straight;

hands free back.

a strong push up with straightening of the legs;

a sharp swing of the arms forward and upward

the body is extended;

arms up and forward.

Landing:

simultaneously on both legs;

with the transition from the toe to the entire foot;

knees must be bent;

the body is tilted;

hands forward - to the sides;

Standing long jump

Starting position:

legs stand parallel, foot-width apart, slightly bent at the knees;

the body is tilted forward;

hands are freely laid back.

two legs at the same time (forward-up);

leg straightening;

a sharp swing of the hands forward and upward.

the body is bent, the head is straight;

carrying half-bent legs forward;

arm movement forward and upward.

Landing:

simultaneously on both legs extended forward;

transition from the heel to the entire foot;

the knees are bent, the torso is slightly tilted;

arms move freely forward - sides;

maintaining balance when landing.

Running long jump

Starting position:

uniformly accelerated run on toes;

the body is slightly inclined forward;

energetic work of arms half-bent at the elbows;

body is straightened.

the push leg is almost straight, placed on the entire foot, the fly leg is carried forward upwards;

straight position of the body;

the fly leg forward and upward, the push leg is pulled up to it;

the body is almost straight;

one leg goes up, the other - a little to the side;

torso forward tucking;

legs (almost straight) - forward, arms - down - back.

Landing:

simultaneously on both legs, with the transition from the heel to the entire foot;

the body is tilted;

legs bent at the knees;

hands move freely forward.

Running high jump

Starting position:

run with acceleration on the last steps;

energetic work of arms bent at the elbows.

straightening of the jogging leg with a sharp extension forward and upward of the flywheel;

torso forward;

strong arm swing up.

pulling the push leg to the fly leg, grouping;

arms up and forward.

Landing:

simultaneously on both bent legs;

with the transition from the toe to the entire foot;

the body is tilted forward;

hands move freely forward;

maintaining balance when landing.

Jumping technique. For the gym, it is necessary to prepare racks for high jumps, a rubber track and a clearly marked repulsion point. On the site, you should first prepare a pit for jumping. The height increases gradually by 5 cm. Each child is given 3 attempts in a row, the best result is recorded. Before evaluating complex types of jumps (in length or in height with a run - for children of older preschool age), it is advisable to give 1-2 test attempts at a height of 30-35 cm.

Throwing indicators

Throwing at a horizontal target

Starting position:

half-turned stance to the target;

feet shoulder width apart;

the right hand is extended forward (aiming), the left is freely lowered down.

transferring the weight of the body to the right leg, the left to the toe;

at the same time the right hand is raised up;

turning towards the target, transferring the weight of the body to the left leg, right - to the toe;

a sharp movement on the right hand down, at the same time a whipping movement of the brush;

hitting the target.

Final part:

step forward or put your right foot forward to maintain balance.

Throwing away:

Starting position:

standing facing in the direction of the throw, feet shoulder-width apart, left - in front, right - on the toe;

right hand with the object at chest level, elbow down.

turn to the right, bending the right leg and transferring the weight of the body to it, the left to the toe;

at the same time bending the right hand, sweepingly take it down and back - to the side;

transferring body weight to the left leg, turning the chest in the direction of the throw, right elbow up, back arched - “stretched bow position”.

continuing to transfer the weight of the body to the left leg, sharply straighten the right arm with the object;

With a whipping movement of the brush, throw the object forward and upward;

maintain the given direction of the subject.

Final part: step forward or put your right foot to keep your balance.

Throwing at a vertical target

Starting position:

standing facing in the direction of the throw;

feet shoulder-width apart, left - in front;

right hand with an object at eye level (aiming).

turn to the right, bending the right leg, left - on the toe;

at the same time, the right arm, bent at the elbow, moves down-back-up;

turn in the direction of the throw.

transfer of body weight to the left leg;

a sharp movement of the arm forward from the shoulder;

hitting the target.

The final part: maintaining balance.

Throwing examination technique. Distance throwing is carried out on a platform (at least 10-20 m long, 5-6 m wide), which should be marked in advance by meters with flags or numbers. It is convenient to put bags or balls in buckets (boxes) for each child. Throwing at the target is carried out individually, each child is also given three attempts with each hand.

climbing performance

same or different hand and foot coordination;

simultaneous setting of the hand and foot on the rail;

rhythmic movements.

Methodology for examining climbing. Checking movements is carried out individually. It is necessary to place mats near the projectile. Preliminary attempts (1-2) are possible. Each child is given three attempts, the best result is taken into account. Simultaneously with the quality assessment, the time of ascent and descent is recorded.

Table 1

The results of determining the level of physical development of children of senior preschool age

Research results

The study involved senior preschoolers of the preschool educational institution of kindergarten No. 33 in Nizhny Tagil. In total, 20 children of senior preschool age took part in the study. Of these, girls -13; boys - 7. All children are approximately the same age and with the same level of health (there are no medical contraindications to physical education and physical activity), there are also no chronic diseases of the respiratory system, heart or others.

table 2

The results of determining the level of physical development of older children th preschool age

Thus, from the results obtained it can be seen that among the boys, only one, according to the diagnostic results, had a high level of physical development, 2 had an average level, and 4 had a low level of physical development.

For girls, the results are as follows: one girl has a high level of development, 5 have an average level, and 7 girls have a low level of development.

The main difficulties arose in children when jumping high and running, as well as climbing. When running fast, the children began to cough, some had shortness of breath, the children were reluctant to complete climbing and running tasks at a slow pace.

The easiest way for children was walking and throwing a bag.

Let's present the results in the form of a diagram.

Picture 1.The results of determining the level of physical development of children of senior preschool age

Thus, we came to the conclusion that it is necessary to compile a complex of outdoor games aimed at developing the physical qualities of children of senior preschool age.

2.2. Description of the complex of outdoor games aimed at developing the physical qualities of children of senior preschool age

Physical culture is a necessary condition for the formation of a comprehensively developed healthy personality.

One of the main tasks of physical culture in preschool educational institution is the development of the physical qualities of preschoolers. Preschool age, when compiling physical education classes in a preschool educational institution, dictates its own requirements, namely, the use of gaming technologies and forms. One of the most effective forms of play is the mobile game.

In accordance with the requirements of the Kindergarten Education Program, outdoor games are gradually becoming more complex, varying with the growing consciousness of children, their accumulation of motor experience, gradual, purposeful preparation for school.

For children of the older group (five years old), outdoor games become more complicated in terms of content, rules, number of roles, and the introduction of tasks for collective competition. When competing in small groups, the physical development and individual typological characteristics of children are taken into account.

In older preschool age, it becomes possible to choose from long jumps from a place, throwing and climbing. Plotless games correspond to the possibilities of older preschoolers, but plot-based outdoor games still give great pleasure to children. Games with competitive elements are built on various movements and their combinations, may include both individual and team competitions.

Outdoor games have many opportunities that contribute to the more effective and rapid development of the physical qualities of older preschoolers.

These opportunities are: a special interesting storyline of an outdoor game that motivates the child to enthusiastically participate in joint play activities, determines the goal that the child strives to achieve. The obligatory observance of the rules of the game contributes to the formation of skills to focus on the activities performed, to show purposeful activity.

