Outdoor game as a means of developing physical qualities in preschoolers. Agility Games

"Mobile games as a means of development physical qualities in preschoolers." Prepared by: F.C. instructor MBDOU d / s 16 Vinogradova G.V. ZATO Severomorsk GMO physical education instructors. SEMINAR - WORKSHOP FOR TEACHERS "MOBILE GAME AS A MEANS OF HEALTH, DEVELOPMENT AND IMPROVEMENT OF MOTOR SKILLS AND PHYSICAL QUALITIES OF PRESCHOOL CHILDREN"

Physical qualities are motor abilities that a person is endowed with by nature from birth (speed, flexibility, strength, dexterity, endurance, eye, coordination abilities, etc.), his abilities that develop as a result of conscious activity. V.M. Zatsiorsky.

Purpose: To promote the development of physical qualities in children preschool age through mobile games. Tasks of education and development of children: Ml. gr. To develop physical qualities in children: speed, coordination, speed-strength qualities, reaction to signals and action in accordance with them; promote the development of coordination, general endurance, strength, flexibility. Wed gr. Purposefully develop speed, speed - power qualities, general endurance, flexibility, promote the development of children's coordination, strength. Art. gr. To develop physical qualities in children: general endurance, speed, strength, coordination, flexibility. Preparation gr. To develop physical qualities in children (strength, flexibility, endurance), especially leading at this age to speed, agility and coordination of movements.

Topic Physical development of preschoolers by means of outdoor games

Introduction…………………………………………………………………………..2

Chapter I

I.1 Physical development of preschool children…………………………6

I.2 The role of outdoor games in the physical development of preschoolers……………14

Chapter II Chapter 2. Pedagogical conditions for the physical development of preschoolers by means of outdoor games

II.2 Methodological bases for the use of outdoor games in the physical development of preschoolers……………………………………………………………23

Conclusion…………………………………………………………………….36

References……………………………………………………………38

Introduction

Raising a healthy generation with a harmonious development of physical qualities is one of the main tasks of modern society. In any society built on humanistic and democratic principles, human health is the highest value, the most important asset of the state, it is an indisputable priority, a guarantee of the vitality and progress of society.

Unfortunately, in our country, as was noted at the first Russian Assembly dedicated to the problems of public health, there is a clear trend towards the deterioration of children's health. The results of in-depth medical examinations show that a significant proportion of children attending preschool institutions have various health deviations and lag behind in physical development. This indicates that the problems of raising a healthy child have been and remain relevant in the practice of public and family preschool education and dictate the need to find effective means of their implementation.

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 formation of children's health, the full development of their body is one of the main problems in modern society. During preschool childhood, a child lays the foundations of health, comprehensive physical fitness and harmonious physical development. At the same time, the established system preschool education takes into account only the sanitary and hygienic standards of the child's living conditions and leads to the regulation of motor qualities and skills.

Outdoor games are one of the main means of physical education of children. 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.

Educators do not fully pay attention to outdoor games in the daily routine of preschool educational institutions aimed at the physical development of children. Although outdoor games have a significant potential for the physical development of preschool children, they are very attractive means of physical culture, useful for enriching the motor experience of preschoolers, forming a culture of movements, forming an aesthetic taste, and comprehensively developing the physical qualities of a child. Through outdoor games, the most harmonious coordination of the activity of all organs and systems of the child is achieved.

Preschool institutions face important tasks of developing motor activity and improving children's health, but in order to solve these problems, practice does not always take into account the influence of the main activity of preschoolers - games.

Purpose of the study: to study the possibilities of outdoor games in the physical development of preschoolers

Object of study : physical development of preschool children in preschool

Subject of study: outdoor game as a means of physical development of preschoolers in preschool

Taking into account the purpose and subject of the study, research objectives are defined:

1. Present the theoretical foundations of the problem of the physical development of preschoolers.

2. Describe the role of outdoor games in the physical development of preschoolers

3. Analyze experience work of preschool educational institution on the physical development of preschool children.

4. Describe the methods of using outdoor games in the physical development of preschoolers.

Chapter I . Theoretical basis problem under study

I.1. Physical development of preschool children

Physical development is the process of changing the forms and functions of the human body. In a narrow sense, it denotes anthropometric and biometric indicators: height, body weight, chest circumference, vital capacity of the lungs, the nature and magnitude of the curves of the spine, etc. In a broad sense, it also includes physical qualities (speed, agility, eye, strength, endurance ) (A.V. Keneman, D.V. Khukhlaeva).

Physical development in preschool institutions- this is the unity of goals, objectives, means, forms and methods of work aimed at improving health.

The goal of physical development is to form the foundations of a healthy lifestyle in children.

In the process of physical development, health-improving, educational and educational tasks are carried out.

Among the health-improving tasks, a special place is occupied by protecting the life and strengthening the health of children, and comprehensive physical development, improving body functions, increasing activity and overall performance.

Taking into account the specifics of age, health-improving tasks are defined in a more specific form: to help form the bend of the spine, develop the arches of the foot, strengthen the ligamentous-articular apparatus; promote the development of all muscle groups, especially the extensor muscles; the right ratio body parts; improvement of the activity of the cardiovascular and respiratory systems.

According to Keneman A.V., it is important to increase the overall performance of children, taking into account the developmental characteristics of the child's body, the tasks are defined in a more specific form: to help correct and timely ossification, the formation of spinal curves, and to promote the proper development of thermoregulation. Improve the activity of the central nervous system: contribute to the balance of the processes of excitation and inhibition, their mobility, as well as the improvement of the motor analyzer, sensory organs.

Educational tasks provide for the formation of motor skills and abilities in children, the development of physical qualities; roles exercise in his life, ways of strengthening his own health. Due to the plasticity of the nervous system in children, motor skills are formed relatively easily. Most of them (crawling, running, walking, skiing, cycling, etc.) are used by children in everyday life as a means of transportation.

Educational tasks are aimed at the versatile development of children (mental, moral, aesthetic, labor), the formation of their interest and need for systematic physical exercises. The system of physical development in preschool institutions is built taking into account the age and psychological characteristics of children.

In her work Degtyareva I.P. suggests that the first seven years of a child's life are characterized by the intensive development of all organs and systems. A child is born with certain inherited biological properties, including the typological features of the main nervous processes (strength, balance and mobility). But these features are only the basis for further physical and mental development, and the determining factor from the first months of life is the environment and upbringing of the child. Therefore, it is very important to create such conditions and organize education in such a way that a cheerful, positive emotional state of the child, full physical and mental development is ensured.

Since the goal of physical development is the formation of healthy lifestyle skills in children, the following are used to solve the problems of physical development of preschool children: hygiene factors, natural forces of nature, physical exercises, etc. Full physical development is achieved with the complex use of all means, since each of they affect the human body in different ways. Hygienic factors (mode of exercise, rest, nutrition, sleep, etc.) are a prerequisite for solving the problems of physical development.

Abdulmanova L.V., defines physical exercises as the main specific means of physical development that has a versatile effect on a person. They are used to solve the problems of physical education: they contribute to the implementation of mental, labor, and are also a means of treatment for many diseases.

Movements, physical exercises are considered a specific means of physical development. Motor activity is a biological need of the body, the degree of satisfaction of which determines the health of children, their physical and general development.

The correct physical development of children is one of the leading tasks of preschool institutions. Good health, acquired in preschool age, is the foundation of a person's overall development.

In no other period of life is physical development so closely related to general development as in the first six years. During preschool childhood, a child lays the foundations of health, longevity of comprehensive motor fitness and harmonious physical development. An outstanding teacher V.A. Sukhomlinsky emphasized that their spiritual life, worldview, mental development, strength in knowledge, and self-confidence depend on the health and cheerfulness of children. Therefore, it is extremely important to organize physical education classes in childhood, which will allow the body to accumulate strength and ensure the comprehensive harmonious development of the individual in the future. .

Kistyakova M.Yu. highlights the following conditions and factors for the successful organization of the physical development of children:

1. Be able to analyze and evaluate the degree of physical health and motor development of children.

2. Formulate the tasks of physical development for a certain period (for example, for the academic year) and determine the primary ones, taking into account the characteristics of each of the children.

3. Organize physical development in a certain system, choosing the most appropriate means, forms and methods of work in specific conditions.

4. Design the desired level of the end result, anticipating difficulties on the way to achieving the goals.

5. Compare the achieved results with the initial data and the tasks set.

6. Own self-esteem of professional skills, constantly improving it.

Thus, the physical development of a person is the process of changing the natural morphofunctional properties of his body during an individual life. External quantitative indicators physical development are, changes in the spatial dimensions and body weight, while qualitatively physical development is characterized, first of all, by a significant change in the functional capabilities of the organism over periods and stages of its development. age development, expressed in the change of individual physical qualities and the general level of physical performance.

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.

The objectivity of the assessment of physical development is largely determined by the knowledge age features and patterns of development in preschoolers of the motor sphere, including physical qualities. The most important of these features are their conditionality due to the incompleteness of the formation of the physiological structures of the body and the presence of periods sensitive to external influences in the dynamics of the child's physical development. Large variability in body proportions and uneven development of the body's functional systems are also considered characteristic of preschoolers. All this dictates the need to implement methods of teaching and diagnosing the development of motor skills and physical qualities that strictly correspond to the capabilities of children.

At preschool age, priority attention should be paid to the development of dexterity, speed, eye, flexibility, balance, but one should not forget about the commensurate development of strength and endurance.

II.2. Pedagogical possibilities of outdoor games in the development of a preschool child

According to N.M. Amosov, V.K. Balsevich, Yu.K. Chernyshenko, V.N. Novokhatko, E.I. Pankratyeva and others, when planning the content of the physical development of preschoolers, outdoor games that have a versatile effect on the body and a pronounced training effect should have an advantage, since physical activity that does not cause stress on physiological functions and does not provide a training effect does not have a sufficient healing effect. Outdoor games create an atmosphere of joy and therefore make the most effective complex solution of health, educational and educational tasks.

