Physical education of children in preschool educational institutions
INTRODUCTION.
Human development is a process of physical, mental and social maturation and covers all quantitative and qualitative changes in innate and acquired means that occur under the influence of the surrounding reality.
Physical development is associated with changes in height, weight, increase in muscle strength, improvement of sensory organs, coordination of movements, etc. In the process of mental development, significant changes occur in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits. The social development of a child is carried out in the process of his inclusion in the life of society, manifested in changes in his behavior, attitude towards others, in the features of participation in the affairs of the team, etc.
In the first years of life, physical education is the basis for the comprehensive development of a child. In childhood, the foundation of health is laid and some important personality traits are formed. Success in any activity is largely determined by the physical condition of the child. The child's body reacts sharply to minor deviations from the norm in the environment, which is associated with its development and insufficient functional maturity of individual organs and systems. The connections between somatic and mental processes are closer than in adults. Therefore, the solution of many pedagogical problems must be carried out with mandatory consideration of the physical capabilities and condition of the child.
THEORETICAL PART
A healthy lifestyle is a set of typical types of human activity, which, in unity with living conditions, is aimed at organizing the correct, normal functioning of the body, its complete physical and mental well-being.
Physical education is the process of purposeful and systematic formation of a healthy, full-fledged person, his physical strength and physical qualities, ensuring his introduction to physical culture and the desire for physical perfection.
Physical culture is a set of material and spiritual values of society that are accumulated, created and used for the physical improvement of people.
The content of physical culture is: 1) personal hygiene, which includes skills in work and life (neatness, neatness of clothing, cleanliness of premises), and habits of a hygienic regime (rational routine of activity and rest, hygiene of sleep, nutrition, etc.) ; 2) hardening of the body in natural conditions (air, sun and water); 3) physical exercise.
Physical perfection is a historically determined level of harmonious physical development, health, and physical fitness of a person that optimally meets the requirements of society.
The physical education system includes the creation of sanitary and hygienic conditions, hardening, the formation of cultural and hygienic skills, the organization of a balanced diet, morning exercises, physical education classes, walks, sports games and entertainment.
Physical education is closely related to the age characteristics of children. In this regard, specific tasks, content, methods and forms of organizing physical education in early preschool and school age are determined, as well as the continuity between them. Physical education is especially important in early and preschool childhood, when the most intensive development of the child’s body occurs, when its basic movements are formed, but at the same time the body is still very weak and vulnerable.
Physical education of preschool children is aimed primarily at protecting life and promoting health, full physical development, the formation of motor skills and the development of physical qualities, the development of cultural and hygienic skills, and the cultivation of habits for an orderly rhythm of life.
The place of physical education of preschool children in the general education system, taking into account modern requirements.
Work on physical development permeates the entire organization of children’s lives in the family and preschool institution, the organization of the subject and social environment, all types of children’s activities, taking into account the age and individual characteristics of preschoolers. In a preschool institution, the child’s daily routine includes physical education classes, games and outdoor entertainment, and individual hardening procedures, which take into account regional and climatic conditions.
The main form of teaching children movements is considered to be classes conducted by a physical education instructor (or teacher). At the same time, a significant place in the system of physical education is occupied by outdoor games, which are widely used in the classes of a special education teacher, in other classes (music, rhythm, theatrical activities), as well as during walks conducted by the teacher.
Physical education classes solve both general and correctional problems. The classes include physical exercises aimed at developing all basic movements (throwing, walking, running, climbing, crawling, jumping). A wide variety of educational activities in the physical education area makes it possible to solve in a complex the tasks of moral, mental, aesthetic and labor education.
The unity of the child’s physical and mental development.
Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity.
The activity of a child of early and preschool age is expressed primarily in movements. The child’s first ideas about the world, its things and phenomena come through the movements of his eyes, tongue, hands, and movement in space. The more varied the movements, the more information enters the brain, the more intense the intellectual development. The development of movements is one of the indicators of proper mental development. This is the development of coordination of movements (perception of direction and speed of movement, time and space); the ability to remember the sequence of movements and motor operations (memory: memorization and reproduction); attention to your movements and the actions of others; the ability to perform movements according to verbal instructions (imagination); initiative in movements; analysis of movement based on the quality of its execution (thinking); development of speech skills. Movements are performed with speech accompaniment and relying on visual and tactile images and representations. The development of all types of manual motor skills and hand-eye coordination serves as the basis for the development of typical types of children's activities, is a prerequisite for the development of oral and written speech, and also helps to increase the cognitive activity of children.
Objectives of physical education: health-improving, educational, educational. Methods of physical education.
Health-improving tasks have a life-sustaining meaning. The means of implementing the tasks of this group are hygienic and social factors, nutritious nutrition, the healing powers of nature, a rational lifestyle, and physical exercise. Pedagogical work aimed at solving this problem includes organizing the children’s lifestyle, hardening procedures, and special exercises for the development of movements. This area of physical education for children requires the teacher to have constant contact with medical professionals, take into account their recommendations, an individual approach to children, and conversations with parents.
Educational tasks are aimed at developing personality traits and the need for physical perfection. The means for achieving these tasks are children's activities, games, as well as artistic means (fiction, folklore, films, works of musical and visual art).
The work takes place in different forms: physical education and health work during the day (morning exercises, outdoor games, physical exercises while walking), independent motor activity of children, active recreation (physical education, holidays, health days). Methods: exercises, conversation, game, creation of problem situations, analysis of physical and moral qualities.