Ordered motor actions and tasks develop strength and endurance, increase the experience of performing classes, and increase the level of physical development in general.

The purpose of the complex of outdoor games: creation of conditions for the development of physical qualities of older preschoolers.

Tasks of the complex of outdoor games:

Develop strength, endurance, flexibility.

Motivate older preschoolers to physical education.

To form ordered motor actions in a child.

Principles for the implementation of the complex of games:

differentiation: taking into account behavioral and psychosocial characteristics and the specifics of working with children of older preschool age;

multidimensionality: a combination of different directions (social, psychological, educational) in conducting and developing classes;

valeological principle: all games and tasks should be aimed at the physical development of the child, at introducing him to a healthy lifestyle.

Implementation conditions:

The complex of games is aimed at correcting the hyperactive behavior of older preschoolers.

The duration of the game lessons is 25 minutes.

The frequency of classes - 1 time per week, for 1 year.

Material and technical conditions - a sports and assembly hall of a kindergarten, a developing part of the group.

Personnel conditions: classes are conducted by a teacher and / or instructor in physical education.

Predicted results:

a high level of physical qualities - strength, endurance, flexibility, dexterity;

decrease in the incidence rate in the group;

introducing children to a healthy lifestyle;

ordered motor actions are formed in the child.

Main content

Lesson #1

Purpose: development of endurance and patience of preschoolers.

Lesson progress:

Motivation for the game, through the attraction of music.

Motor exercises "Trees".

"High jump"

Rhythmic motor game "Cat and Mice".

Reflection

Lesson #2

Purpose: development of dexterity and endurance in older preschoolers.

Lesson progress:

Mobile game "Indians"

"Tossing bags".

Long Jump, Long Jump.

Reflection

Lesson #3

Purpose: development of dexterity and eye.

Lesson progress:

Mobile game "Shooter"

High jump.

Reflection

Lesson number 4

Purpose: development of attention and balance.

Game "Find the Difference"

Game "Forbidden Movement"

"Pass the ball"

"Walking", "Running at a slow pace"

Reflection

Lesson number 5

Purpose: control of motor activity, development of balance.

Game "Mowgli"

"The sea is worried", "Edible - inedible"

Game "The fastest"

Rope climbing.

Reflection

Lesson #6

Purpose: development of dexterity, accuracy, eye and balance.

The game "The most accurate"

Material: balls according to the number of children.

Running, jumping

Reflection

Lesson number 7

Material: mats; gymnastic bench; hoops; tunnel; red and blue flag for the game; paper snowflake for each child.

General developmental exercises.

Reflection

Lesson number 8

Purpose: development of strength and agility.

A game"Two balls" (M.N. Dedulevich)

Material: balls (medium and large sizes) according to the number of children.

Self-massage; walking. Breathing exercise"Breathe with one nostril"

General developmental exercises.

Reflection

Lesson number 9

Purpose: to develop agility and speed of movement.

“Recognize my movement” (M.N. Dedulevich)

Rules: accurately name the type and method of movement.

Self-massage; walking. Breathing exercise "Breathe with one nostril"

General developmental exercises.

Training of weak functions should also be carried out in stages. At first, it is necessary to select such exercises and games that would contribute to the development of only one function. For example, games aimed at developing only dexterity and balance or games that teach a child to control their actions and be more resilient.

Alekseeva E. V. Physical culture: in kindergarten [Text] // Issues of psychology. - 2012. - No. 1. - P.11-14.

Badalyan L. O., Zavadenko N. N. Outdoor games for preschoolers [Text] // Review of Psychiatry and Medical Psychology. V.M. Bekhterev. St. Petersburg: 2009. - No. 11. – 82 p.

Bryazgunov I. P., Kasatikova E. V. Development of physical qualities of preschool children. [Text] - M.: 2011

Kashchenko V.P. Physical education for preschoolers [Text]. M.: 2012. - 364 p.

CONCLUSION

Improving the physique and the harmonious development of the physiological functions of a person are decided on the basis of the comprehensive development of physical qualities and motor abilities, which ultimately leads to a naturally normal, undistorted formation of bodily forms. This task provides for the correction of physique deficiencies, the education of correct posture, proportional development muscle mass, all parts of the body, promoting the maintenance of optimal weight through exercise, ensuring bodily beauty.

Having characterized the physical qualities and revealed the features of their development in preschoolers, we determined that physical qualities are of great importance for the physical development of the child. The development of basic physical qualities occurs in close connection with the formation of motor skills. Exercises aimed at the development of physical qualities are applied in strict sequence, included in various forms of motor activity.

Having considered physical exercises as a means of formation and development of physical qualities in children of senior preschool age, we came to the conclusion that for the formation and development of physical qualities, it is necessary for the child to master the basic movements. Basic movements in combination with physical qualities are developed both in everyday activities and in specially organized classes.

The value of outdoor games as an effective means of formation and development of physical qualities in older preschoolers lies in the characteristic feature of outdoor games - the completeness of the impact on the body and on all aspects of the child's personality.

The success of any pedagogical activity depends on people who constantly and systematically develop physical qualities in children. The desire of the educator to personal growth and professional skills is also reflected in the results of children's motor activity, since only the educator who realizes the need for his work can captivate the child with this or that game, be able to create a psychologically comfortable atmosphere during the game. Creating emotional comfort for children during the game is also an essential condition for achieving a positive result.

We have developed a complex of outdoor games, the use of which in a preschool educational institution will increase the efficiency of the development of physical qualities in children of senior preschool age.

In the course of the study, the goal was achieved, the tasks were solved.

Thus, we can conclude that an outdoor game is an important means of physical development of preschoolers, since this activity manifests and develops creative imagination, the ability to plan, the rhythm and beauty of movements develop. It reflects and develops the skills and knowledge gained in the classroom, fixes the rules of behavior that children are taught in life.

BIBLIOGRAPHY

Kilpio N.N. "80 games for a kindergarten teacher" M .: "Enlightenment", 1974, 88 pages.

Zharikbaev K.B., Kaliev S.K. / Anthology of pedagogical thought of Kazakhstan. / - Almaty: Rauap, 1996 - p. 261.

Tanikeev M.T. / Kazakh national sports and games. Alma - Ata, 1957. - p. eleven

Stepanenkova E. Methods of physical education. M.: 2005

Khukhlaeva D.V. Theory and methods of physical education of preschool children. M.: 1976

Shishkina V.A. "Movement + Movements". A book for a kindergarten teacher. M.: "Enlightenment", 1992, 96 p.

Geinisman ML. The development of basic motor qualities as the most important means of improving the health of preschool children // Mater, nauch. conf. according to the results of work for 1990/91. Omsk, 1992, p. 73-74.

Lenert G., Lachman I. "Sport games and exercises for preschool children". Per. with him. M.: "Physical culture and sport", 1973. 103 p.

Fateeva L.P. "300 outdoor games for younger students" Yaroslavl "Academy of Development" 1986, 79 p.

Frolov V.G., Yurko G.P. "Physical training in the air with children of preschool age: A manual for a kindergarten teacher." M .: "Enlightenment", 1983

Nazarbaev N.A. On the threshold of the 21st century. - Almaty: Atamura, 1999. S. 240.