Active movements due to the content of the game evoke positive emotions in children and enhance all physiological processes. In the studies of a number of authors, the effectiveness of the physical development of preschool children, based on the predominant use of traditional outdoor games, has been experimentally proven.

The collection and pedagogical processing of folk outdoor games was carried out by such scientists as: V.I. Dal, P.N. Bokin, V. Viskovatov, I.Ya. , N. Filitis and others. At the beginning of the 20th century, there were at least 100 collections of games in Russian.

Progressive Russian scientists - teachers, psychologists, doctors, hygienists (E.A. Pokrovoky, P.F. Lesgaft, N.K. Krupskaya, A.S. Makarenko, L.S. Vygotsky, V.V. Gorinevsky, A.V. Zaporozhets, A.P. Usova, D. Elkonin, V. G. Yakovlev, R. I. Zhukovskaya and others) revealed the role of the game as an activity that contributes to qualitative changes in the physical and mental development child, which has a versatile influence on the formation of his personality. Domestic scientists and practitioners (Z.M. Boguslavskaya, V.M. Grigoriev, Yu.F. Zmanovsky, I.M. Korotkov, E I. Yankelevich and others) They also make a great contribution to the selection and description of the games of the peoples of our fatherland.

An outstanding role in substantiating the pedagogical significance of the game and the methods of its application was played by the famous Russian scientist and public figure P.F. Lesgaft. The students trained by him (M.V. Leikina, M.M. Kontorovich), together with other progressive teachers and public figures (I.Ya. Gerd, S.T. Shatsky, A.U. Zelenko, V.G. Marts and others .) widely used outdoor games, including folk ones, in the physical development of children. Most of these professionals and public figures led practical work to organize games with children, opened children's playgrounds, clubs. Such work contributed to the introduction of games among the children of workers, which had a beneficial effect on the health and development of children. The same enthusiasts prepared public leaders for the wide dissemination of games among children and youth.

Today, mobile games are the most accessible and effective method impact on the child with his active assistance. Thanks to games, the ordinary becomes unusual, and therefore especially attractive. The advantage of outdoor games over strictly metered exercises is that the game is always associated with initiative, fantasy, creativity, flows emotionally, and stimulates motor activity. The game uses natural movement mostly in an entertaining, unobtrusive way. The game is a natural companion of a child's life and therefore meets the laws laid down by nature itself in the developing child's body - his irrepressible need for cheerful movements.

Positive emotions, creativity are the most important factors in a person's recovery (Medvetsky A.I.; Grebesheva I.I. and etc.). The most important result of the game is joy and emotional uplift. It is thanks to this remarkable property that outdoor games, especially with elements of competition (permissible for children in a state of stable remission of the disease), more than other forms of physical culture, are adequate to the needs of a growing organism in movement, contribute to the comprehensive, harmonious physical and mental development of children, education they have moral and volitional qualities and applied skills, coordination of movements, dexterity, accuracy, development of a sense of collectivism, discipline and other important qualities.

As shown by the fundamental studies of A.M. Fonareva , physical activity, the development of speech function is closely related to functional state of the brain, with the general life of the child. The child has an innate functional connection between the muscular system and brain structures, with the activity of the sense organs and visceral organs, between the muscular system and the emotional sphere of the child. Thanks to these connections through outdoor games before is overtaken the most harmonious coordination of the activity of all organs and systems of the child. The role of the game in the efficiency of acquiring new knowledge is invaluable due to the acceleration of the development of memory, speech, reading technique, and intellectual development. (Grebesheva I.I.; Boguslavsky Z.M., Smirnova E.O.; Geller EAT and etc.).

As practice shows, sufficient saturation of children's free time with games contributes to their overall and comprehensive development. In addition, appropriately selected, taking into account age, health status, the nature of functional changes in the body, the degree of physical fitness of children, outdoor games, especially outdoor games, undoubtedly contribute to the improvement and strengthening of the child's body. Serious studies of teachers, physiologists and doctors have proven the beneficial effect of outdoor games on children.

In modern pedagogical practice, a wide variety of outdoor games are used. Let's look at their classification. It should be noted that there is no single approved classification of outdoor games. Teachers, on the basis of practical and scientific activities, offer various types of grouping of outdoor games.

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

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

According to what the performance is and how the position of the player changes in relation to the objects surrounding him, group games can be divided into:

games on the spot (static games), in which the child does not change his position in relation to the objects around him, but only moves certain parts of his body. In these games (from a standing position, sitting, and sometimes lying down), movements are limited in number and the main active element is the emotional factor. Compared to other games, there is the least physical activity here;

Sedentary and semi-active games , in which there are elements of movement and statics in various proportions. Usually they are carried out from a starting position standing or sitting. The physical and nervous loads in these games are moderate, they contain more emotionality. These are transition games between games on the spot and outdoor games;

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

Also, all outdoor games can be divided into four groups, taking into account the approximate physical load in them: group 1 - with a slight load; II group - with moderate load; Group III - with a tonic load; IV group - with a training load

Outdoor games content in them motor and speech material are divided into plot, non-plot and games with elements of sports.

Plot outdoor games reflect a life or fairy-tale episode in a conditional form. Preschoolers enthusiastically convey the image of the game, transform into a wolf and geese, monkeys and a catcher, etc.

Non-plot outdoor games contain motor tasks and, depending on the latter, are divided into games such as dashes, traps, tags, etc. games with elements of competition: “Whose link is more likely to be built ?”,“Who is more likely to come running to the flag?” etc. P.; simple relay games: “Who will most likely pass the ball ?”; games with objects: balls, hoops, serso, jump ropes, skittles, grandmas; fun games for the little ones: “Ladushki”, “Magpie”, “Horned Goat”, etc.

Games with elements of sports require more than in outdoor games, dexterity, strength, composure, organization, observation.

The teacher must remember that all of the listed outdoor games contribute not only to the improvement of the movement of the players, the development of visual, auditory attention, speed, motor response to orientation in space and time, accuracy in calculating their strength, dexterity, speed, coordination of movements; they bring up such personality traits as determination, perseverance, comradely mutual assistance, friendly attitude towards the participants in the games, collectivism, but also indirectly affect the speech development of the child.

Thus, outdoor games are necessary for the unity of psychophysical, intellectual, moral, emotional education; for achievement complete harmony with oneself and with the outside world; for the possibility of exercising freedom and choosing actions, which is necessary for the quality preparation of children.

Chapter II . Pedagogical conditions for the physical development of preschoolers by means of outdoor games

II .one. The content of the work on the physical development of children in preschool educational institutions through outdoor games

At the ascertaining stage of the study, we set the following tasks:

1. Analyze the experience of the preschool educational institution in solving the problem under study.

2. Determine the place of use of outdoor games in the daily routine of the kindergarten.

The ascertaining experiment took place in several stages. The first stage of work was analysis of plans the work of the educator in order to get acquainted with the planning and distribution of outdoor games, game forms, motor moments during the week, the day in the group and the definition of tasks, especially motor ones. And, of course, an analysis of the comparison, to what extent the discrepancy or correspondence of planning with the modern model of the motor regimen of children in preschool institutions. Particular attention was paid to the regulation of motor activity during a walk.

Games with elements of sports games are practically not planned. This can be explained by the fact that there are very few sports equipment in the kindergarten. But there are all conditions for outdoor games in kindergarten: a sufficient amount of physical education equipment, attributes for outdoor games, and a sports ground. There is also a sports hall equipped for outdoor games.

When analyzing the correctness of setting tasks for the game, it was noted that most often the tasks are educational, health-improving, and the solution of motor tasks is not clearly set. In outdoor games, first of all, motor tasks should be solved, since they form motor skills and physical qualities. Children must follow the movements due to the plot and rules.

The next stage of the work was the observation and analysis of the conduct of outdoor games by the educator with the children. To do this, we developed the following questions:

1. Terms of the games

2. Preparing the teacher for the game

3. Preparedness of the place and physical culture equipment

4. Organization of an outdoor game

5. The duration of the game in general, the placement of children

6. Efficiency of solving educational, health-improving, educational and motor tasks

7. Well-being, behavior and mood of children

8. The level of pedagogical skill of the educator

9. General assessment of the outdoor game

10. Suggestions for improving the methodology for conducting outdoor games

Observing the conduct of an outdoor game, based on analysis questions, we came to the following conclusion:

The teacher prepares for the games, knows the content, knows how to clearly, emotionally explain the game to the children, knows how to organize the children for the game, but I would like a wide variety of them in order to interest the children in the game more.

Interesting tricks of distribution of roles are used. Both children and the teacher know many counting rhymes, both ancient and modern. The teacher during the conduct is able to see all the children and monitors the well-being of the children, their behavior. Mood, owns a voice, good tone dealing with children. At the end of the game, he evaluates it. But at the same time, it must be said that it is necessary to pay more attention to both solving educational problems and solving motor problems in the game, namely, to monitor the dosage and pace of physical exercises, evaluate the motor density of the game, think over in advance the methods of overcoming negative emotions , techniques for warning and correcting errors when performing movements in the game.

After talking with teachers and children, it turns out that not all children play outdoor games with desire. Reason: lack of interest in the game, low physical activity, which does not allow preschoolers to satisfy their need for movement.