This group of tasks involves the development of such qualities as dexterity, courage, willpower, the desire to overcome difficulties, a sense of camaraderie, and mutual assistance.
Educational goals are related to the formation in a child of a conscious attitude towards his health. Here the leading means are such as an adult’s example, children’s own activities, and artistic means.
The form of work in which problems are most adequately solved is educational work in physical education classes and in everyday life. Among the main methods are experimentation, exercises, conversation, looking at pictures and illustrations.
Means of physical education: hygienic factors, natural forces of nature, physical exercises.
In the physical education system, work is carried out using a variety of means that affect the body:
— hygienic factors (correct regimen, balanced diet, hygienic environment, formation of cultural and hygienic skills).
- natural forces of nature (for hardening and strengthening the body).
- physical exercise.
A child's routine is a rational, clear alternation of wakefulness, sleep, nutrition, and various types of activities, repeated daily in a certain sequence.
When drawing up a regime, the following must be taken into account:
1. Age-related characteristics of higher nervous activity: changes in the limit of performance of cells in the cerebral cortex determine the total number of hours and duration of periods of sleep and wakefulness.
2. Age-related features in the functioning of the digestive system, which regulate the number of feedings during the day.
3. Individual characteristics: children with an excitable and weak nervous system need to sleep more and rest more often.
4. Age-related needs for movement.
5. Time of year, climatic conditions.
The integral features of the regime are the rhythm and constancy of its basic elements over a certain period of time. The rhythm of the regime is determined by the rhythm of natural phenomena, the rhythm of the body’s activity, which is manifested in the alternation of sleep and wakefulness, changes in body temperature (increase in the evening and decrease in the morning), in the rhythm of breathing, heart contractions, in the rhythm of the digestive tract, etc.
The educational significance of the regime lies in the fact that in the process of frequently repeated actions at a certain time and in a certain sequence, the child more easily masters many of the most appropriate household, cultural, hygienic, and labor skills; these skills are automated, and the child's attention is freed up for other, more complex activities. At the same time, the child is given the opportunity to act on his own, which develops such important personality qualities as independence, activity, and initiative.
Nutrition.
An important component of the full physical education of children is rationally organized nutrition. Nutrition is one of the main sources of the metabolic process, without which life is impossible. For a growing body, nutrition is especially important, as it ensures normal growth and development of all tissues.
All deviations from the norm in nutrition quickly affect the vital functions of the child’s body.
Creating a sanitary and hygienic environment in accordance with existing standards is also an important condition for physical education. This includes maintaining cleanliness and order in the room and area, maintaining optimal light, air and temperature conditions in the room, as well as hygiene of clothing for children and adults. Equally important is the creation of the necessary material environment: rational layout of the premises and area, provision of furniture and physical education equipment in accordance with the age of the children.
Cultural and hygienic skills include skills in maintaining cleanliness of the body, cultural food, maintaining order in the environment and cultural relationships of children with each other and with adults.
The physiological basis of cultural and hygienic skills and habits is the formation of conditioned reflex connections and the development of dynamic stereotypes. These skills and habits have a pronounced social orientation, since children are taught to follow the rules established in society that correspond to the norms of behavior.
Cultural and hygienic skills and habits are largely formed in preschool age, since the child’s central nervous system is highly plastic, and actions related to eating, dressing, washing are repeated every day and repeatedly. Children's interest, attention to everyday activities, and the impressionability of the nervous system give adults the opportunity to quickly teach the child a certain sequence of operations that make up each action, techniques that help complete the task quickly and economically. If this time is missed, incorrect actions are automated, the child gets used to sloppiness and negligence.
Hardening is the development of the greatest stability and adaptability of the body to various physical influences that come from the environment (changes in temperature, humidity, air speed, degree of solar radiation, etc.).
Hardening has a wide physiological effect on the body. The child not only develops a quick reaction to temperature and climate changes, but also the amount of hemoglobin increases, immunological properties improve, he becomes less susceptible to any diseases and copes with them more easily.
The physiological essence of hardening determines certain requirements for organizing work with children:
1. Hardening should be carried out systematically, throughout the year, taking into account seasonal phenomena.
2. Gradually increase the strength of seasonal stimuli.
3. Take into account the health status, typological characteristics of the child, his emotional state, as well as home conditions and the conditions of the child care facility.
4. Use natural factors in connection with the regime, the correct organization of all the child’s activities, since the general strengthening of health contributes to the effectiveness of hardening.
The systematic nature of hardening procedures is determined by their conditioned reflex nature. When carrying out hardening activities at the same time and under the same conditions, conditioned reflex connections are easily formed. A physiological reaction appears already when preparing the child for the procedure. But these bonds are not strong, so hardening procedures must be regular.
A gradual change in the strength of the stimulus is a necessary condition for hardening, since the body cannot immediately adapt and react appropriately to a sharp decrease or increase in temperature. Too small a difference in stimuli or their constant value also does not turn out to be useful, since they do not cause changes in the functioning of the cardiovascular, respiratory and other systems, metabolism, i.e. hardening does not have a profound effect on the body. If the body has a certain resistance to temperature changes, contrasting short-term exposures should be used, which helps improve physiological reactions and higher adaptability to environmental conditions.
Indicators of the correct choice of stimulus are a short-term deepening and increase in breathing, pulse, as well as the appearance of the skin, and the child’s general positive reaction: good mood, good health.