Physical culture // Scientific and methodological journal. M.: 2002, No. 4.

Frolov V.G. "Physical training, games and exercises for a walk." M.: "Enlightenment", 1986. 159 p.

Timofeeva E.A. "Outdoor games with children of primary preschool age" M.: "Prosveshchenie", 1986. 159 p.

Vavilova E.N. Learn to run, jump, climb, throw. M.: 1983

Adashkyavichene E.J. "Basketball for preschoolers" M .: "Prosveshchenie", 1983, 79 p.

Fomina A.I. Physical education and sports games in kindergarten. M.: 1974

Fairy-tale theater of physical culture (Physical education classes with preschoolers in the musical rhythm of fairy tales) / Author - compiler Fomina and others - Volgograd: Teacher, 2004 - 96 p.

Tarasova T.A. Monitoring the physical condition of preschool children. M.: 2005

Golitsyna N.S. Non-traditional physical education classes in a preschool educational institution. M.: 2004

Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: a book for a kindergarten teacher. - M.: Enlightenment, 1991. - 207 p.

Physical preparation of children 5-6 years old for school. Ed. Keneman A.V. Kistyakovskaya M. Yu, Osokina T.I. M.: 1980

Osokina T.I. "Physical culture in kindergarten" M .: "Enlightenment" 1986

Osokina T.I., Timofeeva E.A., Furmina L.S. "Games and entertainment in the air." M .: "Enlightenment" 1981.

Saykina E.G., Firileva Zh.E. "Physical education - hello to minutes and pauses!" Collection of physical exercises for preschoolers and schoolchildren.S. - P .: "Childhood-Press", 2005, 128 p.

Pogadaev G.I. "Physical Culture!" Physical culture of preschoolers. A guide for parents and educators. M.: "School Press", 2003, 96 p.

Davydov V.Yu. and others. The influence of physical exercises of various directions on the body of preschool children / Physical education of preschoolers: Sat. scientific tr. region scientific-practical. seminar on physics resp. doshk children. institutions (November 20-23, 1991). - Volgograd, 1993, p. 13-28.

Physical culture // Scientific and methodological journal. M.: 2003, No. 1.

Physical culture in the family, preschool educational institution and elementary school: Program and guidelines. - M.: School press, 2005 - 64 p.

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Appendix 1

Abstract of the lesson on the physical development of children of senior preschool age "Journey to the snow kingdom"

Purpose: to form in children a conscious attitude to a healthy lifestyle, using health-saving technologies and non-traditional methods, an artistic word. Continue to improve the functional capabilities of the level of physical and motor fitness in children.

Program tasks:

Educational:

To form the ability to walk on the gymnastic bench, making an additional movement;

Exercise in climbing, jumping, maintaining balance;

To improve in children the ability to freely perform exercises aimed at preventing flat feet and posture;

To consolidate the techniques of self-massage;

To form the ability of children to express themselves in rhythmic movements and enjoy their beauty.

Developing:

Develop flexibility of movements, strength of the muscles of the abdomen and spinal column by doing exercises;

Improve motor skills and physical qualities, strengthen the respiratory system, develop coordination of movements;

Develop cognitive interest to study your health.

Educational:

To cultivate moral and volitional qualities: endurance, self-confidence, a sense of camaraderie, perseverance in achieving positive results;

Cultivate respect for nature.

Equipment:

rugs; gymnastic bench; hoops; tunnel; red and blue flag for the game; paper snowflake for each child.

Organizing time. (Game motivation)

Teacher: Guys! Today we will go to visit the Snow Queen! Do you like to visit?

Children: Yes, very much.

Part I: Introductory

Educator: We have a very long way to go with unusual obstacles. Let's get ready for it. We need to carefully warm up our hands and feet so that they do not freeze on the way.

Take a massage

I beg you, try!

Self massage

Rubbing the palms;

knees.

Educator: And now, you can hit the road! March to the right!

Dark forest, snowy meadow

We walk one after another.

Walking is normal one after another.

So as not to crush the snowflakes,

You need to lift your legs.

Jumps in 1 line one after another.

Walking between the trees

Friends were not far behind.

Snake walking.

Suddenly we saw the castle!

If only you knew -

How fast we ran.

Running at a fast pace.

We collect lumps

To make snowballs out of them.

Walking behind each other with squats.

And the trees have fun

And every bush

Guys like snowflakes

They run on ice.

Light running on toes, hands on the belt. Running turns into brisk walking, then into normal walking.

March through the center in threes! Stay where you are! Around!

II. Main part:

Educator: - Guys, you and I ended up in a fabulous snowy meadow. And what a clean and fresh air here! Let's give them a whirl!

Breathing exercise "Breathe with one nostril"

Educator: We inhale through the right nostril, close the left nostril with the index finger of the left hand. We exhale through the left nostril, and close the right one with the index finger of the right hand, (the exercise is repeated 4 times.).

Educator: Guys, now let's imagine that in this fabulous meadow we have turned into magical snowflakes and do the following exercises!

1) "Snowflake shakes his head"

Head tilts.

I. p. stand, feet shoulder-width apart, hands on the belt.

Head tilt to the right

Head tilt to the left.

Run 10 times.

2) "The snowflake reaches for the sun"

Stretching with straightening.

Take the starting position! Start the exercise!

Hands up, right foot back on the toe;

Hands up, left foot back on the toe.

I. p. Run 10 times.

3) "The snowflake leans"

Body tilts.

I. p. - feet shoulder width apart, hands on the belt.

Take the starting position! Start the exercise!

Bent over, hands forward.

I.P. Run 10 times.

4) "The snowflake hides from the wind."

Squat.

I. p. heels together, socks apart, hands down.

Take the starting position! Start the exercise!

Squat, hands forward

Get up, hands down

Run 10 times.

5) "Snowflake plays"

Move your feet up.

I. p. - sitting, hands point-blank on the floor.

Take the starting position! Start the exercise!

Right leg up.

Left leg up.

Run 10 times.

7) "Snowflake touches the ground"

Tilts, sitting on your knees.

I. p. - sitting on your knees, hands on your knees.

Take the starting position! Start the exercise!

Hands forward touch the floor

Run 10 times.

8) "Jumping Snowflake"

I. p. - standing, legs together, hands on the belt.

Take the starting position! Start the exercise!

Jumping. Walking in place. Jumping, etc.

Run 5 times.

Stay where you are! Left! Closed up! March in 1 line!

Normal walking with breathing recovery.

Educator: Well done! You have done an excellent job. And the Snow Queen has already prepared a new test for us. Can we manage?

1) “The wind calms down, only the Christmas trees shake” (2 times)

Walking on a gymnastic bench, for each step a clap is made in front, then behind.

2) “In the cold, we jump together, do not stand still! " (2 times)

Jumps on 2 legs from hoop to hoop (hoops lie on the floor at a short distance from each other).

3) “A Christmas tree has grown in the field - a green needle” (2 times)

Climbing in the tunnel.

Educator: Guys, you completed the tasks, and we quietly approached the Snow Queen's palace. Look how beautiful it is here! But here we have another task. Ready?

Educator: We need to help the Snow Queen find helpers. And 2 Frosts will help us in this. So let's start.

Mobile game "Two Frosts".