For example, in the game "Geese-Swans", which lasts 5 minutes, the children move intensively for 45 seconds - they run across, dodge the trap. The remaining 4-plus minutes they pronounce the text, consolidate knowledge of the rules, and are present when choosing a driver. This indicates an increase in the effectiveness of outdoor games:

1) increasing the distance for running in games with dashes (“Hares and the wolf”, “We are funny guys”) in the air up to 30-40 meters

2) an increase in the duration of intense movements in games with dodge ("Cunning Fox", "Trap"). Duration without stopping up to 1-1.5 minutes

3) the choice of 2-3 drivers at once. In this case, not only the physical load increases, but also the emotional richness of the game.

Often, inactive children are left without attention, so with 2-3 active traps, you can assign 1 inactive child, without prejudice to the players. This will instill in him courage and self-confidence and relieve him of unnecessary timidity.

After the conversation, it turns out that educators do not always take into account the desire of children in motor activity. It is necessary to pay attention to this educator and take into account when planning. But there are times when it is not advisable to play an outdoor game, for example, before classes, in order to focus the attention of children.

Most children like to play with 5-7 children, some with 3-4 children and only 2 people with themselves, and therefore the caregiver needs to pay attention to the reasons for privacy. Yes, in each group there are children who prefer to observe their comrades or play "School", "Family", in sedentary games.

Carrying out differentiated pedagogical guidance for the development of children's movements during a walk, attention should be paid to sedentary children. Try to captivate them with games with elements of competition: "Who will climb over the gymnastic wall faster?", "Take fewer steps to the pins." Such children need to be given instructions more often (sweep the floor, collect toys), activate their activities, stimulating actions are applied, for example, in the game "Entertainers" it is proposed to show how to perform the exercises, in the game "Owl" to explain the rules or choose a driver using a counting rhyme .

II .2. Methodological bases for the use of outdoor games in the formation of interest in classes physical education

At the stage of the formative experiment, the following task was set: To develop and experimentally test the effectiveness of the methodology for using outdoor games in the physical development of preschool children.

Work on the physical development of children in the experimental group was carried out using various outdoor games, which were included in the content of classes, walks, and sports entertainment.

In the process of selecting the content of outdoor games for the convenience of practical use in the process of experimental work, their classification . There are elementary outdoor games and sports games - basketball, hockey, football, etc. Outdoor games - games with rules. In kindergarten, mainly elementary outdoor games are used. Outdoor games are distinguished by their motor content, in other words, by the main movement that dominates in each game (games with running, games with jumps, etc.).

According to the figurative content, outdoor games are divided into plot and plotless. Story games are characterized by roles with motor actions corresponding to them. The plot can be figurative ("The Bear and the Bees", "Hares and the Wolf", "Sparrows and the Cat") and conditional ("Craps", "Fifteen", "Running").

In the demon story games(“Find a mate for yourself”, “Whose link will build faster”, “Think of a figure”) all children perform the same movements.

Round dance games constitute a special group. They pass under a song or a poem, which gives a specific shade to the movements.

Competitive type games are distinguished by the nature of game actions. They stimulate the active manifestation of physical qualities, most often - high-speed ones.

According to the dynamic characteristics, games of low, medium and high mobility are distinguished. The kindergarten program, along with outdoor games, includes game exercises, for example, “Knock down the skittle”, “Get in the circle”, “Overtake the hoop”, etc. They do not have rules in the generally accepted sense. Interest in playing children is caused by attractive manipulations of objects. The tasks of the competitive type arising from the names (“Who will hit more accurately”, “Whose hoop is rotating”, etc.) have a spectacular effect and gather numerous spectators and fans. The smallest game exercises lead to games.

Also, outdoor games can be classified according to the motor qualities that they develop.

Game selection. When choosing a game, the teacher refers, first of all, to the Education and Training Program in kindergarten. The program list of games is compiled taking into account the general and motor fitness of children of a specific age and is aimed at solving the corresponding educational tasks. Software requirements are also a criterion for the selection of folk and traditional outdoor games for a given region, for varying motor tasks in familiar games.

Each game should give the greatest motor and emotional effect. Therefore, you should not select games with movements unfamiliar to children, so as not to slow down game actions.

Regulates the choice of the game and its place in the daily routine. More dynamic games are advisable on the first walk, especially if it was preceded by classes with significant mental stress and a monotonous body position.

On the second walk, you can play games that are different in terms of motor characteristics. But, given the general fatigue of children by the end of the day, you should not learn new games.

Create interest in the game. Throughout the game, it is necessary to maintain the interest of children in it by various means in all age groups. But it is especially important to create it at the beginning of the game in order to give purposefulness to game actions. The methods of creating interest are closely related to the methods of collecting children.

In older groups, interest creation techniques are used mainly when the game is being learned. Most often, these are poems, songs, riddles (including motor ones) on the theme of the game, examining footprints in the snow or icons on the grass, by which you need to find those hiding, changing clothes, etc.

Explanation of the game. The explanation of the game should be short and clear, interesting and emotional. All means of expression - voice intonation, facial expressions, gestures, and in story games and imitation, should find appropriate use in explanations in order to highlight the main thing, create an atmosphere of joy and give purposefulness to game actions. Thus, the explanation of the game is both an instruction and the moment of creating a game situation.

Distribution of roles in the game . Roles determine the behavior of children in the game. The leading role is always a temptation. Therefore, during the distribution of roles, various conflicts occur.

The distribution of roles should be used as an opportunity for educating children's behavior. Children should perceive the choice for the main role as encouragement, as trust, as the confidence of the educator that the child will fulfill an important assignment. Appointment to the main role is the most common technique. The choice of a teacher must be motivated. For example: “Masha was the first to hear the barker and quickly ran. She will be an entertainer ... "Or:" Lara guessed the best riddle about our game. Let her appoint a fox ... "

For appointment to a leading role, counting rhymes are often used. They prevent conflicts: whoever has the last word will drive. The counting rhymes are truly understandable to older children: everyone is jealously watching the counting hand. Therefore, it is impossible to divide words into parts. The rhyme must be impeccable in the pedagogical sense.

Game control . In general, control over the course of the game is aimed at fulfilling its program content. This determines the choice of specific methods and techniques. The teacher needs to monitor the movements of preschoolers: encourage successful performance, suggest the best course of action, help by personal example. But a large number of remarks about improper performance negatively affects the mood of children. Therefore, comments should be made in a friendly manner.

The same goes for the rules. Overwhelmed by a joyful mood or image, especially in story games, children break the rules. There is no need to reproach them for this, especially to exclude them from the game. It is better to praise the one who did the right thing. Weakened children especially need the benevolent reactions of the educator. Sometimes, having come up with a convenient excuse, you need to exclude some of them from the game for a while (for example, help the teacher - hold the other end of the rope under which the "chickens" crawl). The repetition and duration of the game for each age is regulated by the program, but the teacher must be able to evaluate and actual position. If children cough while running, it means they are tired and cannot catch their breath. You need to switch to another, more relaxed game.

An important point leadership is the participation of the educator in the game. With kids younger age the direct participation of the teacher in the game is obligatory, which most often plays the main role himself; in familiar games, the main role is entrusted to children. With older children, leadership is indirect. But sometimes the teacher participates in the game if, for example, the conditions of the game require an appropriate number of players. The outcome of the game should be optimistic, short and specific. Kids need to be commended.

Variation and complication of outdoor games. Outdoor games - a school of movements. Therefore, as children accumulate motor experience, games need to be complicated. In addition, the complication makes well-known games interesting for children.

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

increase the dosage (repetition and total duration of the game);

complicate the motor content (sparrows do not run out of the house, but jump out);

Change the placement of players on the court (the trap is not on the side, but in the middle of the court);

change the signal (instead of verbal, sound or visual);

· to play the game in non-standard conditions (it is more difficult to run on the sand; in the forest, running away from the trap, you can hang, clasping the tree trunk with your arms and legs);

complicate the rules (in the older group, those caught can be rescued; increase the number of traps, etc.)

Methods of conducting mobile games. A child of the senior preschool group should already be able to master the basic movements, although not yet perfect, so games related to running, jumping, throwing are interesting to them. In addition, all these movements are best developed in games. When conducting outdoor games with older children, it is necessary to take into account the anatomical and physiological characteristics of children, the relative susceptibility of their body various influences environment and fatigue.

Children show great motor activity in games, especially when jumping, running and other actions that require a lot of effort and energy are interspersed with at least short breaks and active rest. However, they get tired pretty quickly, especially when performing monotonous actions. Given the above, physical activity during outdoor games must be strictly regulated and limited. The game should not be too long.

Preschool children are active, independent, inquisitive, tend to immediately and at the same time be included in ongoing games, and during the game they try to short term achieve the set goals; they still lack endurance and perseverance. Their mood changes frequently. They are easily upset by failures in the game, but, carried away by it, they soon forget about their grievances.

Older children love and know how to play. You can agree with them on the place and signal of the gathering long before the start of the walk. Young children do not accept such methods. Directly on the playground, older children can be collected with the help of barkers (One, two, three! Run quickly to play!; One, two, three, four, five! I call everyone to play!, etc.).

The leader should state the rules of the game briefly, since the children strive to reproduce everything stated in the actions as quickly as possible. Often, without listening to the explanation, children express a desire to play a particular role in the game. It is not bad if the leader tells about the game in the form of a fairy tale, which is perceived by children with great interest and contributes to the creative performance of roles in it. This method can be used to improve the assimilation of the game when children are inattentive or when they need to rest after physical exertion.

Children 5-6 years old are very active, but, of course, they cannot calculate their capabilities. All of them basically want to be leaders, so the manager himself must appoint them in accordance with their abilities. You can also assign the player who won the previous game as a driver, encouraging him for not being caught, completing the task better than others, taking the most beautiful pose in the game, etc.

Signals in games for preschool children are best given not with a whistle, but with verbal commands, which contributes to the development of the second signaling system, which is still very imperfect at this age. The recitatives are also good. The rhymed words spoken in chorus develop speech in children and at the same time allow them to prepare for performing the action on the last word of the recitative.