Taking into account individual characteristics is necessary when hardening. Children with an excitable nervous system need more careful changes in temperature, as well as calming procedures before bed (rubbing, warm bath). Inhibited children benefit from invigorating procedures after sleep (douching, showering). Children with poor health must be hardened, but gradual changes in temperature must be maintained more carefully: there are longer time intervals during which procedures are carried out at the same temperature. Medical supervision is necessary.
The connection of hardening procedures with physical exercises and various activities of the child in everyday life gives the best results both directly for hardening and for the general strengthening of the body.
Physical exercises are special movements, as well as complex types of motor activity aimed at solving the problems of physical education.
During the period of preschool childhood, with targeted pedagogical influence, great shifts occur in the development of movements: from involuntary, chaotic movements at birth to mastery of all basic movements and sports exercises.
Physical exercise has multifaceted physiological effects on the body. When muscles contract, the processes of metabolism and blood circulation are activated, and the work of all internal organs and systems is restructured. A working muscle absorbs 7 times more oxygen and 3 times more nutrients compared to an inactive one. This stimulates the growth and development of the muscular system.
Physical exercise is also important for the full functioning of the brain: its blood supply improves, the overall tone of the cortex increases, due to which the activity of all analyzers increases. With active muscular work, overexcitation of brain systems decreases or is completely removed. The basic properties of the nervous system (its strength, mobility, balance) also improve.
In the education of young children, massage is used - one of the types of passive gymnastics. It also causes changes in the functioning of all organs and systems. Under the influence of massage, the composition of the blood, the functions of the nervous system, as well as the nutritional conditions of the skin and muscles improve, and heat transfer increases. Massage accelerates the flow of blood and lymph, due to which tissues are quickly freed from decay products and muscle fatigue is relieved.
Physical exercises in various forms are included in morning exercises, physical education and musical-motor classes, especially in a variety of outdoor games.
PRACTICAL PART
Compensatory preschool educational program for children with intellectual disabilities.
Correctional and developmental training and education.
Section III. Physical development and physical education.
The strategy for organizing physical education is based on the physiological mechanisms of movement formation during the development of a growing child’s body. The classes include physical exercises aimed at developing all basic movements (throwing, walking, running, climbing, crawling, jumping), as well as general developmental movements aimed at strengthening the muscles of the back, shoulder girdle and legs, coordination of movements, formation of correct posture, development balance.
During morning exercises in the family and in classes at preschool educational institutions, it is advisable to offer children the main types of movements in the following sequence: stretching movements in a lying position; throwing, crawling and movements in a low squat position, on your knees; exercises in an upright position (walking, climbing, running) and outdoor games.
Work on the development of manual and fine motor skills is carried out in special classes. At the initial stage of training, much attention is paid to the general development of the child’s hands, the formation of grasping skills, the formation of the leading hand, the coordination of the actions of both hands, and the identification of each finger. During the classes, children practice the skills of holding a finger pose, switching from one pose to another, and simultaneously performing movements with the fingers and hands of both hands.
The main directions and tasks of correctional pedagogical work.
Throwing is one of the first types of motor activity of a child, which is based on the development of grasping movements and actions of the baby. Even a deeply mentally retarded child can grab objects, hold them for a short time and throw them, performing movements from the shoulder, so this type of activity comes first in the program. During throwing, the movement is performed with both one hand and two hands. At the same time, the release of the leading hand is stimulated and the coordination of joint actions of both hands is formed. All this is of particular importance for correcting deviations in the cognitive sphere of children with intellectual disabilities.
The structure is aimed at organizing the activities of children in the process of physical education. During the construction, children learn to hear the adult and correct their behavior to the requirements of the adult’s instructions. Along with this, a mentally retarded child learns to behave adequately, navigate the situation and participate in joint activities with peers.
Walking is aimed at developing the child’s basic movements, developing the ability to hold the body correctly, observe the rhythm of walking, improving coordinated movements of the arms and legs, and developing auditory-motor and visual-motor coordination. In the process of walking, purposefulness in the child’s activities develops.
Running helps improve the child's basic movements, allows him to master the skill of coordinated control of all body movements, and creates ease and grace when the child moves quickly.
Jumping is aimed at training the internal organs and systems of the child’s body. Jumping prepares the child's body to perform balance tasks, which are very difficult for a mentally retarded preschooler. To improve jumping skills, a child must demonstrate the strong-willed qualities of his personality. The foundations for self-regulation and self-organization of one’s activities begin to be laid.
Crawling, climbing, and climbing help strengthen the muscles of the back, abdominals, and spine. These movements have a positive effect on the formation of coordinated interaction in the movement of arms and legs, and on strengthening the internal organ systems. Due to the fact that many mentally retarded children pass the crawling stage in their development, one of the tasks of physical education is to fill this gap in mental development.
General developmental exercises help develop interest in movements, improve physical performance and motor abilities; develop flexibility and mobility in joints; strengthen the functioning of the vestibular apparatus.
Outdoor games consolidate developed skills, stimulate mobility and activity of children, develop the ability to cooperate with adults and children; create conditions for children to develop spatial orientation and the ability to coordinate their movements with the movements of other children playing. The most effective way to organize outdoor games is in the fresh air.
Swimming has a stimulating effect on the growing body of a child (the physical properties of the aquatic environment, in particular the density of water, have a specific effect on the functions of blood circulation, respiration, and skin receptors). Exercises in water must be combined with general developmental exercises and outdoor games on land.
Objectives of physical development and physical education to protect and improve children’s health for the entire period of children’s stay in a preschool institution.
To develop children's interest in physical education and joint physical activities with peers.
