Forms of physical education and health workconsultation on physical education on the topic
Forms of physical education and recreational work in preschool educational institutions.
Health is not only the absence of disease or physical defects, but also complete physical, mental and social well-being.
Russian Academy of Medical Sciences
One of the main tasks in a preschool institution is to protect and strengthen the health of children, comprehensive physical development and hardening of the body. In our kindergarten, a system of physical education and health work has been created, which contributes to the formation of a healthy, strong, seasoned, cheerful, responsive, proactive child, who has good control of his movements, loves sports and physical exercise, and is capable of learning at school and for active subsequent creative activities. For this purpose, all conditions have been created that meet the medical and educational requirements for preserving and strengthening the health of children. Kindergarten teachers use various forms of physical education and health work with children, taking into account their level of development and health status. Physical education in a preschool institution is carried out not only in educational activities in physical education, but also in everyday life. Several forms of physical education and recreational work are carried out every day throughout the day.
Morning exercises are one of the important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children. Daily physical exercise promotes the manifestation of certain volitional efforts, developing a useful habit in children of starting the day with morning exercises.
Morning exercises should be carried out daily before breakfast for 6-12 minutes. outdoors or indoors (depending on environmental and weather conditions).
When compiling morning exercise complexes throughout the year, it is important to remember their variability in content and nature. Along with traditional morning exercises, different types and variants of it can be introduced into the practice of preschool institutions, both in terms of content and in methods of implementation. We offer different options. Morning gymnastics of a play nature includes 2-3 outdoor games or 5-7 play exercises of an imitation nature, as well as varying degrees of intensity, which are performed as a set of exercises with a general developmental effect. Exercises on an obstacle course - children can be offered exercises with a gradual increase in load: increasing the complexity of motor tasks with the inclusion of different basic types of movements, increasing the number of repetitions, increasing the tempo of movements, changing the alternation of physical training aids. Morning exercises can be carried out in the form of a health jog. This type of morning exercises must be carried out in the air - for 5-7 minutes. continuous running at an average pace with a gradual increase in distance and time. At the end of the gymnastics, breathing exercises are offered. A set of musical and rhythmic exercises (consisting of a warm-up, 5-6 basic developmental exercises in dance movements.)
The content of morning exercises includes various formations and formations, various types of walking, running, jumping with a gradual increase in the motor activity of children. Exercises for balance and coordination development, outdoor games and basic developmental exercises are offered.
The complex of morning exercises should be repeated for two weeks.
In older preschool age, children must independently reproduce the entire complex after 2-3 repetitions. During the organization, musical accompaniment is necessary.
Physical education is carried out by the teacher as needed (for 3-5 minutes) depending on the type and content of educational activity, mainly at the moment of signs of fatigue in children. Before the start of physical education, the transoms should be opened.
It is well known that physical education sessions are used to maintain mental performance at a good level. At the moment when children’s attention decreases and motor restlessness appears (usually for 12-15 minutes), fatigue sets in, you can offer several physical exercises while standing at their tables or in an empty seat in the group. These are general developmental exercises: bending the torso, moving the arms up and to the sides, half-squats and squats, bouncing, skipping, walking. A physical education session can be accompanied by text related or not related to the movement of the activity. When pronouncing a text by children, it is necessary to ensure that they exhale when pronouncing the words of one line, and take a deep and calm breath before the beginning of the next line. After physical education, the child’s breathing remains calm. You can conduct physical education with musical accompaniment, during which children can perform dance exercises or improvised movements.
Motor warm-up (dynamic pause) is carried out during a long break between classes, allowing you to actively relax after mental stress and forced posture. It consists of 3-4 exercises, as well as voluntary movements of children using a variety of physical education aids. At the end of the warm-up, it is rational to do a relaxation exercise for 1-2 minutes. Warm-up duration is no more than 10 minutes.
Outdoor games, physical exercises while walking. Outdoor games are complex motor, emotionally charged activities. Outdoor games serve as a method of improving motor skills already mastered by children and developing physical qualities. Outdoor games are divided by content into outdoor games with rules and sports games.
Awakening gymnastics. After a nap, it is important to improve the mood and muscle tone of each child, as well as take care of the prevention of posture and foot problems. This can be facilitated by a complex of gymnastics after daytime sleep, which is variable in nature, depending on this, its duration will also change (from 7-15 minutes).