The desire of children for fiction, creativity is realized in outdoor games, which often have a plot-figurative character. Figurative plots become more complicated than in the games of children of 3-4 years of age. For children of this age, games with elements of mystery and surprise can be very attractive.

At senior preschool age, it is undesirable to conduct team games. Gradually, with the acquisition of motor experience and with an increase in children's interest in collective activities, it is possible to include games with elements of competition in pairs (in running, racing hoops, jumping rope, rolling a ball) in a lesson. In the future, children should be divided into several groups and competitive relay-type games with simple tasks should be held with them. When dividing the players into competing groups, the leader must take into account the correspondence of the nature of the game actions to the physical fitness of the children, and immediately identify the results of the actions of each player for his team.

The predominant place is occupied by games with short dashes in all directions, in a straight line, in a circle, with a change in direction, games with a run like "catch up - run away" and with dodging; games with bouncing on one or two legs, with jumping over conditional obstacles (a drawn "ditch") and over objects (a low bench); games with passing, throwing, catching and throwing balls, cones, pebbles at a distance and at a target, games with various movements of an imitative or creative nature. Each game consists mainly of one or two of the above types of movements, and they are usually used separately or alternately, and only occasionally in combinations.

To conduct most games, the leader needs bright, colorful equipment, since in children the visual receptor is still poorly developed, and attention is scattered. The inventory should be light, convenient in volume, and correspond to the physical capabilities of children. So, stuffed balls weighing up to 1 kg can only be used for rolling and passing, but not for throws; and for games it is better to use volleyballs.

Conducting outdoor games can be planned during physical education classes. After eating, if this is a physical activity, then it should be in about 20 minutes. If the lesson is of a mental nature, we use physical exercises (see the appendix). It is recommended to distribute outdoor games during the lesson as follows.

In the preparatory (or final) part of the lesson, you can include games with rhythmic walking and additional gymnastic movements that require organization, attention, and coordination of movements from the players, contributing to overall physical development (for example, the game "Who fit").

Conclusion

In our work, we examined: the physical development of preschool children; the role of outdoor games in the physical development of preschoolers. We studied the experience of using an outdoor game in a preschool educational institution, and also identified methodological foundations the use of outdoor games in the physical development of preschoolers

In the general system of educational work, the physical education of preschool children occupies a special place. It is in preschool childhood that, as a result of purposeful pedagogical influence, the health of the child is strengthened, the physiological functions of the body are trained, the movements, motor skills and physical qualities necessary for the comprehensive harmonious development of the personality are intensively developed.

The physical education of preschool children plays an important pedagogical role. It brings up a healthy spirit in a preschooler, helps him in the future, to achieve success, to be physically prepared for difficulties. Physically educated preschoolers become healthy people and full-fledged citizens in society.

Special meaning outdoor games lies in the fact that they are widely available to people of all ages. Outdoor games, despite the huge variety, reflect such common characteristics as the relationship of players with environment and knowledge of reality. The mobile game is characterized as a multifaceted, complex in terms of impact, pedagogical means of education. Complexity is expressed in the formation of motor skills, the development and improvement of vital physical, mental and moral-volitional qualities.

The game is one of the most important means of physical education of children. It promotes physical, mental, moral and aesthetic development child. With the help of outdoor games, the comprehensive physical development of the child is ensured.

Outdoor games create an atmosphere of joy and therefore make the most effective complex solution of health-improving, educational and educational tasks.

Active movement, due to the content of the game, causes positive emotions in children and enhances all physiological processes.

Situations on the playground, which are constantly changing, teach children to use motor skills and skills appropriately, ensuring their improvement. Physical qualities are naturally manifested - speed of reaction, dexterity, eye, balance, skills of spatial orientation.

Outdoor games expand the general horizons of children, stimulate the use of knowledge about the world around them, human actions, animal behavior; replenish vocabulary; improve mental processes.

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Natalya Kudryavtseva
Outdoor game as a means of developing physical qualities in preschool children

Outdoor games are an important means of education, one of the most loved and useful activities children are based on physical exercises, movements, in the course of which participants overcome a number of obstacles, strive to achieve a certain, pre-set goal.

great value outdoor games in the development of physical qualities: speed, agility, strength, endurance, flexibility. Games educate children feelings of solidarity, camaraderie and responsibility for each other's actions. The rules of the game contribute to the education of conscious discipline, honesty, endurance, the ability to "pull oneself in hand" after a strong excitement, to restrain one's egoistic impulses.

When selecting games that promote development of physical qualities of preschool children, it is advisable to focus on the features of their content, which means, first of all, the plot, the theme of the game, its rules and motor actions. It is the content of the game that determines its educational and educational significance, game actions. children; the originality of the organization and the nature of the performance of motor tasks depend on the content.

The pedagogical effect of folk mobile game largely depends on its compliance with a specific educational task. Depending on which physical qualities educator strives develop in children this moment , he chooses games that help development of these qualities.

AT preschool age there is an opportunity to choose games with long jumps from a place, throwing and climbing. Opportunities preschoolers correspond to plotless games, but children still enjoy story games outdoor games.

Games with competitive elements are built on various movements and their combinations, may include both individual and team competitions. From the age of five age, according to V. Pankov, you can use a variety of relay games that provide for the interaction between playing. Games with sports elements become available games: towns, basketball, football, etc. It is advisable to continue learning outdoor games both their own and other peoples. During the game, the child directs his attention to achieving the goal, and not to the way the movement is performed. He acts purposefully, adapting to the game conditions, showing dexterity and thereby improving his movements. Folk outdoor game is one of the important means of developing the physical qualities of the child: speed, agility, strength, endurance, flexibility.

Non-state private institution

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

Professional retraining program

"Peculiarities of psychology and pedagogy of 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.

An essential feature of early childhood is the interconnection 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, to solve the problem of the development of physical qualities of preschoolers as the basis of physical fitness, domestic specialists approached 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 an excellent physical condition 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 the shortest possible 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.).

The balance depends on the state of the vestibular apparatus, all body systems, as well as on 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, and 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 of physical education.

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 of 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 the general patterns of 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 an integral 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 forms such personal qualities as 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 feature of the game is 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 younger preschool children differs from learning a game with older preschool children in that it is based on a plot story using more attributes for the game. 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 preparatory group should know all the ways of choosing 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, it can be seen from the results obtained that among the boys, only one, according to the diagnostic results, had high level physical development, 2 have an average level and 4 have 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 a 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 elements of competition are built on various movements and their combinations, they can 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 correction hyperactive behavior 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 developing physical qualities are applied in strict sequence, are included in different forms 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 characteristic feature 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.

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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 a cognitive interest in the study of their 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)

Davydova Irkina Tolgatovna
Position: educator
Educational institution: MBDOU №33 "Forget-me-not"
Locality: Republic of Tatarstan, Almetyevsk
Material name: article
Subject:"MOBILE GAME AS A MEANS OF DEVELOPING PHYSICAL QUALITIES IN CHILDREN OF PRESCHOOL AGE"
Publication date: 19.02.2017
Chapter: preschool education

MOBILE GAME AS A MEANS OF DEVELOPING PHYSICAL

QUALITIES

Performed:

Davydova Irkina Tolgatovna

Introduction

Relevance

research due to the fact that the search for new ways,

solving the problem of developing the physical qualities of preschoolers as the basis

physical

preparedness

necessity

study

regularity,

method of logical

method

u s l o v i d

improvement of the process of development of physical qualities.

Essential

feature

is an

relationship

interdependence of the state of health, physical and neuropsychic

development of children. A strong, physically fit child is not only smaller

exposed to diseases, but also develops mentally better. Beginning with

three-year

age,

mobile.

Physical

exercises

develop

strengthen

musculoskeletal

warn

violation

deformation

physical

exercises

wellness,

into nursing

meaning.

in sleeps

Attention

observation, strong-willed qualities develop, character is developed.

Hence,

complex

mental

states

allows

objectively

process

physical

education.

It is known that outdoor games in preschool educational institutions

occupy

educational

it is in outdoor games that children enter into complex relationships with

peers,

showing

natural

conditions

motor

activity their physical capabilities.

They call active work thoughts, help to broaden one's horizons,

clarification

representations

surrounding

improvement

mental processes, forms physical skills, stimulates the transition

child's body to a higher stage of development. That is why the game

recognized as the leading activity of the preschool child.

situation

captivates

educates

motor

children's activities have a beneficial effect on physical development, forms

motor skills and physical qualities, to improve health, increasing

functional

activity

organism

reinforcing

emotionally

related feelings.

recent

domestic

literature

appeared

dedicated

various

education

preschoolers.

explained

unfavorable

social and economic changes that have taken place in our country in

the end of the twentieth century, first of all, affected the younger generation and

especially preschool children. According to some scholars, currently

time there were significant contradictions between the declared goals

physical education, physical training of the younger generation and

real

opportunities

states

implementation

person.

Theoretical aspects of the development of physical qualities in

children of senior preschool age by means of mobile

games

1. Classification of outdoor games

The multifaceted educational significance of outdoor games, accessibility

them for preschool children, created by games joyful, captivating

children's field of activity - all this determines outdoor games as the most valuable

indispensable companion of their daily life.

Movable

differ

imitation

exercises.

Imitation games are an independent motor activity,

aimed at reproducing images of the surrounding reality; at

this movement is performed at an arbitrary pace, without time regulation

and obey only the intention of the performer.

Game exercises - actions aimed at mastering movements

in a playful way. The child acts in play exercises without specially

established

respecting

requirement

implementation

motor action, performing movements independently of others.

In outdoor games, as already mentioned, the child acts in constant

changing

conditions,

subordinating

behavior

established

rules.

physical

exercises

mobile

sports.