We choose the leaders (shifting the balls to the music)

III. Final part:

Educator: Well done guys! They played well, and most importantly, they helped the Snow Queen find helpers. Did you like the game?

Educator: I suggest you take a little rest, because it's time for us to return home.

March in a circle! We sit down on our knees. Hands on knees. Let's sit with our eyes closed on a fabulous, magical rug.

Relaxation is carried out against the background of quiet music:

“Close your eyes, children.

Imagine that we are in a fairy tale.

We are white snowflakes

We fly, we fly, we fly.

Paths and paths

We'll screw everything up.

Let's circle over the garden

On a cold winter day

And quietly sit next to each other

With people like us"

(During the reading of the poem, a snowflake is placed imperceptibly near each child)

Educator: guys, we are already at home, open your eyes. This is what a miracle happened to us, and the Snow Queen gave each of you a snowflake that will remind you of this journey.

Get up! March in one line! Stay where you are!

Educator: Did you like the Snow Kingdom?

Educator: We will definitely make another trip there. And we're done for today. All the guys are great! You all did a great job today! Did all the exercises right! Our trip turned out to be very interesting! Thanks everyone!

(children leave the hall to cheerful music)

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State budget educational institution

secondary vocational education

"Solikamsk Pedagogical College

named after A.P. Ramensky""

FINAL QUALIFICATION WORK

According to PM 01

on the topic: "An outdoor game as a means of developing physical qualities in children of senior preschool age"

Made by Polina Vera Ivanovna

B-61 (group 050144)

Preschool education

Head: college teacher

Mazunina Natalya Mikhailovna

Solikamsk 2015

Introduction

1.2 The meaning and types of outdoor games in the development of physical qualities in children of senior preschool age

2.2 Formative research

2.3 Control study

Conclusion

Bibliographic list

Appendix

Introduction

physical development game movable

Human development is a process of physical, mental and social maturation and covers all quantitative and qualitative changes in innate and acquired means that occur under the influence of the surrounding reality.

Federal state educational standard preschool education highlights the educational area "Physical development". Content educational field"Physical development" is aimed at achieving the goals of forming children's interest and a holistic attitude to physical education, harmonious physical development through the solution of the following specific tasks:

Development of physical qualities (speed, strength, flexibility, endurance and coordination);

Accumulation and enrichment of motor experience in children (mastery of basic movements);

Formation of pupils' need for motor activity and physical improvement (1).

Analysis of the scientific and methodological literature by E.N. Vavilova, N.A. Notkina and numerous pedagogical observations by Yu.K. Chernyshenko, V.I. satisfied with the modern requirements for physical development in a preschool institution. Therefore, the problem of the development of physical qualities is very relevant and requires further improvement.

Physical development is aimed primarily at protecting and strengthening the health of children, increasing the body's defenses, fostering a strong interest in motor skills, skills, volitional and physical qualities (speed, agility, endurance, flexibility), and the formation of a health culture.

Physical development is associated with a change in height, weight, an increase in muscle strength, improvement of the senses, coordination of movements, etc. In the first years of life, physical development is the basis for the comprehensive development of the child. In childhood, the foundation of health is laid, and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child.

Preschool age is the period when the child grows and develops intensively, when he acquires the first knowledge. Therefore, it is very important to help the child learn correctly, to perceive the outside world, the objects and phenomena surrounding him.

The game has always been a companion of man. Vasily Alexandrovich Sukhomlinsky wrote: “Without play, there is and cannot be full-fledged mental development. Play is a spark that ignites the flame of inquisitiveness and curiosity” (2, p. 6) mental development child, which has a versatile influence on the formation of his personality. The founder of the Russian system of physical education, Pyotr Frantsevich Lesgaft, assigned a great place to the game, defining it as an exercise with which the child prepares for life (4, p. 11)

Outdoor games of various directions are a very effective means of complex improvement of physical qualities. They, to the greatest extent, allow improving such qualities as dexterity, speed, strength, coordination, etc. When rational use the game becomes an effective method of physical education. (17)

A special place among the various types of games is given to the outdoor game. An outdoor game is a source of joyful emotions that has a developing power. Outdoor games are a traditional means of pedagogy. For centuries, they have clearly reflected the way of life of people, their way of life, work, national foundations, ideas about courage, courage, the desire to possess strength, dexterity, endurance, speed and beauty of movements, to show ingenuity, endurance, creative invention, resourcefulness, will.

The significance of outdoor games in terms of raising children, their mental, moral, physical development was revealed in their works by Zaporozhets Alexander Vladimirovich, Makarenko Anton Senmenovich, K.D. Ushinsky, Egor Arsenievich Pokrovsky, Dmitry Anatolyevich Kolozza, GA. Vinogradov and many others. An outdoor game is an effective means of physical development of children at any age. An outdoor game is an accessible and exciting activity for preschoolers. In games, what is familiar to them becomes unusual, and what is new and complex becomes well mastered. While playing, children practice various actions, with the help of an adult, they master new and more complex ways of performing them.

The game and physical qualities are a necessary condition for the full, harmonious development of the child. By playing and moving, children become physically stronger, quick-witted, confident and independent.

All of the above served as the basis for the choice of the topic of the final qualifying work "Mobile game as a means of developing physical qualities in children of senior preschool age."

Research problem- How does outdoor play affect the development of physical qualities in children 5-6 years old?

Object of study - development of physical qualities in senior preschool age.

Subject of study - an outdoor game in the process of developing physical qualities in senior preschool age.

Research hypothesis - we assume that the development of the physical qualities of children of senior preschool age will be more successful if the following conditions are met:

Systematic inclusion of children in outdoor games;

Competent pedagogically sound leadership;
- enrichment of the developing environment in the group.

Targetfinal qualifying work - theoretical study and practical confirmation of the influence of an outdoor game on the development of physical qualities in children of senior preschool age.

Work tasks:

1. To study the features of the development of physical qualities in senior preschool age.

2. Determine the essence and concept of an outdoor game and its influence on the development of physical qualities.

3. To determine the methods and techniques of organizing an outdoor game in the process of developing physical qualities in senior preschool age.

4. To carry out experimental research work in MADOU No. 46 "Orchard", Berezniki on the influence of an outdoor game on the development of physical qualities in children of senior preschool age.

Research methods:

1. Theoretical - the study of pedagogical literature, methods of theoretical generalization.

2. Empirical - observation of children during an outdoor game.

3. Mathematical - determination of quantitative and qualitative indicators of the effectiveness of the proposed system of work.

The work consists of an introduction, two chapters, a conclusion, bibliography and appendices.

The practical significance of the study: in practical activities, educators can use a long-term plan of outdoor games drawn up for the academic year, taking into account modern requirements and urgent tasks, a card file of outdoor games for older preschoolers.

Research base: Berezniki, kindergarten No. 46 "Fruit Garden".

Chapter 1. Theoretical foundations for the development of physical qualities in children of senior preschool age through outdoor games

1.1 The concept of physical qualities and their development in children of senior preschool age

The period of childhood is the most important in the development of the motor functions of the child, especially his physical qualities. Therefore, a system for monitoring the physical development, physical fitness and performance of the child is necessary.

In the process of physical development 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.