A set of exercises is carried out in bed. Children gradually wake up to the sounds of melodic music, lying in bed, for 3-4 minutes, perform 4-5 general developmental exercises. You can offer exercises from various positions: lying on your side, on your stomach, sitting. After this, the children walk, gradually turning into running - they run out of the bedroom into a well-ventilated group with a temperature of 17-19 degrees, after which they move on to the massage paths. Children study in their underpants and barefoot. After carrying out various variants of gymnastics, they move on to water hardening procedures: wiping with a damp mitten followed by rubbing with a dry towel. In our preschool institution, much attention is paid to hardening procedures, which especially affect the promotion of health and the reduction of morbidity.
Hardening is the most important part of the physical education of preschool children. The best means of hardening are the natural forces of nature: air, sun and water. The purpose of hardening is to develop the body’s ability to quickly bring the functioning of organs and systems into line with the changing external environment. As a result of hardening, the child becomes less susceptible to sudden changes in temperature and colds and infectious diseases. Seasoned children have good health and appetite, are calm, balanced, cheerful, cheerful, and highly productive. Such results can be achieved only with the correct implementation of hardening procedures.
Positive results from hardening procedures can only be expected if such principles as gradualism, consistency, systematicity, complexity, taking into account the individual characteristics of each child are observed, as well as an active and positive attitude of children towards hardening procedures.
Air hardening is the most accessible means of hardening at any time of the year. Systematic exposure of a child to the air helps the body adapt more quickly to changing temperature conditions. The positive effects of air baths increase if combined with physical exercise.
In addition to organized physical education activities in the daily routine of children of senior preschool age, independent motor activity should occupy a significant place. However, here too, children’s actions largely depend on the conditions created by adults. With proper guidance of independent activities, you can significantly influence the variety of games and movements without suppressing the initiative of the child himself.
Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between classes, during play hours after naps and during walks (morning and evening). Active actions of children should alternate with calmer activities. It is important to take into account the individual characteristics of each child and his well-being.
When planning independent activities, it is important to take care of creating a physical education and play environment (space sufficient for movement, variety and rotation of aids and toys), and allocate special time in the daily routine for children to play independently. To create diversity and novelty in the physical education and gaming environment, the teacher can introduce various physical education aids during the day and group them in different ways. This avoids monotony of movements and promotes the all-round development of children.
The teacher must influence the children’s choice of appropriate exercises and games, providing them with the necessary equipment, manuals, and explaining the methods of movement. It teaches children to play together, encourages more dexterous children who have good command of movements to help their peers.
Finger games are a very important part of developing fine motor skills. These games are very emotional and exciting. They promote the development of speech and creative activity. Finger games seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During finger games, children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.
Finger games are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.
Breathing exercises can be performed during morning exercises, exercises after waking up, or while walking.
At first, breathing exercises seem to be one of the most difficult for children. And it is all the more important to help children by turning boring exercises into a fun game.
You should not set a goal to complete all the exercises at once. You can perform several well-known ones, gradually supplementing them with new ones, or change them, dividing them by day of the week.
By teaching your preschooler simple and fun breathing exercises, you will make an invaluable contribution to his health + prevention of ARVI.
Eye gymnastics is used for preventive and health purposes to prevent visual fatigue in children. A set of eye gymnastics exercises is performed to music for 3-5 minutes. It includes up to 5 exercises, including massage exercises, rubbing, eye strain relief, and attention exercises. As you get used to the complex, new exercises are included in it or the conditions for performing previously learned exercises become more complicated.