Sports

different

technique,

development

physical

opportunities,

whom

preschool age. Games with elements of sports games are considered

as a higher level of outdoor play. They are united by the presence of strong

emotions, but in other respects they differ significantly from each other.

characteristic

mobile

are

diversity

applications

action,

opportunities

manifestations

initiative and creativity. The rules in a mobile game are determined mainly

its structure, and not the accuracy of motor actions. For games with elements

sports games are characterized by a certain limitation, even one-sidedness

movements, which are combined with the accuracy of motor actions and strict

Structure

elements

sports

comparison

outdoor games is more definite. Team composition,

The duties of the players and the duration of the game cannot be changed. Games with

elements

sports

established

determining

accuracy

motor

actions;

compulsory

is an

correct

markup

sites,

corresponding

equipment and inventory.

The skills developed in these games must meet the general requirements

playing techniques so that children do not have to be retrained later.

The main tasks in working with children on the use of games with elements

sports games are the overall development of the child, the improvement of his body,

development of movements, motor abilities and psychophysical qualities,

creation

emotional

environment,

upbringing

interest

various types of physical exercise.

Games with elements of sports games also require the preparation of the body

holding.

necessary

cultivate games that will give preschoolers the opportunity to

master the elements of sports games, To this end, the greatest attention

should be given to ball games, in which children master the skills of catching,

throwing, throwing. Observations and research led to the conclusion; games

with the ball are an excellent means of physical and neuro-psychological

development.

Medical and pedagogical

the control

shows

movements with the ball all physiological processes proceed more intensively.

Especially

render

formation

speed of reaction, dexterity, mobility, etc..

Movable

sports

brings together

activity

changing

situations

compliance

rules.

mobile

rules change depending on pedagogical tasks for gradual

complications

environment.

sports

constant,

stable

character.

Quantity

playing

mobile

arbitrary

playing

mobile

dynamic: at any moment the player can exit or, conversely, join in

game. Sports games have a fixed number of players (hockey

volleyball

Playground

sports

certain sizes, while in mobile games the boundaries for the game can

change freely. Inventory dimensions (weight and size of the ball, net width,

the diameter of the ring, etc.), the height of its location (the ring in basketball, the net in

volleyball

marked

rules

sports

subject to

change. In outdoor games, inventory can be replaced and its variations

accommodation.

allows

learning

preschoolers

outdoor games can be used widely, and as for sports

games, it is possible to use elements of sports games or simplified

Games are plot and non-plot. In story games ("Cat and

mouse", "hen and chicks", etc.) rules and roles are closely interrelated, and in

plotless rules are presented in an open form ("Who will run to the

flag", "Change the subject", etc.). It is easier to obey the rules in the plot

According to the intensity of the physiological impact, games with

load.

physical

the load is given by games built on running and jumping or on

combinations

movements

consider

duration

action

playback.

most of the time is spent on pronouncing the text, then the children receive

medium load ("At the bear in the forest", "We are funny guys", etc.). In field

vision, it is necessary to keep the simultaneity or sequence of actions

playing.

alternately

implementation

motor

density

therefore, even intensive movements in general give an insignificant load

("Burners", "The Third Extra", etc.). The load can be considered high if

six to eight repetitions, the pulse reaches 150-170 beats per minute, the average -

with a pulse of 130-140 beats.

stands out

fun games,

going on

performance

acquaintances

movements

unusual

conditions

felt boots, jumping with tied legs, running in bags, etc.). They demand

manifestations of dexterity and bring a lot of fun and joy.

There are various pedagogical classifications of games selected

for preschool children, which is based on different signs.

Mobile games are divided into elementary and complex. Elementary in

in turn, they are divided into plot and plotless, games-fun attractions.

Story

fixed

reflects

environmental

(labor

actions

people, traffic, movements and habits of animals, birds, etc.),

game actions are connected with the development of the plot and with the role played by

child. The rules determine the beginning and cessation of movement, determine

the behavior and relationships of the players, clarify the course of the game. Subordination

rules are mandatory for everyone.

Story

mobile

predominantly

collective

(small groups and whole group). Games of this type are used in all

age groups. Plot outdoor games reflect in a conditional form

life or fairy-tale episode. Children are fascinated by game images in which

creatively

are embodied

automobile,

monkeys and catchers).

Plotless

mobile

interesting

motor tasks leading to the achievement of clear goals. Type games

defection

plot

presence

interdependence

action

participants.

implementation

concrete

motor

tasks and require from children great independence, speed, dexterity,

orientation in space.

plotless

relate

using

items

(skittles, serso, ring toss, towns, "ball school", etc.).

Motor

certain

therefore they are carried out with small groups of children (2,3, etc.). Rules in

such games are aimed at the order of arranging objects, crawling them,

sequence

action

playing.

observed

elements

competition in order to achieve the best results. In games - fun,

attractions, motor tasks are performed in unusual conditions and

often include an element of competition, with several children performing

motor

rest

are

spectators. Games, fun, attractions give the audience a lot of joy.

relate

sports

(towns,

badminton,

desktop

basketball,

volleyball,

preschool

age

are used

elements

simplified

rules. Teaching children sports exercises and elements of sports

mostly

held

educator

physical education

classes,

organized

mastered

skills

sports exercises and learned to play sports games, it is necessary

constantly repeat and reinforce them during walks.

Options

mobile

create

to the nursery

considering

mental

physical

development

groups and providing for a gradual increase in requirements for them.

Children themselves can be involved in compiling new versions of the game,

especially in older groups.

systematic

usage

various

options

contributes to the education in children of the possibility of versatile use

acquired

movements,

improvement

physical

appeals

objects,

development

attention

observation of spatial orientations.

The mobile game contains unlimited possibilities for the formation of

children orientation in space, which is important in life. AT

mobile

various

indicative

determines the direction of movement, the location of the various surrounding

items,

measure

movements

environmental

outdoor game, the orientation activity of children requires independent

solving motor tasks: they learn to choose a route of movement,

the rules

to react

change

situations sound signals, move in a team of children, coordinating their

movements with the actions of peers.

Games in which the plot and rules provide for the direction

movements

form

visually-

motor

reactions correlate the distance not only in front, but also on the side. They demand

development

visual

space,

expand

understanding

relativity of directions forward - there, back - back. For fixing

representations

direction

use

Runaways",

funny guys”, “Firefighters in training”, etc.

Thus, outdoor games should be carried out in preschool

institutions both in physical education classes and for a walk, in free

activities. They develop not only physical qualities, but also interests.

2. Characteristics of physical qualities, features of their development in

children of senior preschool age

process

physical

education

preschool

age

necessary

educational

formation

motor

skills and abilities, development of motor and physical qualities, inculcation

correct posture skills, hygiene skills, development of special knowledge.

Due to the plasticity of the nervous system, motor skills and abilities

relatively easy to develop in children. Most movements (crawling,

walking, running, skiing, cycling, etc.) are used by children

in everyday life for movement, which facilitates communication with the environment

and contributes to its knowledge. The child, having learned to crawl, approaches

those subjects that interest him, and get acquainted with them. Children who can

skiing, cycling, get to know the properties of snow better,

wind. Swimming introduces children to the properties of water.

Proper exercise has a positive effect on

on the development of muscles, ligaments, joints, bone apparatus (there is a development

physical qualities). For example, a child, having learned to throw correctly on

range in the “behind the back over the shoulder” method, swings and throws with

a greater amplitude of movement of the torso, legs, arms, which contributes to a better

development of the corresponding muscles, ligaments and joints.

Formed motor skills and abilities allow you to save

physical strength. If the child does the exercise easily, without tension, then

he spends less neuromuscular energy on its execution. Thanks to

This creates the opportunity to repeat the exercise more times and

more effectively affect the cardiovascular and respiratory systems, and

also develop motor skills.

Usage

formed

allows

to comprehend the tasks that arise in unforeseen situations in the process

motor,

especially

activities.

having learned

correctly long jump from a running start, he is no longer thinking about how to jump

through rock in the game "wolf in the ditch", but about how best to escape from the wolf.

In the process of developing skills and abilities, children develop

ability

master

complex

movements

various

activities that include these movements (labor operations).

Motor

formed

constitute

foundation

further

improvement

facilitate mastery of more complex movements and allow further

achieve

results

preschool

age

necessary

form

fulfillment

exercises

basic

gymnastics (combat and general developmental exercises, basic movements), and

as well as sports exercises. In addition, children should be taught to play

sports

badminton,

small towns),

fulfill

elements

sports games (volleyball, basketball, hockey, football, etc.).

motor

necessary

to form in children of preschool age, is given in the "Program of education in

kindergarten", but it can be expanded if there are appropriate

conditions in preschool institutions, preparedness of children, qualifications

educators.

Children need to develop motor skills from an early age.

(dexterity, speed, balance, eye, flexibility, strength, endurance, etc.).

have

appropriate motor skills. With the development of strength, speed,

dexterity

increase

range

Endurance allows children to perform physical exercises without getting tired.

travel long distances.

Accuracy

hits

accuracy

landing

jumping, observance of the direction in walking, running indicate the presence

good

eye.

fulfill

elementary

exercises, not to mention more complex activities, if

he was not developed to some extent the basic motor qualities.

preschool

age

necessary

form

keep

correct

position

Correct posture is of great importance for the normal functioning of all

internal organs and systems of the child's body. It largely depends on

development

musculoskeletal

device,

form in a timely manner.

It is known that the motor acts of children are characterized by a number of

quality

manifestations,

enough

studied

speed and endurance. These aspects of the motor act in one way or another

interconnected

muscular

motion

characterized by the manifestation of not only power, but also speed parameters.

If it continues for a sufficiently long time, one should take into account

as well as the third parameter - endurance.