Strengthen children's health.
Form correct posture in every child.
To form in children the need for different types of physical activity.
To develop children's movements, motor skills, physical and mental performance.
Train children's cardiovascular and respiratory systems, strengthen the body.
Create conditions in the group for the effective prevention of colds and infectious diseases.
Implement a system of correctional and restorative measures aimed at developing mental processes and personal qualities of pupils, preventing the occurrence of secondary deviations in the psychophysical development of the child.
Teach children to perform movements and actions to imitate the actions of an adult.
Teach children to perform actions according to the model and verbal instructions.
To find out the most effective means of physical education for preschool children in different age groups.
Based on observation data (preschool educational institution No. 19 in Severodvinsk), the following conclusions can be drawn:
In the age group of children with mental retardation 3–4 years:
Corrective and developmental classes are conducted.
The purpose of the classes is the development and correction of physical qualities and coordination abilities, correction of movements, correction of sensory systems and mental functions through physical exercises (exercises with objects, without objects, exercises to develop balance and form correct posture). During this period, children are adapting to a preschool educational institution, so it is important to teach children to follow the regime.
In the age group of children with mental retardation 4–5 years:
In addition to correctional and developmental classes, health-improving classes are conducted. The goal is to correct posture, flat feet, and strengthen the cardiovascular and respiratory systems. Outdoor and indoor games are played, as well as running, walking, and jumping. Children have already been adapted to the preschool regime; more attention is paid to mastering cultural and hygienic skills.
In the age group of children with mental retardation 5–6 years, 6–7 years:
With age, the role of hygiene factors does not decrease, but conditions are already created for the use of more complex physical exercises. In addition to all physical education classes, sports activities are held. The goal is to improve physical, technical, theoretical training in the chosen sport (athletics).
Analyze all aspects of physical education for an age group (optional).
The main directions of work with children 4–5 years old in the education of physical education.
Objectives of training and education.
Teach children to follow an adult’s instructions and turn to face him when he speaks.
Teach children to perform movements and actions by imitation, demonstration and verbal instructions of an adult.
To develop children's interest in participating in outdoor games.
Teach the rules of some outdoor games.
Teach children to throw a ball at a target with both hands.
Teach children to catch a medium-sized ball.
Teach children to line up and walk in a line using a support sign - rope, tape, stick.
Learn to walk along the path and tracks.
Teach children to run after the teacher.
Teach children to jump on two legs in place and move by jumping.
Teaching children to crawl on a gymnastic bench.
To develop in children the ability to crawl under a bench.
Teach children to roll over from a supine position to a prone position.
Teach children to do pull-ups on the bar.
Main content of the work
Throwing - movements are performed by children for demonstration; children learn to hold and throw balls at a target (basket). In this case, balls of different weight, size, and material are used. Children first learn to catch medium-sized balls; inflatable, plastic, rubber; with smooth and rough surface.
Formations are carried out with the help of a teacher and independently without alignment, in a column one at a time and in a circle.
Walking is performed behind the teacher and independently, accompanied by sound signals; in a group to the opposite wall of the hall; in a circle behind each other and behind the teacher; with stops at the end of sound signals; in pairs holding hands, on toes, on heels, changing the position of the hands (up, to the sides, to the waist).
Running is performed as shown by the teacher and independently, accompanied by sound signals.
Jumps are performed by demonstration and with the help of a teacher: bouncing on toes in place; bouncing on your toes with little movement; jumping from the bench onto bent legs, holding the teacher’s hand (height 20 - 25 cm).
Crawling is carried out with belay by sound signal; climbing over two gymnastic benches (distance 1.5 - 2 m).
General development exercises:
Exercises without objects. Turns the body left and right; squats with straight arms; bouncing on your toes in place; movement of the hands - twisting, waving, patting; circling in place by stepping with hands on the belt.
Exercises with objects. Exercises with flags and balls. Performed together with an imitation teacher. With flags: simultaneous movement of hands in front - up - to the sides - down; alternate movements up above your head.
Exercises to develop balance are performed by demonstration, with the help of a teacher. Walking along a rope laid like a snake; walking by stepping over the slats of a ladder placed on the floor; head movements - turns, tilts.
Outdoor games are performed by imitating the actions of the teacher and are plotless and plot-based.
Describe what means of physical education the teacher uses.
When working with children, a physical education instructor uses the following tools:
1. Physical exercises: corrective and health-improving gymnastics, breathing exercises, physical education, jogging, massage, exercises for the hands, games and exercises to develop attention. The child’s independent motor activity is taken into account. The effectiveness of solving the problems of physical education is manifested under the condition of a holistic motor regime that meets the age and individual characteristics of the child.
2. Psychological factors: general regime of exercise, rest, nutrition, sleep; hygiene of clothing, shoes, physical equipment, premises, grounds. Safety techniques and stimulation of activity are performed (help, insurance, praise, etc.). This is necessary to create psychophysiological comfort.
3. Ecological and natural factors: hardening (cryomassage, dousing, air baths), walks in the fresh air.
Draw a conclusion about the most effective means of physical education for the comprehensive development of a child.
Important:
Use health-improving and developmental exercises to develop the manipulative function of the hands to develop fine motor skills and speech skills (exercises with various objects (balls, jump ropes, cords, rings, hoops) based on shifting and throwing an object.
Many children with mental retardation have impaired rhythm in performing movements, so it is important to teach them to coordinate their movements with a given rhythm (counting, clapping, music). Musical rhythm helps reduce violent movements, regulates the amplitude and tempo of movements, and creates a joyful mood.