Only by implementing an integrated approach can one achieve the fulfillment of the main objectives of educational work to strengthen the physical, mental and sexual health of children and their optimal physical development. Yu.F.Zmanovsky
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In the conditions of the modern natural, social and environmental situation, the problem of children's health is becoming global in nature. A variety of medical, sociological, demographic and other data indicate that only 14% of Russian children can be considered practically healthy, 50% have certain health problems, and 35% are chronically ill. (Data from the materials of the All-Russian meeting “Ways to optimize the health and physical development of children in preschool educational institutions”). This problem is acute in preschool institutions. According to scientists, preschool age belongs to the so-called critical periods of a child’s life. The term “critical age” was introduced by scientists to characterize those phases of a child’s life when he is especially sensitive to damaging influences, which leads to the formation of health problems, allergic reactions and chronic somatic diseases. Based on this, physical education should be an integral part of a child’s life from birth, and the task of promoting health is one of the priorities in the work of a preschool educational institution. The body's resistance to adverse environmental factors depends not only on the individual characteristics of the child's body, but also on the timely and correct implementation of special health measures, which include hardening. As data from sociological research by scientists show, traditional methods of hardening (narrowly pedagogical and narrowly medical) do not lead to an improvement in the current situation. The position on the need for comprehensive application of health measures in kindergarten is well known. The desire for complexity is justified and understandable, especially in such a matter as health work. Scientists have proven that simple influence on a specific condition of a child is not effective. Pedagogical and medical tasks sometimes fit together well on paper, but in reality, in the traditional system of children's health, teachers perform their functions mechanically (pouring feet, walking along a ribbed path, taking air baths, and so on) maintaining the general vitality of the child. However, if we take into account that in preschool age the foundations of physical and spiritual health are formed, then the lack of integrity or complexity in these health activities becomes obvious. Program “Pedagogy of Health” This program has the following features: 1. At its center are ideas about a healthy child, understood as an ideal standard and a practically achievable norm of child development 2. A healthy child is considered as an integral physical-spiritual organism. 3. Health improvement is interpreted not as a set of therapeutic and preventive measures, but as a form of development and expansion of the psychophysiological capabilities of children. 4. The key means of the program is an individually differentiated approach. The purpose of the program is to preserve and strengthen the health of children, to develop responsibility among parents, teachers, and students in preserving their own health. Expected results: Awareness of the concept of “health” in adults and children and the influence of lifestyle on health; Increasing the level of orientation to modern living conditions. About mastery of self-healing skills. Reducing the morbidity rate The main principles of the program The principle of science - reinforcement of all ongoing activities aimed at improving health with scientifically-based and practically proven methods The principle of activity and consciousness - the participation of the entire team of teachers and parents in the search for new, effective methods and targeted activities on improving the health of oneself and children The principle of complexity and integrativeness - solving health-improving tasks in the system of the entire educational process of all types of activities The principle of targeting and continuity - maintaining connections between age categories, taking into account different levels of development and health status. The principle of effectiveness and guarantee - implementation of children’s rights to receive the necessary help and support, guarantee of a positive result regardless of the age and level of physical development of children MAIN DIRECTIONS OF THE PROGRAM Preventive - ensuring favorable adaptation in the implementation of the sanitary regime; solving health-improving problems using all means of physical education; preventing acute diseases and neurotic conditions using nonspecific prevention methods, carrying out social sanitary and special measures for the prevention and spread of infectious diseases Organizational - organizing a health-preserving environment for preschool educational institutions, determining indicators of physical development, motor readiness, objective and subjective health criteria using diagnostic methods. study of advanced pedagogical, medical and social experience in children's health, selection and implementation of effective technologies and methods; systematic advanced training of teaching and medical personnel; promotion of healthy lifestyle and methods of health improvement in the team of children, parents, employees; therapeutic correction of individual deviations in physical and mental development; vitamin therapy; provision of emergency services assistance in case of emergency conditions Physical education and health activities 1. Morning exercises 2. Motor warm-up during the break between classes 3. Physical education 4. Outdoor games and exercises while walking. 