Physiological factors in the development of the qualitative aspects of the motor

children's activities are manifested in the improvement of the regulation of activities

muscles and autonomic organs. For short-term, high-speed and power

movements, the improvement of regulation is of primary importance

activity of the neuromuscular system. During longer work, along with

improvement

motor

significant

meaning

acquires and improved coordination of vegetative functions.

Main

motor

qualities

human

dexterity, speed, flexibility, balance, eye, strength, endurance. At

performing any exercise, to one degree or another, all

motor

quality,

predominant

meaning

acquires

any one of them. For example, when running for short distances - speed, with

running a long distance - endurance, and when jumping long and high

running - strength combined with speed.

preschool

age

predominant

Attention

given to the development of dexterity, speed, eye, flexibility, balance, but not

we should also forget about the commensurate development of strength and endurance.

Agility is the ability of a person to quickly master new movements, and

also rebuild them in accordance with the requirements of a suddenly changing

environment.

The development of dexterity leads to systematic learning with children

exercises.

Education

raises

plastic

improves coordination of movements and develops the ability to master new,

more difficult exercises.

development

dexterity

promotes

performance

exercises

changing

conditions.

mobile

account for

continuously

switch

movements

conditioned;

delay

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

Agility

develops

implementation

exercise,

ongoing

difficult conditions requiring a sudden change in movement technique

(running between objects, skiing up the hill and downhill from it, etc.), with

using

various

items,

physical culture

inventory,

equipment; with additional tasks, with collective performance

exercises with one object (hoop, cord).

Speed ​​- the ability of a person to perform movements in the shortest possible time.

plastic

processes,

comparative

ease

education

perestroika

conditioned reflex

favorable conditions for the development of their speed.

Rapidity

develops

exercises,

performed

acceleration

(walking, running with gradually increasing speed), for speed (run to

faster),

change

(slow,

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).

development

you were fast

contribute

speed-strength

exercises:

jumping, throwing (jerk during a long jump and high jump from a run, a throw at

committed

speed).

development

you were fast

appropriate

use

mastered

exercises,

take into account the physical fitness of children, as well as their state of health.

Eye gauge

ability

human

determine

distance

vision and muscle sensation.

You can develop an eye when performing 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, make a flight in

direction,

to land

certain

constructions

measure

distance

standing

range

especially

distance to the target, etc. It is important to teach children when doing exercises

measure the distance by eye, then checking with his steps.

Flexibility

ability

achieve

greatest

quantities

(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

elasticity

Flexibility

develops

implementation

physical

exercises with a large amplitude, in particular general developmental ones.

In preschool children, the musculoskeletal system has

flexibility.

seek

conservation

natural

flexibility without overusing stretching exercises that can

lead

irreversible

deformations

individual

joints

(For example,

knee).

Balance - the ability of a person to maintain a stable position in

fulfillment

diverse

movements

reduced

elevated above the ground (floor) area of ​​\u200b\u200bthe support.

This quality is necessary for a person to move indoors and

items,

cope

duties necessary for various jobs (steeman, etc.).

Balance depends on the state of the vestibular apparatus, all systems

body, as well as the location of the common center of gravity of the body (BCG). At

preschoolers

situated

keep

equilibrium. When performing exercises, changing the position of the center of gravity

the body is displaced and the balance is disturbed. It takes effort to

restore the correct position of the body.

Balance develops to a greater extent in exercises performed

reduced

upbeat

bike,

bench),

exercises,

requiring

distance, long jump from a place and from a running start, etc.).

Strength - the degree of muscle tension during their contraction.

The development of muscle strength can be achieved through weight gain

objects used in the exercises (medicated ball, sandbags and

others); the use of exercises that include lifting your own weight

(jumps), overcoming the resistance of a partner (in paired exercises).

Endurance

ability

human

fulfill

physical

exercises of acceptable intensity possibly for a longer time.

The development of endurance requires a large number of repetitions of one

and the same exercise. The monotonous load leads to fatigue, and children

exercise.

apply

a variety of dynamic exercises, especially outdoors: walking,

running, skiing, skating, sledding, cycling, swimming

mobile

cause

positive

skiing), during which exercise alternates with rest.

The most important factor on which the success of

learning

motor

actions

improvement

unlearned

exercise,

is an

coordination.

coordinating

qualities

understood

ability

harmonize

individual

motor actions in changing conditions, perform movements accurately and

rationally.

Thus, preschool children need to be informed of the available

knowledge related to physical education. Children should be aware of the benefits

classes, about the importance of physical exercises and other means of physical

education

(hygienic

natural

physical

performance

physical exercises and the methodology for their implementation, about the correct posture, and

also knew about the norms of personal and public hygiene. Children should know

title

direction

movements

right, left, etc.), the name and purpose of physical education equipment, rules

storage and care for it, rules for caring for clothes and shoes, etc.

3. Outdoor games as a means of developing physical qualities in

children of senior preschool age

Movable

natural

source

joyful emotions, possessing great power. Mobile games are

traditional means of pedagogy.

At preschool age, the nervous system and the entire body of the child as a whole

possess

emergency

plasticity,

malleability

influences.

rational

dosage

intensity

load,

regular

alternation

determine

optimal dynamics of the child's body, ensure timeliness

recovery processes and improve performance. Load, s

On the one hand, it is expressed in the magnitude of the impact of physical exercises on

organism

intensity

fulfillment

raises

functional

processes

organism;

impact

dynamics

mental

functions manifested in the mental activity of the child, concentration

attention and perception during the explanation and demonstration of the exercise,

comprehending the tasks of the accuracy of the response.

are used:

visual

providing

brightness of sensory perception and motor sensations necessary for

the development in the child of the most complete and concrete idea of

movement, activating the development of his sensory abilities;

verbal

converts

consciousness

helping

comprehension

the task assigned to them and the conscious fulfillment of motor

exercises that play an important role in mastering the content and structure

exercise,

independent

application

various

situations;

practical methods related to practical motor activity

providing

effective

verification

correctness

perception

movements on their own musculo-motor sensations. Practical

methods are characterized by full or partial regulation, carrying out

exercises

(shaped)

using

elements

competitions.

One of the varieties of practical methods is the game method,

close to the leading activity of preschool children, the body through

development and improvement of the motor apparatus. Games teach children

discipline

concentration

regularity

actions.

Most

specific and emotionally effective in working with them, taking into account

elements of visual-figurative and visual-effective thinking. He gives

the possibility of simultaneous improvement of various motor

independence

action,

reciprocal

changing conditions, manifestations of creative initiative.

process

physical

education

senior

preschool

age

mobile

belongs

major

physical

education,

mobile

allows

effectively

allow

wellness

educational

educational

renders

comprehensive

impact

physical development and health of the child. During the game, motor

activity of children causes an active state of the whole organism, enhances

metabolic processes, increases vitality. During the game activities

children are formed moral and volitional qualities, develop cognitive

forces, experience of behavior and orientation in the conditions of action is acquired

team.

Movable

rules

conscious,

active

activity

achieved

timely

implementation

related

obligatory

playing

rules.

definition

Lesgaft,

mobile

is an

exercise,

by which the child is prepared for life. exciting content,

the emotional richness of the game encourages certain mental and

physical effort.

Outdoor game - motor activity, the main content

which is the performance of movements in changing conditions. In contrast

from role-playing games the content of most mobiles is given in the finished

form. The main purpose of the activity of children in an outdoor game is to solve

motor task. The structure of the game is regulated by the rules. rules

formulated

obey

participants. The rules determine the time of execution of motor actions and

requirements

accuracy.

master

rule

master

behavior and learn to control it.

action

rules

remains

sufficient

children's personal initiative. The rules of the game teach you to act on the basis of common

regulations, and not on private instructions and instructions. In the latter case

initiative

independence

excluded;

free development of individual abilities is possible. The child must

choose a motor action or a way to perform it, which will allow

motor

least

cost

means

achievements

positive

results in the same game do not remain constant, they are consistent with

the emerging situation. During the game, the child may develop new

solution and a new technique, unknown to him before. This happens due to

capabilities

hemispheres

influence

signal

realize

education

movements

available

elements

motor

individual

movements,

acquired

direct learning process.

The players must strictly and precisely follow the rules of the game, to them they

relate

consciously

responsibly,

help

regulate

motor

activity

realize

self management,

assign

certain

establish his place in the game, the relationship between the players, but the actions

within the rules and roles are distinguished by great independence.

characteristic

features

mobile

pursuit

result.

experiencing

satisfaction

needs

movements, from the emotional atmosphere of the game, but a special emotional

lifting causes a real, visible positive result

- win.

The mobile game invites children to solve individual motor skills.

relationship

playing

consider

behavior.

An outdoor game is associated with the implementation of basic movements, but cannot

means

learning.

captures

emotional

excitation

distracts

correct

fulfillment

motor action. Noting the purpose of outdoor games in the physical

education, P.F. Lesgaft emphasized that games should consist mainly

way of those actions that are acquired in systematic training.

Movable

preschoolers

include

various

main

movements: fast run, dodging run, crawling, long jump,

jumping on two legs in place and moving forward, etc. Therefore, in

process

physical

education

use

fortifications

motor skills formed in the lesson in specially selected

exercises, and to improve them, to get more intense

functional load in order to strengthen and develop internal organs,

education of physical, moral-volitional and intellectual qualities.

Movable

renders

favorable

impact

achievements

have

reaction

capable

minimum

produce

expedient action in response to a sudden change in the situation, otherwise everything

the child's actions will be delayed, ineffective. Most

mobile games work is activated a large number large muscle groups

which has a positive effect on the entire body. Often during the game

there is a change of one movement by another, so the danger is eliminated

rapid fatigue of children. The ability to change the pace of the game by the children themselves

turns it into a means for regulating the load.

fulfillment

motor

action

mobile

remain

permanent,

are changing.