Physical qualities are called separate qualitative aspects of the child's motor abilities, his motor abilities. They manifest themselves in specific actions - basic movements (walking, running, jumping, climbing, throwing), playing, sports activities (2, p.37).

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 development of strength, it is good to use games that require the manifestation of moderate 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 in children and encourages them to repeatedly perform certain techniques with unrelenting 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. 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 main physical qualities include flexibility, various types of endurance, strength qualities (muscle strength), speed qualities (quickness), their combination (speed-strength qualities), dexterity, and coordination abilities.

Flexibility determines the degree of mobility of the musculoskeletal system and is of particular importance for health. The ability to perform turns and circular movements in the joints of the body indicates a good physical condition of the child. Flexibility is measured by the greatest range of motion.

Speed ​​- the child's ability to perform motor actions in the shortest possible period of time. It is one of the conservative, i.e., difficult to develop, qualities of children. The development of speed largely depends on natural data, often inherited.

Endurance is one of the most important physical qualities of a person, characterizing his physical condition. This quality ensures the duration of the work without reducing its intensity and efficiency. There are two types of endurance: general and special. General endurance - the ability to perform physical work for a long time with the participation of most muscle groups. Special endurance - the ability to perform physical work for a long time, aimed at a certain motor activity, with the participation of a certain muscle group.

Strength is the ability in the process of motor actions to overcome external resistance or counteract it through muscle tension.

The manifestation of strength is determined primarily by the strength and concentration of the nervous processes that regulate the activity of the muscular apparatus. A. N. Krestovnikov. (34, p.56)

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. Coordination qualities are understood as the ability to quickly coordinate individual motor actions in changing conditions, to perform movements accurately and rationally.

Agility is a more general concept than coordination. This complex quality ensures rational and fast execution of movements in changing conditions.

From all of the above, it follows that physical qualities are different aspects of the motor abilities of children, the degree of mastery of outdoor games. They manifest themselves in specific actions - basic movements (walking, running, jumping, climbing, throwing), gaming, sports activities. The same quality can determine the success in performing different actions. To perform a number of movements, preschool children need a certain level of development of speed, agility, strength, and endurance. Without this, the movements of children, despite their diversity, lack efficiency, expediency, they cannot fully manifest the available reserve of the body's capabilities.

Physical qualities are the basis of individual development and life support of the child's body. Physical qualities in children of senior preschool age are determined by their age, physiological characteristics and can be developed by physical exercises and outdoor games.

1.2 The meaning and types of outdoor games in the development of physical qualities in children of senior preschool age

mobile game- a complex motor, emotionally colored activity, due to precisely established rules that help to identify its final result or quantitative result.

Outdoor games are one of the important means of comprehensive development of preschool children. Its characteristic feature is the completeness of the impact on the body and on all aspects of the child's personality. In the game, physical, mental, moral, aesthetic and labor development is simultaneously carried out.

As A. N. Leontiev rightly noted, mastering the rule of the game means mastering one's behavior. (1) A game based on movements is called mobile. (8) Outdoor games are divided into elementary and complex. Elementary, in turn, are divided into plot and plotless, fun games, attractions.

Story games have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of the surrounding life (the labor actions of people, the movement of vehicles, the movements and habits of animals, birds, etc.), game actions are associated with the development of the plot and with the role that the child plays. The rules determine the beginning and end of the movement, determine the behavior and relationships of the players, and clarify the course of the game. Obedience to the rules is mandatory for everyone. Narrative outdoor games are mostly collective (in small groups and the whole group). Games of this kind are used in all age groups. See diagram 1 "Classification of outdoor games"

Plotless mobile games such as traps, dashes (“Traps”, “Runnings”) do not have a plot, images, but are similar to the presence of rules, roles, and the interdependence of game actions of all participants. These games are associated with the performance of a specific motor task and require great independence, speed, dexterity, orientation in space from children. At preschool age, outdoor games with elements of competition (individual and group) are used, for example: “Which link is more likely to assemble”, “Who is the first through the hoop to the flag”, etc. Elements of the competition encourage more activity in the performance of motor tasks. In some games (“Change the subject”, “Who is faster to the flag”), each child plays for himself and tries to complete the task as best as possible. If these games are divided into teams (relay games), then the child seeks to complete the task in order to improve the result of the team. Plotless games also include games using objects (skittles, serso, ring toss, grandmas, "School of the ball", etc.).

Motor tasks in these games require certain conditions, so they are carried out with small groups of children (two, three, etc.). The rules in such games are aimed at the order of arrangement of objects, their use, the sequence of actions of the players. In these games, elements of competition are observed in order to achieve the best results. In fun games, attractions, motor tasks are performed in unusual conditions and often include an element of competition, while several children perform motor tasks (running in bags, etc.), the rest of the children are spectators. Fun games, rides give the audience a lot of joy.

Complex games include sports games. Such as towns, badminton, table tennis, basketball, volleyball, football, hockey. At preschool age, elements of these games are used and children play according to simplified rules. Outdoor games also differ in their motor content: games with running, jumping, throwing, etc. According to the degree of physical activity that each player receives. Geller E.M. distinguishes between games of high, medium and low mobility. (4, p. 22) Games of high mobility include those in which the entire group of children simultaneously participates and they are built mainly on such movements as running and jumping. In games of medium mobility, the whole group can participate. But the nature of the movements of the players is relatively calm (walking, passing objects) or the movement is performed by subgroups. In games of low mobility, movements are performed at a slow pace, and besides, their intensity is insignificant (2, p. 43). Professor V. G. Yakovlev proposed his classification consists of 4 steps. (7, p. 32)

In the formation of a diversified personality of a child, outdoor games with rules play an important role. They are considered as the main means and method of physical development. Being an important means of physical development, an outdoor game at the same time has a healing effect on the child's body.

In the game, he exercises in a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. A large number of movements activates breathing, blood circulation and metabolic processes. This, in turn, has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors.

It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences. The child's enthusiasm for the game not only mobilizes his physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of improving movements, developing them, contributing to the formation of speed, strength, endurance, and coordination of movements. In mobile play, as a creative activity, nothing fetters the child's freedom of action, in it he is relaxed and free.

The role of outdoor play in the mental education of a child is great: children learn to act in accordance with the rules, master spatial terminology, act consciously in a changed game situation and learn about the world around them. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, 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 often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Mobile games are of great importance for moral development. 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. Obeying the rules of the game, children practically practice moral deeds, learn to be friends, empathize, help each other. Skillful, thoughtful guidance of the game by the teacher contributes to the development of an active creative personality.

An outdoor game prepares a child for work: children make game attributes, arrange and put them away in a certain sequence, improve their motor skills necessary for future work.

Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable physical qualities. When conducting an outdoor game, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game, there is not only an exercise in existing skills, their consolidation and improvement, but also the formation of new mental processes, new qualities of the child's personality.

1.3 Methodology for managing outdoor games for the development of physical qualities in senior preschool age

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 method of conducting an outdoor game includes: gathering children for a game, creating interest, explaining the rules of the game, assigning roles, guiding the course of the game, summing up. (11)

When conducting an outdoor game, it should be remembered that it is necessary to collect children in the place on the site from where the game actions will be started, the collection should be fast and interesting. The explanation of the game is an instruction, it should be short, understandable, interesting and emotional. Roles determine the behavior of children in the game, the choice on leading role should be perceived as an encouragement, as a trust.