Among the corrective exercises, the most important ones are breathing ones, for relaxation, for developing coordination of movements and balance functions, for correcting posture, walking, and developing rhythm.
Conclusion.
The forms and directions of correctional and developmental work in physical education in each group of preschool educational institutions have their own educational tasks, selection of tools and methodological techniques appropriate to age, conditions of classes.
Despite the fairly diverse forms of physical education, practice shows that the volume and content of existing programs in the Russian Federation do not meet modern requirements for the physical activity of children with mental retardation and need to be reformed. Two or three physical education classes are not enough to ensure children’s physical and social adaptation to independent life.
A promising direction for solving this problem is the introduction of additional forms of physical education into the practice of correctional education. Currently, differentiated programs of additional physical education are being developed, tested, put into practice and give positive results.
Used Books:
1. Preschool pedagogy. A textbook for students of pedagogical institutes majoring in “Pedagogy and Psychology.” Part 1, 2 / V.I. Loginova, P.G. Samorukova; Ed. IN AND. Loginova. – 2nd ed., rev. and additional – M.: Education, 1988. – 270 p.
2. Preschool pedagogy. A textbook for students of pedagogical schools in the specialty “Pedagogy and Psychology.”/ V.I. Yadeshko, F.A. Sokhina. – 2nd ed., rev. and additional – M.: Education, 1986. – 415 p.
3. Ekzhanova E.A., Strebeleva E.A. Corrective and developmental training. – M.: Enlightenment. – 2005.
4. Kozlova S.A., Kulikova T.A. Preschool pedagogy: A textbook for students of secondary pedagogical educational institutions. – 2nd ed., revised and expanded. – M.: Publishing House, 2000. – 416 pp.
5. Nemov R.S. Psychology: textbook for students of pedagogical universities: in 3 books / R.S. Nemov. – 5th ed. – M.: Humanitarian. ed. VLADOS center, 2005. – Book 1. General fundamentals of psychology. – 687 pp.
6. Shishkina V.A. Movement + movements: Book. for a kindergarten teacher garden – M.: Education, 1992. – 96 pages.
Municipal budgetary preschool educational institution of the closed administrative town of Severomorsk "Kindergarten No. 50"
Organization of outdoor games in a preschool educational institution Outdoor play as a means of physical development is of great importance for preschool children. The content of outdoor games includes basic types of movement: walking, running, throwing, climbing, jumping, balance, as well as some special movements to strengthen and develop individual muscle groups. The movements included in the game develop and strengthen the body, improve metabolism, the functional activity of all organs and systems (promote more active breathing, increased blood circulation). Games reinforce movement skills that become more accurate and coordinated; children learn to perform movements in various changing conditions and navigate the environment. A cheerful mood is an essential element of the game and also has a positive effect on the health of children. As a result of systematically conducting games and properly managing them, it is possible to cultivate in children the most important volitional qualities: endurance, the ability to regulate their actions, their behavior, as well as cultivate moral qualities such as courage, determination, and honesty. Games also contribute to intellectual development - ideas about the surrounding reality expand and deepen, attention, memory, and observation skills develop. Features of the content of outdoor games in each age group. Younger group: children have a small horizon, concrete thinking, and unstable attention, so they are offered games with a simple, uncomplicated plot; for example, birds fly and return to their nests, cars drive, stop at the teacher’s signal, and then return to the garage. The movements that are included in the games of children of the younger group are simple and varied - these are mainly basic, vital movements: walking (in the game “On a Level Path”, “Find the Flag”), running (“Sparrows and the Car”), crawling (“ Mother Hen and Chicks"), jumping ("Bunnies in the Meadow"), balance ("Train"). At the same time, all children perform the same movements at the same time (running in the game “Mice and the Cat”, jumping in the game “My Merry, Sounding Ball”). There is no element of competition in the games. The rules of the game are very simple, since at this age the nervous mechanisms for consciously performing actions are just beginning to develop. For example, children, having heard the train whistle, should get into the “cars” or, at the “big bird” signal, run home, etc. Games for the younger group, as for other age groups, include games that are accompanied by words. The text in the game is of great importance. Words are a signal for certain actions, help fulfill the rules, and reveal the content of the game. So, the words “On a level path” help children walk, etc. clarify the content of the game, give children a rhythm for bouncing; at the same time, the last words of the text serve as a signal to run away. Middle group: the content of games includes not only those images and phenomena that children directly see, but also those that children become familiar with in educational activities through stories and pictures (for example, the games “Hunter and Hares”, “Crucian Carp and Pike” ). In the middle group, as in the younger group, games are played in which there is no image, but in the middle group an element of competition is introduced into them, first individual (for example, the game “Who will run to the flag faster”), and then collective (the game “Whose the column (link) will assemble faster." The movements of children in the middle group are more coordinated and subject to the control of consciousness, so games include movements that require endurance and dexterity. In games with running, the distance increases, running at speed is given (“Who will run to the flag faster”); The games include throwing (“The Hunter and the Hares”) and jumping over obstacles (“Across the Stream”). The rules in the games become somewhat more complicated: restrictions on actions are introduced - run away in a certain direction, if caught, move to the side, etc. Demands are being made for more precise implementation of the rules. In some games, a distribution of roles between children is introduced (for example, in the game “Geese - Swans2” there is a shepherd, a wolf and geese). The middle group also plays games accompanied by text. Moreover, the performance of the text can be choral; for example, in the games “At the Bear in the Forest”, “Dashes”, “We are Cheerful Guys”, etc. The text gives rhythm to