Need

immediate

response

unexpected

change

environment

bringing

motor skills to the point where they are performed automatically.

Only then does the child have the opportunity to focus on the conditions

execution. To act in accordance with the terms and conditions of the game,

behavior,

applications

developed motor stereotype in new conditions, its changes,

adaptations to the environment. The play environment teaches children

choose the most appropriate way to solve various motor

tasks, which allows, with less effort and maintaining accuracy and

speed of execution allows you to achieve success.

Movable

are

effective

way

education

excerpts,

especially

preschoolers,

excitation prevails over the process of inhibition.

mobile

starts

take shape

competitive

competition

dexterity

speed,

ingenuity,

courage and organization.

At the senior preschool age there is an opportunity to choose games

standing long jump, throwing and climbing. Opportunities for seniors

preschoolers

correspond

plotless

still

deliver

pleasure

plot

mobile

elements of the competition are built on various movements and their combinations,

include

individual,

command

competitions.

five-year

age,

use

various

relay games,

providing

interaction

playing.

Become

available

elements

sports

basketball,

expedient

proceed

learning

outdoor games, both of their own and of other peoples.

The healing effect achieved during outdoor games,

is closely related to the positive emotions of children that arise in the process of

play activities and have a beneficial effect on the psyche of the child.

The competitive method also belongs to practical methods. AT

process

learning

preschool

age

apply

terms of pedagogical guidance.

This method is used mainly in older groups of children.

garden in order to improve already acquired motor skills (but

no competition for dominance). Required condition competitions -

compliance with his physical strength of children, education of moral and strong-willed

qualities, as well as the correct assessment of their achievements and other children based on

conscious attitude to the demand.

correct

leadership

competition

used as an educational tool that promotes the improvement

motor

development

physical

abilities,

education

moral-volitional personality traits.

Movable

improvement

mastered

motor skills and education of physical qualities by children.

During the game, the child directs his attention to achieving the goal,

fulfillment

movement.

valid

purposefully

adapting

conditions

showing

dexterity

improving movement. Therefore, for example, such a game as "wolf in the ditch"

is carried out when the children have already mastered the long jump with a run.

P.F. Lesgaft wrote: “In games, everything that is acquired during

systematic

classes,

produced

movements

actions should fully correspond to the strengths and skills of those involved and

produced with the greatest possible precision and dexterity.

This position is confirmed by the works of teachers (M.M. Kontorovich,

L.I.Mikhailova, A.I.Bykova, D.I.Osokina, E.A.Timofeeva, N.N.Kilpio, E.Ya.

Stepanenkova,

S.Ya.Layzane

significant

development of a methodology for conducting outdoor games in kindergarten.

As a motor activity, an outdoor game has a certain

specifics:

unexpected changes in the game environment.

Various

situations

emerging

need

changes in the nature of movement and actions, the degree of muscle tension,

change

directions

movement.

For example,

game of traps

each child must carefully monitor the actions of the driver. When it

approach

swiftly

opposite

Feeling safe, slows down the pace of movement, slows it down,

is suspended.

approach

leading

accelerates

motion.

mobile

exist

change

play activities and movements of children. For example, the signal "Line up!" in Game

"Friendly

causes

expressed

change

action,

directions

character

movements:

scattered

changes

purposeful

direction

speedy formation in columns one after another on predetermined

Such active motor activity trains the nervous system.

child, improving and balancing the processes of excitation and inhibition.

mobile

regulate

voltage

attention

muscular

activities:

dependencies

emerging

game situation, he can alternate movement with rest. It promotes

education

observation,

quick wits,

capabilities

navigate

changing

conditions

environmental

find

way out of the situation, quickly make decisions and bring it

execution,

exercise

courage,

dexterity,

initiative

choose

own way to achieve the goal.

enriches

performance

activates observation, thinking, imagination, attention, as well as

develops memory, ingenuity and resourcefulness. Game activity

always associated with the solution of certain tasks, the fulfillment of certain

responsibilities,

overcoming

difficulties

obstacles

overcoming

obstacles

strengthens

educates

excerpt,

determination, perseverance in achieving the goal, faith in one's own strength.

findings

In the general system of educational work, physical education of children

preschool age occupies a special place. It is in preschool childhood

result

purposeful

pedagogical

impact

strengthens

health

going on

workout

physiological

organism,

intensively

develop

movement,

motor

physical qualities necessary for all-round harmonious development

personality.

In the process of generational change through physical education,

transfer of the rational experience of use accumulated by mankind

motor

opportunities,

potentially

has

the directed physical development of people is ensured in one way or another.

applied

result

physical

education,

consider

relatively

labor

practical

activities of people is physical fitness, embodied in

increased performance, motor skills and abilities. In that

Physical education can be defined as the process of physical

preparation of a person for a full life.

Physical education of preschoolers plays a big pedagogical role.

educates

preschooler

healthy

helps

further, to achieve success, to be physically prepared for difficulties.

Physically

educated

preschoolers

become

healthy

full citizens in society.

Senior school age is rightly considered one of the most

important periods in the formation of a person's personality. Motor

activity at this age plays a huge role in the complex development

child's body. At this age, physical development develops more intensively.

qualities, including speed-strength.

List of used literature

Age

dynamics

motor

vegetative

functions in connection with muscle activity: tutorial/ E.K.

Aganyants. - Krasnodar, 2009. - 220 p.

Adashkevicene,

Sports

and exercises in

for kindergarten teachers

Adashkevicie.

Enlightenment, 2009. - 159 p.

Baranchukova, G.A. Educational opportunities in the process of conducting

outdoor games / G.A. Baranchukova // elementary School. - 2009. - No. 5. - S.

Vasilyeva,

Educational

for preschoolers:

popular

allowance for parents and teachers / N.N. Vasilyeva, N.V. Novotvortsev-

Yaroslavl: Academy of Development, Academy Holding, 2010 - 208 p.

Vasilyeva, N.N. Physical education of a preschooler / N.N. Vasiliev.

Yaroslavl: Academy of Development, 2010. - 405 p.

Voloshina, L. Modern methodology of teaching games with elements

sports / L. Voloshina // Preschool education. 2012. - No. 11. - S. 27-32.

Vorotilkina, I.M. Physical culture and health work in preschool

educational

institutions:

methodical

Vorotilkin. - M.: NTSENAS, 2011. - 144 p.

Vorotilkin,

Formation of independence and

activity

preschool children in the process of physical education / I.M.

Vorotilkin. - Khabarovsk, 2009. - 24 p.

Gavrin, S.E. Lessons for preschool children / S.E. Gavrin, A.S. Galanov and others - M.:

LLC Publishing house "Rosmen-Press", 2010. - 287 p.

Geinisman,

Development

basic motor qualities

the most important means of improving the health of preschool children / M.L.

11. Glazyrina,

Physical

culture for preschoolers:

program

program requirements / L.D. Glazyrin. - M.: Vlados, 2010. - 144 p.

12. Glazyrina, L.D. Physical education for preschoolers. older age /

L.D. Glazyrin. - M.: Vlados, 2010. -264 p.

13. Glushkova, G.V. Physical education in the family and preschool education: methodical

Prilepin. - M.: School-Press, 2012. - 95 p.

14. Gryadkina, T.S. Pedagogical conditions for optimizing the learning of children of the 6th

main

movements

climbing) / T.S. Gryadkin. - Volgograd: VGAFK, 2009. - 31 p.

15.Gutnikova,

Gutnikova

preschool

upbringing. - 2010. - No. 12.-S. 15-19.

D a y d o v,

Influence

physical and h e with k and x exercises of various

orientation on the organism of preschool children / V.Yu. Davydov.

Volgograd, 2009.-27 p.

17. Dvorkina,

Physical

upbringing

outdoor games differentiated by predominant development

physical qualities: method manual / N.I. Dvorkina, L.I. Lubyshev. -

M.: Soviet sport, 2012. - 80 p.

18. Doronina, M.A. The role of outdoor games in the development of preschool children

age / M.A. Doronina // Preschool Pedagogy. - 2012. - No. 4. - S. 10-

19. Ermakova,

Physical

preparation

five or six years old

age / Z.I. Ermakov. 2nd ed.; rework and additional - Minsk: Ushversggetskaya,

20. Health and physical development of children in preschool educational

institutions: problems and ways of optimization: materials of the All-Russian

meetings. - M.: Publishing House GNOM i D., 2010. - 320 p.

Appendix

Games aimed at developing physical qualities

In games that promote the development of strength, those involved overcome

own weight, burden weight, opponent's resistance. In such games

objects are used: stuffed balls, dumbbells, benches, etc. or partner

workout.

holding

overcoming

own

used: gymnastic wall, bars, vertical rope. Often

such games do not require equipment and are associated with moving around the site in

an emphasis lying, in an emphasis behind, with jumping out. The emotional coloring of such

tests

makes

participants

show

maximum

achievement of both personal and team victory.

In the game, beginners in a large volume should not be given an exercise with about

ultimate and ultimate loads. Emotional high is often not

can compensate for their lack of physical fitness.

Training:

involved in

become

sites

stuffed balls.

Description of the game: each student takes a stuffed ball (weight 1-2 kg), i.p.-

the ball behind the back, sharply leaning forward and raising hands back-up

throw the ball over your head.

Throw option:

a) from below with two hands;

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

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

d) with one hand from below;

e) with one hand on the side;

e) with one hand on top.

The conditions for completing the task are the same.

2. Shot put.

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

Description of the game: pushing the “core” (medicated ball) is performed with the right (left)

arm from the shoulder. The task can be done from the spot or from the jump. Each member

performs three attempts, the best result is taken into account. When pushing with the left

result

summarize,

indicator to determine the winner.

3. "Drag".

Preparation: two students stand in a circle with a diameter of 2-4 m, taking one

another for the right or left hand.

