The importance of morning exercises in the first junior group of preschool educational institutions
Morning exercises are an element of the daily routine designed to strengthen and maintain the health of children, raise their emotional tone and set them up for further activities.
Goals and objectives of morning exercises for children 1.5–3 years old
The educational goals of morning exercises are universal for preschoolers of any age and boil down to:
- formation, development and improvement of motor skills (for children 1.5–3 years old, this goal is the dominant one, since younger preschoolers are just learning to coordinate their movements, determine the direction of movements of their arms, legs, and torso);
- promoting health (forming correct posture, preventing flat feet, developing a beautiful gait);
- fostering a culture of health (children learn to take care of their health and learn the basics of physical education);
- stimulating interest in sports;
- developing the ability to coordinate one’s actions with the actions of other people;
- nurturing personal qualities (determination, independence, hard work).
Morning exercises create a positive emotional mood in children
To achieve the goals set in the first junior group of a preschool educational institution (DOU), the following tasks are aimed at:
- “awakening” the baby’s body from sleep (even taking into account the fact that preschoolers walk or drive some distance to kindergarten, many of them are in a sleepy state due to early rise);
- activation of the cardiovascular and respiratory systems of the body, organs and channels of perception of the surrounding world (mainly through running and jumping);
- strengthening the musculoskeletal system of children (through repetition of exercises to train the muscles of the shoulder girdle, torso, arms and legs);
- increasing the performance of children (gymnastics helps saturate tissues and organs with oxygen, which means children become more energetic);
- ensuring an organized start to the day (children perform movements together, and all subsequent routine moments in kindergarten also “by inertia” occur harmoniously);
- switching kids to joint activities (even if during the gathering of children in a group the children were playing different games and it was almost impossible to distract them, gymnastics will allow them to switch to a common activity);
- acquaintance with different sports (children not only learn the name, but also correlate the verbal description with the image, try on some sports activities, for example, skates).
Techniques for conducting morning exercises in the first junior group
Like any other activity, morning exercise requires careful selection of how you interact with your work. Traditionally, 4 types of techniques are used.
Verbal techniques
The speech of an adult is of enormous importance for the development of a child. Especially if this concerns children 1.5–3 years old who are just starting to speak. In order for speech development to occur harmoniously, you need to talk to preschoolers, illustrating any action with words.
Explanation
Morning exercises must be explained. At the same time, the teacher tries to select short sentences with understandable words, speak slowly, and clearly pronounce all the words.
The teacher not only explains, but also shows all the actions
Puzzles
This verbal technique, which motivates children to work, requires from them not only a certain amount of knowledge, but also a vocabulary. Therefore, riddles begin to be played out in the second half of the year.
In my practice, I select riddles with rhyming agreements to make it easier for children to guess what is being said. For example, before performing a complex in the form of outdoor games, my children and I solve riddles in which the names of the exercises are encrypted:
- We returned at a late hour. Who greets us at the door? Who wags his tail with happiness and dances on his hind legs, licks his hands, licks his nose? This is our favorite... (Dog) - the game "Shaggy Dog".
- It can go and pour, There is water in the puddles. And not a hare, but a scythe, Sometimes it is torrential, In the fall it is a frequent visitor. Did you guess it? This is... (Rain) - the game "Rain".
- They scraped the bottom of the barrel, swept the barns. And through the forest, without roads, Rolled... (Kolobok) - the game “Kolobok is rolling.”
Poems
In my work, I also use this verbal technique to motivate students. Firstly, children enjoy listening to rhyming lines, and secondly, they quickly understand the essence of the topic. Thus, poems not only attract the attention of children, but also give them an idea of the tasks that will be in morning exercises. For example, if the kids and I are going to do the “Butterfly” story gymnastics, we start by listening to the poem of the same name:
- Amazing flower: Yellow, red patch! And along the edge there is lace. Oh! Head with a mustache! Here are the miracles: This is a beautiful butterfly! Summer beauty We all really like it!
Methodists also highlight sets of exercises that are performed to the accompaniment of poems (songs) that illustrate them - “gymnastics in verse.”