movement, helps the development of speech in children; the end of the text often serves as a signal to stop actions or to start new movements. Senior preschool age: there is an increase in the number of games in which there are no images, various kinds of “traps”, ball games, etc. are given. The games of children of this age are also built on the basic types of movements - running, jumping, throwing, climbing, but great demands are placed on children in terms of the quality of movements, the correctness and accuracy of their execution. For example, you need to walk in a circle without breaking the shape of the circle, run easily (“Mousetrap”, “Catching Butterflies”). The rules of the games are becoming more complicated. Their implementation requires children to have endurance, concentration, observation, and dexterity. Children of this age have better control of their movements and are more interested in the results of the game, so games with elements of competition and relay race games are justifiably included. Methodology of the game. When including a particular game in the plan, the teacher must know what qualities and skills he can help develop in children or strengthen: in one game running predominates, and in another - throwing, in one - endurance is required from children, and in another agility and etc. When selecting games, it is necessary to take into account the characteristics of children in this group, their interests and preparedness, and the location. The place of the game in the daily routine is also taken into account, for example, at the end of the day, when the children are already tired, the teacher conducts a calmer game. In addition, the time of year and weather conditions are also taken into account. Movements in winter games should alternate with rest to avoid overheating of children and possible subsequent cooling. In the warm season, games are offered that are calmer and with less movement. The game is a mandatory component of the walk. Can be part of morning exercises, physical education classes and leisure activities. At the beginning of the lesson, it is carried out in order to organize a children's team, teach children the ability to place themselves on the site, line up in columns, pairs, and circles. In the main part of the lesson, when the functional activity of the body is most enhanced, a game of high mobility with running, jumping, and climbing is selected. For example, for children of the middle group - “Geese - Swans”, “Hares and a Wolf”, for children of the older group - “Two Frosts”, “Sly Fox”, “Fishermen and Fishes”, etc. At the end of the lesson, when should the body be brought in a relatively calm state, round dancing and sedentary games are played: “Who left?”, “Find where it is hidden”, “Handkerchief”, etc. Organization of conditions for games. It is mandatory to comply with hygienic requirements for the venue, the condition of children’s clothing, temperature conditions, and the degree of fatigue of children.
Instructor for FC MBDOU d\s No. 50 Lavrentieva Maria Ivanovna.
Outdoor games in preschool educational institutions
ORGANIZATION AND METHODS OF SPORTS GAMES
Explanation of the game. The following sequence of explanation is desirable: name the game and its concept, briefly outline the content, emphasize the rules, recall the movements, distribute roles, distribute attributes, place the players on the court, begin game actions. If the game is familiar to children, then instead of explaining it, you need to remember certain important points with them. If the game is complex, then it is not recommended to immediately give a detailed explanation, but it is better to do this: the main thing is explained first, and then all the details as the game progresses. The teacher explains the rules before the game and then asks questions to make sure that all children understand the rules of the game. Children can tell the rules themselves or answer the teacher’s questions before the game.
Guiding the course of the game. The teacher leads the game, watching it from the side. But sometimes the teacher participates in the game if, for example, the conditions of the game require the appropriate number of players. Makes comments to those who have broken the rules, suggests actions to those who are confused, gives signals, encourages children, monitors the actions of children and does not allow static poses (squatting, standing on one leg), regulates physical activity, which should increase gradually.
Summing up the game. The teacher notes those who showed agility, speed, accuracy in hitting the opponent’s goal (court, basket), and followed the rules. Names those who broke the rules. The teacher analyzes how success was achieved in the game. Summing up the game should be done in an interesting and entertaining way. All children must be involved in the discussion of the game. This accustoms them to analyzing their actions and causes a more conscious attitude towards following the rules of the game and movements.
CARD FILE OF SUMMER SPORTS GAMES FOR SENIOR PRESCHOOL CHILDREN
FOOTBALL.
You can play football on any court. Its length is 30-40m, width 15-25m. A middle line is drawn across the site - a center circle through it. The edges of the site are indicated by flags: 4 corners and 2 middle ones. Gate 3-4m. The team consists of 5-7 players, one of them is the captain.
Preparatory exercises
1. Jumping on one leg, roll the ball forward, backward, and to the sides with the sole of the other.
2. The same with turns to the sides and around.
3. Knocking the ball by lifting your leg.
4. Knocking down the pins with a ball from a distance of 2-3 m in a convenient way.
5. Rolling the ball between objects.
6. Rolling the ball with a kick under a bar set at a height of 40-50 cm.
7. Throwing the ball over the bar and kicking it with the lift of the leg.
8. Dribbling the ball while running in a straight direction.
9. Dribbling the ball with a snake.
10. Passing the ball to each other with a kick
Rules of the game
The game is played in 2 halves of 15 minutes each. There is a 10-minute break between them. The game begins with the captains from the center of the field. The players are led by the referee. After a violation of the rules of the game, the ball is transferred from one team to the other team.
You cannot trip, hit the arms or legs, push, or attack the goalkeeper.
TOWNS.
Towns is an ancient folk game, accessible to children in a simplified form. To play it, you need to have bats 50-60 cm long with a cross-section of 5-6 cm, towns 12-20 cm long with a cross-section of 3-4 cm.
On the ground (preferably on a compacted area, draw a square with a side of 1-1.5 m. This is a city. At a distance of 4-6 m from the city, draw a line from which the players throw bats. Another line is drawn between the city and the horse - half- con - at a distance of 3-4 m from the city.