Description of the game: everyone tries to pull the opponent over the line behind him.

4. "Who is stronger."

Preparation: two players stand between two lines drawn 2-4 meters

one from the other, resting on each other's forearms.

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

Options:

grappling

half-bent at the elbows;

players sit with their backs to each other;

players take a position in the prone position, resting against each other with the right or

left shoulder.

"Keep in the circle."

Preparation: holding hands, the players stand around the drawn circle.

Game description: by dragging and pushing, players try to force each other

friend or one team to another go into the circle.

Whoever gets into the circle receives a penalty point or is eliminated from the game.

The competition takes place according to the method: one against one or team against

teams - who will remain in the field?

"For a breakthrough."

Preparation: several players, holding hands, form a circle. Rest

are located in a circle.

Description

"breakthrough"

forming a circle, prevent this.

wins

break out

time they can break out of the circle?

"Stronger Circle"

Preparation: Players form a circle holding hands.

Description

converge

back to back

run back. Who can not withstand the jerk and lets go of his hands, is out of the game

or receive a penalty point.

"Vanka-Vstanka"

Preparation: one player stands with arms extended along the body. Other

sit down close to him, legs crossed and arms outstretched to him.

Description

"Vstanka-Vstanka"

elongated

players who push him away from him all the time.

Evaluation: whoever could not push the "Roly-Vstanka" away from himself, goes into the circle himself.

"Cockfight".

Description of the game: two players go to the middle of the circle. Arms folded across chest

they hop on one leg. Everyone tries to push the opponent out of the

circle or unbalance each other (i.e. force to stand on both feet).

"Running on the hands."

Training:

playing

calculated

first second

are breaking

couples. Then they line up along the front line.

Description of the game: the first numbers take prone support, the second ones take them by

legs. On a signal, the pairs rush to the control line. Upon reaching

the next two players start the movement at the checkpoint. wins

the team that finished the game first.

Games aimed at developing speed.

Speed ​​is the ability to perform motor actions in a minimum

time interval. Speed ​​to a certain extent depends on the strength of the muscles.

meaning

mobility

joints

ability

antagonists

stretching.

Fulfill

exercises

at the fastest possible pace. The duration of one series is 10-

20 s. Rest breaks - 1-1.5 minutes.

Exercises that promote the development of speed should not be performed in

able

fatigue,

violated

coordination

movements

the ability to perform them quickly and correctly is lost. Therefore, exercises

fulfill

half

training sessions, and in small volumes.

1. "Calling numbers."

Training:

calculated

says a number out loud. The player with that number from each team immediately

starts, runs the indicated distance and returns to his place.

Description of the game: groups line up in columns one by one. On signal

you need to run to the turn mark.

"Relay race".

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

Description of the game: on a signal, one participant from each team starts.

run through

established

distance

touching

the next player of their team, stand at the end of their column. Team

ends the relay when the last number falls into place.

"Black and white".

Training:

distance

teams of "black" and "white" line up.

Description of the game: as soon as the leader calls: “black”, they become

persecuted

persecuted

stained

several catchers.

4. "Wolves and sheep."

Preparation: a driver is appointed, he is located in the middle of the site. All

the rest - free players take place on the opposite side

Description of the game: free players - "sheep", try to run across to another

side of the site, trying to escape from the "wolf".

5. "Simple tags."

Preparation: players are divided into catchers and free players.

Game description: every catcher who tarnished a free player changes with him

Evaluation: Who gets tarnished the least number of times.

6. "Catch the ball"

Preparation: The players are divided into two teams. 5m away from each

columns a circle is drawn.

Description of the game: on a signal, players with basketballs in their hands run to

The team that finishes the relay first wins.

7. "Race balls in a circle"

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

Description of the game: the captains have two balls in a circle. The ball is thrown over one

will return

captain.

Having received the ball, the captain says: “Yes!”

8. "Hunting for ducks."

Preparation: players, having broken into "hunters" and "ducks", form two circles:

big and small. The small circle is inside the big one.

Description of the game: on a signal, the players begin to move in a circle. According to the second

signal, the "hunters" are chasing the "ducks", moreover, those opposite which they stood

9. "The ball is average."

Preparation: the players form two circles, in the middle of which are the drivers

with stuffed balls in their hands.

Description of the game: on a signal, the drivers begin to throw the ball in turn to their

players. Having received the ball from the last player, the driver raises it up.

The team that finishes the game first wins. Whoever dropped the ball, he and

raises, receiving a penalty point.

Games, direction for the development of endurance

endurance

appears

static,

dynamic

working conditions, when moments of tension and relaxation alternate. These

exercise, especially of a cyclic nature, can cause fatigue, with

this results in a decrease in performance. Therefore, these exercises

should be given in the second half of the lesson.

"Fishermen and fishes".

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

Description

skipping rope

playing

jump up,

trying

offends

jump rope

becomes himself in the place of the "fisherman".

"Who is faster?"

2. "Who is faster."

Preparation: the players are divided into two teams and stand along the front

Description of the game: there is a ball in the middle of the court; leader calls

number of players, they rush to the ball, in order to quickly take possession of the ball.

"Interception of the ball."

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

Description of the game: within the circle, two players throw the ball to each other.

The third is trying to intercept him.

"Tigerball".

Training:

form

some

"tigers"

are

the middle of the circle.

Description

involved in

play out

trying to touch the ball. Who allowed the "tiger" to touch the ball becomes

his place.

5. "Knockouts".

Preparation: The players are divided into two teams. One team is located

one half of the site, and the other on the other.

Description

tries

teams playing the ball between themselves.

6. "Rugby".

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

Description of the game: the ball is placed in the center. Both teams are trying

the ball from their goal line. Each team tries to get the ball over the line

opponent's gate.

7. "Football on the back"

Preparation: players lie down on their backs, support with hands

behind and spread the ball with their feet. Teams try to score the ball into the goal

opponent.

8. "Jumps".

Preparation: the players are divided into "riders" and "horses".

Game description: pairs line up along the end line, the "rider" is sitting

on horseback.

Task. Reach the opposite endline faster.

9. "Be able to catch up"

Preparation: 16 players on the treadmill. They are at a distance of 25

meters from each other.

Description

starts

Necessary

the running player, but also not to allow the running player to catch up with you from behind.

Agility Games

Dexterity is a complex complex quality that does not have a single criterion

estimates. Agility means:

the ability to quickly learn new movements;

the ability to master complex movements in coordination;

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

This quality is manifested in the ability to quickly rebuild

according to the changing environment. Dexterity helps in mastering

sports

technique

improvement.

education

dexterity

use a variety of exercises.

"Sharp eye".

While walking or running, according to a visual signal, those involved perform

predetermined action. For example: a raised hand means that

children must jump forward and take a conditioned stance.

"Falling stick".

Preparation: students become in a circle. In the center of the circle is the driver, who

holds

located

vertical

position.

Description of the game: the driver calls the number of one of the players and releases the stick,

the player must lunge forward and grab the stick without letting it fall.

"Ball over rope".

Preparation: a net is stretched across the middle of the field at the height of a raised hand

or rope. There is one team on each half of the court.

Game description: each team tries to throw the ball over the net on the field

opponent so that he touches the ground and at the same time prevent this from

your field.

Volleyball Passes.

Description of the game: those involved become in a circle and in the way of top gear

kick the ball up to each other. The player who allowed the ball to fall receives

penalty point. The one with the fewest mistakes wins.

"Only below."

Description

volleyball,

transmission

permitted

perform only from below with two or one hand. Otherwise the ball

is passed to the opposite side, and the team receives a point.

"Bombers".

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

Description of the game: making a mistake when receiving the ball or sending the ball

inaccurately sits in the center of the circle. The rest, occasional strikers

they send the ball to those who are sitting with a blow. If you hit the player, he leaves the circle and

continues the game. The shelling lasts until one of the seated catches

the ball into the hands, then everyone stands up, and the player who has punched into the hands sits in a circle.

7. "At the ground target."

Preparation: two circles are drawn on the volleyball court.

Description of the game: players take turns running up and throwing the ball into the circle with two

hands. For a successful hit, the team gets a point.

"Precise delivery".

Preparation: squares are drawn on the volleyball field.

Description

perform

previously

the number of the square they want to go to. The player who hit the square

gets a point.

"Change of Circles"

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

another between them.

Description of the game: the team that was outside the circle tries to take the ball away from

circle players who throw the ball between themselves without leaving the circle.

Flexibility Games

Flexibility

ability

fulfill

movements

amplitude.

Flexibility depends on the elasticity of muscles, tendons and ligaments.

Flexibility is shown at performance of all technical receptions. So

elasticity

tendons

promotes

good

running the game.

The main means of developing flexibility are exercises with small

weights,

partner

exercises

structure

exercises of a volleyball player performing a technical technique.

"Who will deliver faster."

Preparation: two teams line up in a column. Distance between players

in the team 1 m.

Description of the game: on a signal, both teams begin to pass the ball using

top transfer of the ball, behind the standing partner. Who will pass the ball faster.

"Who quickly".

Preparation: two teams are built. Each medicine ball, the distance between

partners-1m.

Description

transmit

turning

torso

to the right, having reached the winger, the ball is passed in the opposite direction

turn left.

"Bench above the head."

Description of the game: on command, the players lean to the right and take the bench,

forwarding it overhead to the other side, then go to the other

place so that the bench is on the left, and perform the exercise again until

conditional line. The game is played on time.

4. "The bridge and the cat."

Preparation: two teams are built. Each team counts on the first-

second. Two circles are drawn in front of each team.

Description

start

relay race. Once in the first circle, one of the players makes a "bridge", and the second

crawls under him and runs into another circle, where he takes emphasis, standing bent over.

His partner crawls under him, after which both, holding hands, run back and

pass the baton to the next pair.