It is more expedient to acquaint with the content and rules of the mobile game during the game itself. Children, acting together with an adult, memorize the sequence of game operations, get acquainted with the signals by which movements should be started and ended, and the requirements for their implementation.

Graduality in the complication of conditions allows children to develop accuracy and automatism in walking, running, jumping, climbing, throwing, and to achieve the effective use of various methods.

It is very important that children, getting acquainted with the game, immediately get used to the precise execution of the movements included in it. Otherwise, they, having insufficient mastery of the basic movements, begin to act carelessly in the game, which, due to frequent repetition, acquires greater stability. (5, p.47)

In the outdoor games of older preschool children, more complex movements are used. Children are tasked with instantly responding to a change in the game situation, showing courage, ingenuity, endurance, dexterity, and ingenuity. Outdoor games become more complicated in terms of content, rules, number of roles (up to 3-4), roles are distributed among all children; relay games are used.(9)

Gathering children to play. Older preschoolers love and know how to play. To gather children for a game and create interest, you can agree on a place and a gathering signal long before the start of the game, collect with the help of counting rhymes (“One, two, three, four, five - I call everyone to play); instruct individual children to gather the rest within a set limited time (for example, while a melody is playing); use sound and visual cues; use surprise tasks: for example, the one who manages to run under a rotating rope will play.

Explanation of the rules. The preliminary explanation of the rules of the game takes into account the age-related psychological capabilities of children. This teaches them to plan their actions. The sequence of explanations is fundamentally important: name the game and its idea, briefly state its content, emphasize the rules, recall movements (if necessary), assign roles, distribute attributes, place players on the court, start game actions. If the game is familiar to children, then instead of explaining, you need to remember the rules with the children. If the game is difficult, then it is not recommended to immediately give detailed explanation, but it is better to explain the main thing first, and then, as the game progresses, all the details.(8)

Distribution of roles. Roles determine the behavior of children in the game. Children should take the choice of the main role as an encouragement. There are several ways to choose a driver: the teacher appoints, necessarily arguing his choice; with the help of a rhyme (prevent conflicts); with the help of a "magic wand"; by lottery; the driver can choose a replacement. All of these techniques are used, as a rule, at the beginning of the game. For the appointment of a new driver, the main criterion is the quality of the execution of movements and rules. You can ask the children: “Who do we choose? The fastest? The smartest? Or someone who knows how to catch correctly, who has never been caught? etc.

To show the children various successful actions of the driver, the teacher takes this role for himself. It should be noted that playing the role of a driver by an adult significantly enlivens the game, enhances its emotional impact.

Game management. The tasks of the educator in the management of games include monitoring the condition of the players and regulating the load. You can dose it in games using generally accepted methods:

Enlarge or reduce total time games, as well as change the number of repetitions of the entire game or its individual episodes;

Adjust the duration of breaks in the game or play games without breaks at all;

Play the game on a larger or smaller area, with more or fewer obstacles;

Change the difficulty of obstacles overcome in the game;

Lengthen or shorten distances for running, crawling;

Vary the number of basic movements.

But sometimes the teacher participates in the game if, for example, the conditions of the game require an appropriate number of players. He makes comments to the violator of the rules, suggests actions to the confused, gives signals, helps change the drivers, encourages the children, monitors the actions of the children and does not allow static postures (sitting on squatting, standing on one leg), regulates physical activity, which should increase gradually. Remarks about the incorrect implementation of the rules negatively affect the mood of children. Therefore, comments should be made in a friendly manner. The use of “medallions” depicting the characters of the game (mouse, chicken, etc.) helps to realize the importance of the correct execution of movements. When touching an obstacle, running hard, etc. players lose their medallion, although they have the opportunity to continue participating in the game. When the action is performed correctly, the medallion is returned. Encouragement in the form of a visual attribute allows you to draw the attention of children to the rules of the game and their obligatory observance.

Summing up. When summing up the game, the teacher notes those who showed dexterity, speed, and followed the rules. Names those who break the rules. The teacher analyzes how success was achieved in the game. Summing up the game should take place in an interesting and entertaining way. All children should be involved in the discussion of the game, this teaches them to analyze their actions, causes a more conscious attitude towards the implementation of the rules of the game. (4)

As children accumulate motor experience, games need to be complicated, but the sequence of actions and episodes remains constant. Changes must always be justified. In addition, complications make well-known games interesting for children.

By varying the game, you cannot change the idea and composition, but you can:

Increase the dosage (repetition and total duration of the game); complicate the motor content; change the arrangement of players on the court (place the driver not on the side, but in the middle);

Change the signal (instead of verbal - sound or visual); play the game in non-standard conditions (on the river bank, in a forest clearing, in a park);

Complicate the rules (in the older group, those caught can be rescued).

Children themselves can be involved in the compilation of game options, especially in older groups. (6)

The outdoor game ends with general walking, which gradually reduces physical activity and brings the pulse back to normal. Instead of walking, a similar value can be carried out. sedentary game(“Find and keep silent”, “Bring what you like”, “Who is gone”, “Guess by voice”, etc.)

Conclusion: When organizing games with children, it is necessary to apply the following methods and techniques: showing and demonstrating the game, explaining its rules, talking with children about the results of the game. The purpose of outdoor games and competitions is the formation of the physical qualities of preschool children. The mobile game should be used in accordance with the age characteristics of older preschool children and their capabilities.

To identify the level of physical qualities of children of senior preschool age, we will monitor outdoor games.

Chapter 2

2.1 Ascertaining research

Experimental research work was carried out on the basis of MADOU "Kindergarten No. 46" in Berezniki. The kindergarten works according to the exemplary program "From Birth to School" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. One of the main objectives of the program is the acquisition of experience in physical activity, aimed at the development of physical qualities (strength, endurance, flexibility) and the formation of a healthy lifestyle.

Purpose - to determine the level of physical qualities in children of the senior group of kindergarten for the month of November.

To carry out research work, children were selected who attend the senior group "Cherry", in which all conditions for the versatile development of the child are created. The senior group "Cherry" is attended by 23 children. Of these, 13 boys and 10 girls. These are children between the ages of 5 and 6. See appendix 1 « List of children for research work.

In order to determine the initial level of physical qualities, outdoor games were used, during which the teacher assessed the level of each child, guided by the knowledge and skills that a child of senior preschool age should possess. See Appendix 2 "Characteristics of assessing the level of development of physical qualities"

See Appendix 3 "Games to identify the level of development of physical qualities in November."

Criteria were evaluated: climbing, throwing, walking, running, jumping. Indicators of the development of qualities: dexterity, speed, endurance, strength.

From the results, see Table 1 "The results of diagnosing the development of physical qualities of children of the older group in November 2014" it can be seen that in the group of 16 children there are children with a high level of physical qualities, these are I. Sasha and Ch. Borya - 12.5%. , confidently, softly, expressively and accurately play outdoor games. Self-control and self-esteem are constant. They show elements of creativity and motor activity, independently compose simple options from mastered games, through movements they convey the diversity of a particular image (character, animal), strive for originality (individuality) in their movements. Interest in games is stable.