Towns in the form of various figures are placed on the front side of the city. To detain the battalions, a net or fence one meter high is placed outside the city.
Playing technique
It is necessary to teach children 2 types of throw:
1st type of throw is done with the arm bent at the elbow and raised high.
2nd type of throw from the side - with an almost straight hand, without raising the bat to shoulder level.
When throwing with your right hand, place your left foot forward, your right foot one step behind, turning your toe outward.
When swinging, the hand with the bat is transferred back, the weight of the body is transferred to the left leg, and the torso vigorously turns to the left side.
Rules of the game
I. You can play no more than 2 or 3 games.
2. Throw 2 bits in a row.
3. Start throwing bits from the knight, then move to the half-kon if you knock down at least one piece.
4. Know and be able to place up to 5 pieces.
5. The winner is the one who knocks out the most pieces in fewer throws
6. Children must agree on the number of throws and towns themselves.
The participants in the game and those present stand at the back and side, on the side of the free hand.
BADMINTON
For this game it is advisable to have an 8m area. at 3.5 m. If we play through the net, then we stretch it in the middle at a height of 120 cm. You need 2 rackets and a shuttlecock.
Two children stand on opposite sides of the net or playground. The one who has the shuttlecock throws it up and sends it to his partner with a blow of the racket, who returns it. Playing technique The racket handle rests on the base of the palm, the fingers are clenched, and the thumb and index fingers are extended slightly forward and rest on the narrower upper edge of the handle. In order to check the grip, the hand is extended forward so that the head of the racket is located perpendicular to the surface of the court. PLAYER'S POSITION: legs are shoulder-width apart, knees slightly bent, left leg extended half a foot forward, right leg on toe.
Preparatory exercises
- Throwing a shuttlecock up with one hand and catching it in the air.
- Throwing a shuttlecock to each other without letting it fall to the ground.
- Throwing a shuttlecock from one hand to another on the move, while running.
— The child hits the shuttlecock with a racket, standing still, walking, running.
- Direct the shuttlecock with the racket exactly to the target
— Throwing the shuttlecock to the partner’s side without a net, through the net
— Playing in pairs with a teacher
— Children playing with each other at a distance of 4-5 m
Rules of the game
- Hit the shuttlecock with the racket until it falls to the ground. — The one who misses the shuttlecock to the ground the least wins. The game continues until one of the players scores 10-15 points.
BASKETBALL
They play on a court 10 m long and 6 m wide. The side and end lines are marked, and in the center of the site we draw a circle with a diameter of 1.8 m. The backboard and basket are suspended in the middle of the end lines. The upper edge of the basket is located at a height of 2 m. We play with a rubber ball, the diameter of which is 18-20mm.
Playing technique
Stoic: legs slightly bent at the knees, shoulder-width apart,
one leg is placed half a step forward, arms are bent at the elbows, pressed to the body.
Movement is carried out by running in combination with walking, jumping, stopping and turning. We make stops in two steps. We hold the ball at chest level, arms bent, fingers spread wide, elbows down.
We catch the ball with our hands, without pressing it to our chest, moving towards the flying ball, we do not hold the ball, but begin to act quickly with it.
When passing the ball, keep your elbows down and throw the ball at the level of your partner’s chest.
DRIVING THE BALL: the ball does not need to be pushed down, we dribble it forward - from the side, looking forward.
We throw the ball from the chest with 2 hands, while we need to describe a small arc downwards towards ourselves and, straightening our arms up, throw it while straightening our arms.
Preparatory exercises
- Hitting the ball on the floor with one hand and catching it with 2 hands.
-Hit the ball on the floor with your right hand, catch it with your left hand and vice versa, standing still, on the move, in a circle.
- Hitting the ball with each hand, turning in place, moving in different directions, stopping, changing the height of the ball’s rebound.
- Throwing the ball over the net.
-Throwing the ball at a basketball backboard.
-Throwing the ball into the basket in a convenient way, then from the chest.
-Passing the ball to a partner from the chest, from the shoulder with one hand, standing still, while moving.
In movement - exercise children in coordinating their actions with the actions of their partner.
Gaming skills are improved in outdoor games:
“Calling numbers, “Fighting for the ball,” “Ball for the captain,” “Whose team is bigger,” Catch it.”
Rules of the game
1. The game consists of 2 halves of 5 minutes each, with a break between them of 5 minutes.
2. Throw as many balls into the opponent’s basket as possible.
3. For a ball thrown into the basket, 2 points are awarded.
4. The ball can be passed, thrown or dribbled in any direction.
5. The ball received in motion can be dribbled no more than 3 steps.
6. The starting and dropped balls are played from the center of the circle.
7. You cannot dribble the ball with both hands at the same time.
8. It is prohibited to: pull clothes, arm, push.
HOCKEY
Hockey can be played at any time of the year. In spring, summer and autumn, children play with a stick on the grass with a ball, in winter - with a puck.
For the game, a flat area measuring 10 by 20 m is selected, its edge is marked with flags. At the end sides of the site, gates with a width of 1.0 m are designated, and the center of the field is marked. The game involves 2 teams of 5 people. 2 players from each team stand in the center. At the referee’s signal, they play the ball (puck) with their sticks, trying to direct the ball (puck) to one of the players on their team.
Preparatory exercises
-Transfer the club from one hand to the other, raise and lower it.