5. Jogging along massage paths in combination with contrast air baths 6. Gymnastics after a day of exercise (set of exercises) Daily in the gym or on the street Daily Daily, as necessary, depending on the type and content of the lesson Daily, during walking time 2-3 times a week in groups of 7-10 people, carried out after naps. 2-3 times a week, as the children wake up and get up EDUCATIONAL CLASSES IN THE DAY REGIME Physical education Independent Motor activity 2 times a week, one during walking hours. Every day, under the guidance of a teacher. PHYSICAL ACTIVITIES 1. Health week. 2. Physical education and sports holidays in the open air. 3. Physical education. 2 times a year 2-3 times a year 1-2 times a month JOINT PHYSICAL EDUCATION AND HEALTH IMPROVEMENT WORK OF PRESIDENTIAL IU AND FAMILIES 1. Homework 2. Participation of parents in physical education and recreational public events of preschool educational institution Determined by the teacher Preparation and conduct of physical education holidays, holidays, attending open events. Organization of motor mode Forms of organization Junior group Middle group Senior group Prepared. to school group Morning exercises 6- 8 minutes 6- 8 minutes 8- 10 minutes 10- 12 min Round dance game or game of average mobility 2- 3 min 2- 3 min 3- 5 min 3- 5 min Physical exercise during class 2- 3 min 2- 3 min 2- 3 min 2- 3 min Dynamic pause between classes (if there is no physical exercise or music) 5 min 5 min 5 min 5 min Outdoor play while walking 6- 10 min 10- 15 min 15- 20 min 15- 20 min Individual work on developing movements while walking 8- 10 min 10- 12 min 10- 15 min 10- 15 min Dynamic hour while walking 15- 20 min 20- 25 min 25- 30 min 30- 35 min Physical education classes 15- 20 min 20- 25 min 25- 30 min 30- 35 min Music classes 15- 20 min 20- 25 min 25- 30 min 30- 35 min Gymnastics after nap 5- 10 min 5- 10 min 5- 10 min 5- 10 min Sports activities 20 min 1 time/ month 30 min 1 time/ month 30 min 1 time/ month 40- 50 min 1 time/ month Sports holidays 20 min 2 times/ year 40 min 2/ year 60- 90 min 2/ year 60- 90 min 2 / year Health day 1 time a month 1 time a month 1 time a month 1 time a month Outdoor games in the 2nd half of the day 6-10 minutes 10-15 minutes 15-20 minutes 15-20 minutes Walks, hikes 1 hour 1 time/ quarter 1, 5 hours 1 time/quarter Independent motor activity daily daily daily daily Physical education and health activities and their variety 1. Morning gymnastics. Traditional complex Outdoor games Health jogging around the kindergarten Overcoming obstacle courses 2. Motor warm-up between classes. Game exercises Outdoor games for orientation in space Motor tasks. 3. F from cultural minutes. Exercises for developing fine motor skills of the hands AND imitation exercises O general developmental exercises. 4. Outdoor games and physical exercises. Outdoor games. Sports exercises Motor tasks using an obstacle course Exercises in basic types of movements Elements of sports games. 5. Corrective work with children on the development of movements. Differentiated games, selected taking into account the motor activity of children. Exercises to develop posture and feet. Motor tasks at the discretion of the teacher. 6. Gymnastics after a nap. Warm-up in bed and self-massage Game exercises Game-based gymnastics Jogging along massage paths. 7. Physical education classes, traditional game plot-game training, rhythmic gymnastics according to children’s interests, comprehensive control and testing, thematic 8. Independent creative activity of children in the air. Under the guidance of a teacher. 9. Health section, outdoor games and exercises, scripted excerpts from physical education activities 10. Cultural holidays and leisure activities, games and exercises, sports games, exercises in basic types of movement, games-relay races, musical and rhythmic exercises HEALTH-CARE WORK WITH CHILDREN. Tasks of physical development of preschool children. 1. Protecting and strengthening the health of preschool children, improving their physical health, increasing the body’s resistance, improving mental and physical performance. 2. Formation of vital motor skills in children, achievement of a certain level of physical fitness. 3. Education of children's personal physical culture. Forming the needs for physical improvement, equipping with knowledge, skills, and developing the habit of a healthy lifestyle. To implement these tasks, the following conditions have been created in the preschool educational institution: A gym, a sports ground, and health corners in groups are equipped. The physical health of children is strengthened by the following means: 1. Good nutrition for children. 2. Hardening procedures. 3. Development of movements. 