But basically, all children have an average level of physical qualities for all indicators - 62.5% - 10 people: B. Sonya, V. Katya, G. Petya, K. Pasha, K Anya, L. Vika, P. Alla, T. Dima , Yu.Anna, Roma N.. Children technically correctly fulfill most of the requirements of an outdoor game, while showing due effort, activity and interest. Able to evaluate the movements of other children, persistent in achieving their goals and a positive result. Self-control and self-esteem are fickle (occasionally appear).

Also in the group there are children who have a low level of physical qualities - 25%, 4 people: R.Lyuda, M.Vlada, L.Liza, R.Yulya. Children make mistakes in the basic elements, complex outdoor games. Weakly control the performance of movements, find it difficult to evaluate them. They allow violation of the rules in outdoor and sports games, most often due to insufficient physical fitness. Decreased interest in physical games. See Appendix 6 "Levels of development of physical qualities in November"

The data obtained clearly show the advantages and disadvantages of the physical qualities of specific children and make it possible to improve these indicators.

Conclusion: in order to see the impact of an outdoor game on the development of physical qualities, we will select a set of outdoor games that contribute to the development of physical qualities in children of older preschool age, then we will re-diagnose and compare the results.

2.2 Formative research

Purpose: To select a complex of outdoor games that contribute to the development of physical qualities in children of senior preschool age.

Tasks: development of physical qualities: dexterity, speed, endurance, strength.

Duration: five months.

See appendix 4 " long term plan the use of outdoor games that affect the development of physical qualities of children of senior preschool age "

The game is learned and repeated during direct educational activities in physical culture. The games change every month. The games most liked by children are used in free independent motor activity at the discretion of the children themselves. In this plan, there are games with elements of the competition “Who is faster”, “Who will find”. Also challenging games"Hockey". Games according to the degree of physical activity: large "Multi-colored ribbons", medium "Jumping sparrows", "free space". And low mobility "Do as I do", "Snowballs in a circle." According to the motor content: games with running, jumping, throwing and others.

The games were held according to the standard structure in accordance with the requirements of the "theory and methodology of physical development". Each game 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 psyche of children for the upcoming activity with the inclusion of games like “Quickly to places!”, “Forbidden movement”. In the main part, games and game tasks of medium and high mobility were held, such as "Who is faster", "Hit the target", "Catching monkeys". In the final part, games were used to relax and focus on subsequent activities not related to the training process: “Who will find”, “Passing the ball”, “Do as I do”

Control of the adequacy of the load was carried out according to subjective characteristics during the games (reddening of the skin and sweating) from the beginning of the session until its end.

The desire or not the desire to engage in the proposed games and the quantitative and qualitative fulfillment of the game rules served as pedagogical control.

To improve the physical indicators of health and the development of physical qualities in preschool children, it is especially effective, the daily performance of certain complexes of morning exercises and gymnastics after sleep, they include outdoor games that help improve motor abilities in children, improve the work of coordination mechanisms that contribute to the acquisition of knowledge in the field of physical development.

Through the organization of the motor regime of children, the forms of work with children on the development of physical qualities were systematized, including: physical education and health classes: gymnastics, motor warm-up during and between classes, physical education minutes, outdoor exercises, individual work on the development of movements during a walk, health-improving running, gymnastics after a daytime sleep in combination with contrast air baths, independent motor activity of children. Outdoor games for all types of basic movements for the development of endurance, agility, speed. Physical culture classes: health week, health days, sports leisure, sports and sports holidays, where there were also outdoor games of different directions.

A complex of health-improving, educational and upbringing tasks was solved at physical culture lessons. Using various types of plot-game, thematic, training sessions in the work, and using various means (musical accompaniment, toys, non-standard equipment, etc.), classes with games and game tasks, were very easily perceived by all children. Particularly uplifting for children, the activation of movements, giving the child a feeling of "muscular joy". The use of various physical exercises, the sequence of which corresponds to the generally accepted three-part structure in the preparatory and final parts of the classes, as well as etudes of psycho-gymnastics, dances and games, changed after 2-3 classes, varying them in accordance with the plot.

Games were held with children with a low level of physical fitness, during which all students perform the same movements with an orientation towards their high-quality performance. In groups of children with an average level of physical fitness (Yulya R., Vlada M., Luda R., Liza L.), the most effective were games with competition elements.

Children with low levels of physical fitness (Yulya R., Vlada M., Lyuda R., Liza L.) due to a decrease in interest in outdoor games in the presence of difficulties, inability to listen to instructions when the teacher addresses all children, inability to identify and memorize features performance of complex elements of movement technique requires additional methods of stimulation of their motor activity. Taking into account the named signs, the leader carried out the selection of methods of individual influence on such children. The developed complexes of plot games are aimed at a phased accentuated development of motor qualities, which is given from 50 to 70% of the time of classes.

Consolidation of the accumulated experience is carried out when performing these games and exercises on a walk. To develop independent motor activity, educators, together with their parents, replenished the movement development area with non-standard manuals and games so that children could practice performing various movements, thereby developing basic physical qualities.

Thus, the organization and conduct of an outdoor game with children of senior preschool age is not an easy task, which requires considerable effort from the teacher. With the methodically correct organization of an outdoor game with older preschoolers, this type of activity will be an effective means of improving the physical qualities of children. Considering the work done, in April, a re-diagnosis of older children was carried out, the results of which will be presented in the next paragraph.

2.3 Control study

Purpose: to check the effectiveness of the use of outdoor games with children of senior preschool age in the process of developing physical qualities.

Within five months, outdoor games were used in all forms of work on the formation of physical qualities in children of senior preschool age: morning exercises; direct educational activities in physical culture; in everyday life; active rest and directly, in independent search activity. The game form of development of physical qualities raised the mood of children and contributed to the conduct of outdoor games in an emotional rhythm.

In order to determine the level of physical qualities after the work, outdoor games were used, during which the level of each child was assessed, guided by the knowledge and skills that a child of senior preschool age should possess. See Appendix 6 "Games to identify the level of development of physical qualities in April").

Table 1. Levels of development of physical qualities of children of senior preschool age

See appendix 7 "Comparative diagram of the results of diagnostics for the identification of physical qualities in children of senior preschool age"

The results of the study in April 2015 showed an increase in all indicators. This indicates that the proposed outdoor games aimed at developing physical qualities in children of older preschool age provide a positive effect in the framework of short programs. In the same group of 16 children there were 2 people I. Sasha and Ch. Borya with a high level of physical qualities, there were 7 people - 43.75%: L. Vika, K. Pasha, P. Alla, Yu. Anna, G. Petya , I. Sasha, Ch. Borya.

And with an average of 10 people: B. Sonya, V. Katya, G. Petya, K. Pasha, K Anya, L. Vika, P. Alla, T. Dima, Yu. Anna, Roma N .. And it became - 8 people - this is 50%: B.Sonya, V.Katya, K.Anya, T.Dima, R.Lyuda, M.Vlada, L.Liza Roma N..

And only one child with a low level of physical qualities R.Yulya - 6.25% of 100%, and there were 4 people: R.Lyuda, M.Vlada, L.Liza, R.Yulya.