- Swing, rotate forward and backward, sideways and in front of you. -Roll the ball in front of you, in a straight line, around you, circle objects -Roll the ball (puck) with a stick to each other In pairs in ranks, columns, in a circle, standing still.
— Hit the ball (puck) against the wall, holding and stopping it, hit it repeatedly without a fixed stop
-Do the same while running, walking, while running fast. -Roll the ball into the hole, knock down the pin.
— Throw the ball with a stick over a low obstacle. -Roll the ball into the goal with your stick.
-Standing at the goal, defend it, catch the ball, puck.
Rules of the game
-The game consists of 2 halves of 10 minutes, with a break of 5 minutes. The team that scores the most goals into the goal wins.
— You can only throw the ball (puck) and dribble with a stick. -You cannot push, grab each other with your hands, or argue with the judge.
-The referee in the game is the teacher.
— The referee removes the one who violated the rules from the game.
VOLLEYBALL
For children's volleyball, a 10 by 10 m court is suitable. The volleyball net or cord is stretched at the level of the child's outstretched arms.
The ball is thrown over the net directly or through a pass; it must not touch the net during the serve, but this is acceptable during the game.
Rules of the game
The players’ task is to prevent the ball from touching the ground in their own half, but to pass it so that it falls in the opponent’s half. When serving and passing, the ball must not fly beyond the boundaries of the court; in this case, the point is not counted and the serve goes to the other team. A point is counted if the ball, after flying over the net, touches the ground in the opponent’s half. The game goes up to 5 or 10 points, duration – 15 – 25 minutes (2-3 games)
Preparatory exercises:
1. Hitting the ball with your fingers or palms against a wall at a distance of 1 m from it.
2. The same exercise, but with moving along the wall with an additional step to the right and left.
3. Hitting the ball on the floor with the palms of your hands while standing still.
4. The same exercise, but moving forward.
5. Practicing the technique of direct ball delivery: strike with the right (left - for left-handers) hand - with the heel of the palm or a clenched fist.
6. Passing the ball in pairs, on the spot and moving forward with an extra step.
7. Pass the ball to each other using the top serve (distance 2 m).
8. Throwing the ball to each other over the net.
TENNIS
Children begin learning to play tennis at the age of 5-6 years. Conduct exercises with a ball (throwing the ball at the wall and catching it with one and two hands, throwing and catching, throwing over the net), with a racket (different methods of action), with the ball and racket together (tossing and hitting the ball with a racket, directing it through the net partner, etc.). During the game, each participant performs five serves, playing up to 15 points. Game duration is 20 minutes.
Table tennis is taught in the preparatory group. The player serving the ball slightly throws it with his left hand and hits it with a racket so that the ball, hitting the table, flies over the net without touching it, and hits the table on the receiving side. The players serve the ball in turn 5 times each. The one who showed more dexterity and managed to hit the ball from his half of the table in time gets a point.
The score is kept up to 51 points (the number of innings and the score can change by agreement of the players). The game is considered won if the score is superior by at least 2 points.
First, children learn to hold a racket, perform training exercises: turning their hands left and right, up and down, juggling the racket and the ball (throwing it up, against the floor, against the wall), walking, running with the racket on which the ball lies, trying not to drop it his.
After this, they give exercises on the table: throw the ball with your hand so that it touches the table once; hit and deflect the ball with a racket; hit the ball so that it hits the table several times, etc.
Subsequently, exercises are performed on a table with a net.
Duration of classes in the preparatory group is 25-30 minutes
LITERATURE:
1. V.G. Alyamovskaya, Program “How to Raise a Healthy Child”, Novgorod, 1993.
2. E.N. Vavilova. Develop agility, strength, and endurance in preschoolers. M. Education, 1981
3. E.S.Vilchkovsky. Development of motor function in children. Kyiv: Health, 1983-208p.
4. L.D. Glazyrina Physical education for preschoolers. Older age. – M.: Humanit, ed. Vlados center, 1999 264s.
5. Motor qualities and methods of their development in preschool children. Comp. ON THE. Notkina - St. Petersburg: Education, 1993 - 36 p.
6. Zmanovsky Yu.F. Let's raise children healthy. – M.: Medicine. 1989 - 128 pp.
7. V.A. Muravyov, N.N. Nazarova. Education of physical qualities of preschool children. Toolkit. – M.: Iris-press, 2004 - 112 p.
8. Assessment of the physical and neuropsychic development of preschool children. Comp. N.A.Notkina, L.I. Kazmina, N.N. Boinovich. - St. Petersburg: Aksident, 1999 - 32 p.
9. M.A. Runova. Motor activity of a child in kindergarten. - M.: Mosaic - Synthesis, 2000 - 256 p.
10. T.I. Osokina Physical education in kindergarten. - 3rd ed., revised - M.: Education, 1986. - 304 p.
11. L.V. Yakovleva, R.A. Yudina “Start” program, methodological recommendations - Physical development and health of children 3-7 years old, M
12. A.V. Zherebtsov “Physical Education and Sports”, Moscow, 2005
13. Yu.A. Filipov “Faster, higher, stronger”, Volgograd, 2005.
14. V.A. Pisarov “Sport as recreation and entertainment”, Moscow, 2010
15. Khavin B. All about the Olympic Games. M., 1979.
16. Steinbach V. From Athens to Moscow. M., 1979.
17. Olympic Encyclopedia. M., 1980.
18. Kuhn L. General history of physical culture and sports. M., 1982.
19. Your Olympic textbook. M., 1996.