4. Hygiene regime. Principles of nutrition: - adherence to nutritional regimen - caloric intake, daily compliance with food consumption standards. - food hygiene - individual approach to children during meals - correct placement of furniture. Hardening provides training of the body's defenses, increasing its resistance to constantly changing environmental factors and is a necessary condition for the optimal development of the child's body. The main factors of hardening: - hardening effects fit organically into each element of the daily regimen - hardening procedures vary both in type and in intensity. — hardening is carried out against a positive background and with the thermal comfort of the child’s body; the zones of influence are gradually expanding and the time for hardening procedures is increasing. In the preschool educational institution, an extensive set of hardening measures is carried out: — lightweight clothing for children in the preschool educational institution; observance of seasonal clothing during walks, taking into account their individual health status - maintaining the temperature regime during the day - breathing exercises after sleep - relaxation exercises - vibration exercises - self-massage - washing hands with cool water up to the elbows Development of movements. Physical education has a significant impact on improving the child’s body’s defenses, the course of his physical development, and promotes mastery of the necessary movements. Strengthening health through physical education: - increasing the body's resistance to the effects of pathogenic microorganisms and adverse environmental factors - improving thermoregulation reactions and hardening the body, ensuring its resistance to colds - increasing physical performance - normalizing the activity of individual organs and functional systems, as well as possible correction congenital or acquired defects of physical development - increasing the tone of the cerebral cortex and creating positive emotions that contribute to the protection and strengthening of mental health Basic principles of organizing physical education in preschool educational institutions 1. Physical activity must be adequate to the age, gender of the child, the level of his physical development, biological maturity and health 2. Combination of physical activity with generally available hardening procedures 3. Mandatory inclusion in the complex of physical education of elements of breathing exercises, exercises to increase the endurance of the cardiorespiratory system 4. Medical control over physical education and prompt medical correction of identified health disorders Forms of organization of physical education : - Physical education classes in the hall and on the sports ground - physical education - sports games - morning exercises - individual work with children Hygiene regime 1. Fulfillment of sanitary requirements for the premises, area, equipment. 2. Rational construction of a daily routine 3. Protecting the lives and activities of children 4. Sanitary and educational work (with employees and parents) 5. Physical education and health activities in the daily routine 6. Instilling in preschoolers the need for a healthy lifestyle is carried out in the following areas: — instilling strong cultural and hygienic skills - learning to care for your body, skills in providing basic assistance - forming basic ideas about the environment - forming the habit of daily physical exercise. A set of health-improving activities Morning exercises (from May to October - on the street, from October to April - in the gym according to schedule) Physical education classes in the hall (in socks) + dynamic hour on a walk 1 time per week Physical education minutes during classes, prevention of visual impairment Garlic “kinders” Phytoncides (onions, garlic) Walks: daytime 10.15 – 11.50; evening 17.30 – 18.30 Optimal motor mode Sleeping without shirts Breathing exercises in bed Extensive washing, walking barefoot Exercises to prevent flat feet + individual work to correct flat feet and flattened feet Bibliography Antonov Yu. E. “Healthy preschooler. Health technologies of the 21st century", "Arkti" M., 2001. Alyamovskaya V. G. "How to raise a healthy child" M, 1993 Alyamovskaya V. G. "Prevention of psycho-emotional stress in children by means of physical education" Glazyrina L. D. "Physical education for preschoolers" "Vlados" M., 2001 Gurich A. G. "Theory of the biological field" M, 1944 "Childhood" program for the development and education of children in kindergarten. , St. Petersburg, 2002. Ilyenkov E. V. “Dialectical logic” M, 1984. Kaznacheev V. P. “Cosmoplanetary phenomenon of man” Novosibirsk, 1991 Kudryavtsev V. T., Nesteryuk T. V., “Development of motor activity and health work with children 4-7 years old”, M., 1997 Kudryavtsev V. T. “Methodology of physical education of preschool children” M., 1999 Kaznacheev V. P. “Cosmoplanetary phenomenon of man” Novosibirsk , 1991 Levi-Gorinevskaya E. G., Bykova A. I. “Hardening the child’s body” M., 1962 Materials of the All-Russian meeting “Ways to optimize the health and physical development of children in preschool educational institutions” M., 2001 Manakheeva M. D. "Raising a healthy child", "Arkti", M., 2000. Markova L. S., "Development program for a preschool educational institution", M., 2002. Prazdnikov V. P. "Hardening of preschool children" “Medicine” 1988 “Rainbow” program and methodological guide M, 1996 Sivacheva L.N. “Physical education is joy” St. Petersburg “Childhood-Press” 2002 MDOU - kindergarten “Beryozka” Health work in Preschool educational institution under the program “Pedagogy of Health Improvement” Educator: Utryasova S. A. 2015