Anna Yu., Petya G., Pasha K., Vika L., Alla P. moved from an average level to a high one. And R. Luda and L. Liza., M. Vlad moved from a low level to an average one - this confirms the effectiveness of the developed plan for the development of physical qualities.

From all this we can conclude that the outdoor game contributes to the development of physical qualities in preschool children.

Conclusion

Having studied the psychological and pedagogical literature on the topic of the study, we came to the conclusion that the problem of the physical development of preschoolers seems to be extremely relevant for modern society. Issues of physical development at all times worried people of different nationalities, different classes. Interest in this problem, its severity has never weakened. At the turn of the 20th and 21st centuries, socio-economic and political changes took place in our country, which entailed changes in the sphere of physical values ​​and norms of behavior in society. In the physical development of modern children, negative trends have been outlined: physical development has gone by the wayside, its place has been taken by the TV screen, the computer from which the characters of fairy tales, cartoon characters, who do not differ in physical qualities, constantly enter the life of the child.

So modern pedagogy pays special attention to the physical development of preschool children, the problem of the development of the physical qualities of preschool children is especially touched upon.

On this issue, such researchers as Peter Frantsevich Lesgaft, Zaporozhets Alexander Vladimirovich, Makarenko Anton Semenovich, K.D. Ushinsky, Egor Arsenievich Pokrovsky, Dmitry Anatolyevich Colozza and many others. In their research, they offer outdoor games that develop the physical qualities of preschool children, they recommend including them in physical education classes and in the daily life of children.

Outlining the main approaches to the physical development of older preschool children in the pedagogical system of the preschool educational institution, it was concluded that: the development of the physical qualities of the individual is influenced by many social conditions and biological factors, but the decisive role in this process is played by pedagogical ones, as the most controlled, aimed at developing a certain kind of physical qualities. In activities, both specially organized by teachers and in games, physical qualities are formed in preschool children, and the relationships that arise can affect the change in the goals and motives of the activity, which in turn affects the assimilation of physical norms and values.

Revealing the role of outdoor play in the development of physical qualities of children of senior preschool age, we came to the following conclusions:

Preschool age is the initial stage of assimilation of physical experience. The game is the most accessible type of activity for the child, a peculiar way of processing the impressions received. It corresponds to the visual-effective nature of his thinking, emotionality, activity;

Children are encouraged to play by the desire to get acquainted with the world around them, to actively act in communication with their peers, to build interpersonal relationships with each other, to participate in the lives of adults, to fulfill their dreams. In the game, all aspects of the child's personality are formed in unity and interaction. The physical significance of the game in the development of a preschooler is recognized in child psychology and preschool pedagogy as one of the cardinal provisions.

When considering this problem, experimental research work was carried out. The work was carried out in MADOU No. 46 of the city of Berezniki in the senior group. It consists of three parts.

In the first part, to determine the level of development of physical qualities, diagnostics were carried out for the month of November, with the help of which it was determined that the level of development of physical qualities in children is low.

In the second part, a plan of outdoor games was drawn up in order to develop the physical qualities of children of senior preschool age.

In the third part of the work, a quantitative and qualitative assessment of the results of repeated diagnostics of physical qualities in children of senior preschool age was given.

Through the research work, the influence of an outdoor game on the development of physical qualities in children of senior preschool age was revealed.

Thus, the research tasks set by us are solved, the goal is achieved, the hypothesis is proved.

The continuation of this work will be the development of projects for the development of the physical qualities of children with outdoor games. Recommendations for educators on the methodology for managing and conducting outdoor games, and enriching the developing environment of groups.

Bibliographic list

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14. Methodological development in physical education (senior group)

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

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

2 Organization and results of the study

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.

Game activity is especially important during the period of the most active formation of 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, it acquires the character of a universal method of 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 game 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 type of children's activity. 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 of the game.

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

Game activity is especially important during the period of the most active formation of 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 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.

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 environmental influences and 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).

1.2 Games for the development of strength capabilities

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 pointed out to the mistakes made and the negative and positive aspects in their behavior.

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 one by one on both sides of the pit. 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 down 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 education

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 quick reactions 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 the head and on the 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.

« fun game with a bell"

Purpose: development of auditory perception.

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 the right side of the 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"

Purpose: development of attention, arbitrariness of behavior.

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.

A variety of tactile sensations accompanying this game will give a hyperactive child the opportunity to feel his 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 control of the adequacy of the load was carried out 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 sessions (reddening of the skin and sweating).

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

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 the total number in the magazine, who were offered a test for the manifestation of speed-strength ability, proposed to determine the level of physical fitness of students 11 -15 years.

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

№ Surname Name Result before the experiment, times Result after the experiment, times

table 2

Girls doing push-ups

№ Surname Name Result before the experiment, times Result after the experiment, times 1 Anya Klyugina252 Galya Bolokhova263 Tanya Vasina354 Masha Karpova175 Lena Perova48

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:

-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 concepts about the norms of social behavior, as well as certain cultural skills. 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.

Bibliography

1.Byleeva L.V., Korotkov I.M. Outdoor games. - M.: FiS, 2002.

2.Korotkov I.M. Mobile games in sports. - M.: FiS, 2001.

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

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

5.Balsevich V.K. The concept of alternative forms of organization of physical education for children and youth / V.K. Balsevich // Physical culture: upbringing, education, training. - 1996. - No. 1.

.Raising children in the game: A guide for the kindergarten teacher / Comp. Bondarenko A. K., Matusik A. I. - 2nd ed., revised. and additional - M.: Enlightenment, 1983.

.Geller E.M. Sportlandia calls to the start. - Mn., 1988.

.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.

.Lubysheva L.I. The concept of human physical culture formation: monograph / L.I. Lubyshev. - M.: GTSOLIFK, 1992. - 120 p.

.Lubysheva L.I. Modern value potential of physical culture and sport and ways of its development by society and personality / L.I. Lubysheva // Theory and practice of physical culture. - 1997. - No. 6.

.Samoukhina N.V. Games at school and at home: psychotechnical exercises, and correctional programs. - M.: 1993. - 215 p.

.Spivakovskaya AS The game is serious. - M.: Pedagogy, 1981. - 144 p.: ill. - (Library for parents).

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

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Outdoor games as a means of developing physical qualities
at 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, we single out 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-ligamentous 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; promote the acquisition of vital motor skills, abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new possibilities of the body.
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);
- by 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 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);
- by organizational form (for physical education, outdoor activities, sports and recreational work);
- by mobility (small, medium and high mobility - intensity);
- by season (summer and winter);
- at the place of employment (for the gym, sports ground; for the area, premises);
- according to the method of organizing the players: team and non-team (with division into teams, relay races; game conditions imply 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 game).
Mobile 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. 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 dexterity, quick orientation, independence, initiative, without which sports activities are impossible.
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, the combination of the entire arsenal of techniques and tools, a creative approach to planning and conducting a physical education lesson is simply necessary. during the game (minimum downtime). 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 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 in the lessons tools are used 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" other.
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 critical 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. 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. Game continues. Figures can be made either by one player or by several united in a group. Then, if they win, they all become drivers and choose 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 the 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 the feet 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. - 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 7-10 years old. - M. : MOSAIC-SYNTHESIS, 2012. - 8-9 p.
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