Table: examples of gymnastics in poetry (compiled based on open access materials)
| Title of the poem | Gymnastics move |
| "Matryoshka" | The nesting dolls gathered to play a little. They walked in circles and danced in a round dance. (Walking) Let's run after each other - (Running) These are funny girlfriends! They waved handkerchiefs, (Movements with their hands) They danced merrily, (Squats) They stomped their feet, (Movements according to the text) They clapped their hands. This is what kind of nesting dolls we are: (Tilts) We have red boots, Colorful handkerchiefs, (Blow on handkerchiefs) Satin ribbons. (Breathing exercise). |
| "Winter" | Children, line up in order for a fun exercise. To stretch our legs, we will walk along the path. And the path is not easy, It carries us along. (Walking) It’s frosty outside. To keep your nose from freezing, you need to stomp your feet (Stomp) and clap your palms. (Clap) Along the path, along the path We gallop on our right leg. And along the same path we gallop on our left leg. (They jump) We'll all go skiing, we'll climb the hill. Sticks will help us walk, The road will be easy for us. (They walk with long strides) And there are snowdrifts all around, the roads are covered with snow. Don’t get stuck in the field so that we raise our legs higher. (Hands on the belt, raise the knees) Let's run along the path, Let's run to the lawn. White flakes are flying, It has become colder. Only, winter-winter, you didn’t scare the guys. (Running) Snowflakes are falling from the sky, Like in a fairy-tale picture. We'll catch them with our hands and show them at home to mom. (Walking, clapping hands above your head) On the fluffy snow We started a game. You are a snowball and I am a snowball, stand in a circle, my friend. |
| "Palms" | Show me your palms and clap a little: Clap-clap-clap, Clap-clap-clap. Now look at me, (Make any movement) Repeat everything exactly. One-two-three, one-two-three. Now let’s show our legs and stomp a little. Top-top-top, Top-top-top. Show me your arms and legs, play with them a little. (Random movements of arms and legs) One-two-three, one-two-three. |
Video: morning exercises in the first junior group to a song
Short stories
I come up with such stories on the topic myself. From time to time, children need to be reminded of the importance of doing gymnastics, so one of the fairy tales could be like this: “Once upon a time there were two little men - Hilyachok and Fatty. One kept being capricious and didn’t want to eat anything, and the other did nothing but chew and never went far from home. One day they were sitting in the yard, and suddenly they saw a mischievous boy coming - Big Guy. They began to ask him why he was so happy and happy. And the big guy told them that he loves physical education, does morning exercises, eats cereals, vegetables and fruits. Then Hilyachok and Fatty began to take care of their health, doing physical exercise every morning and eating right. And within a month they became cheerful and joyful boys.”
When inventing fairy tales, you need to consider that:
- they should not be too long, otherwise children will be distracted from gymnastics;
- character names should be memorable;
- If possible, you need to select pictures to match the plot.
Fairy tales can be told from the perspective of a character who performs gymnastics
Visual techniques
Preschoolers perceive the world primarily through images. Therefore, visibility should accompany any type of activity of children. And morning exercises are no exception.
When working with my students I use:
- pictures depicting exercise characters - cats, dogs, bear cubs, etc.;
- illustrations of the order in which all elements of gymnastics are performed (for example, children running, jumping or the progress of work on the exercise “The bun is rolling”);
- demonstration (for the first younger group this is a demonstration of all the movements by the teacher or watching a video where gymnastics is performed by children’s peers).
Practical techniques
These types of work include types of creative activity:
- drawings;
- crafts;
- applications.
These techniques in the first junior group are reflective in nature: this is how children show their impressions of gymnastics. For example, after completing the “Let’s Rattle a Rattle” set of story-based gymnastics, the guys and I make an applique from blank rattles for the Tanyushka doll.
Performing applications, in addition to developing creative abilities, helps children remember the exercises
Gaming techniques
Play, as the main activity of preschoolers, provides a kind of framework for working on physical exercises. In morning exercises, outdoor games with theatrical elements are actively used.
Table: card index of outdoor games for morning exercises (compiled based on open access materials)
| Skill to be practiced | Name of the game | Tasks | Progress of the game |
| Run | “Sun and Rain” (“Rain”, “Sunny Bunnies”) |
| Children squat down behind the line designated by the teacher. The teacher says: “The sun is in the sky! You can go for a walk." Children are running around the playground. To the signal “Rain! Hurry home! run behind the marked line and squat down. The teacher says again: “Sunny! Go for a walk." The game repeats itself. |
| "Run to me" |
| Children stand on one side of the hall, so as not to disturb each other. The teacher stands on the opposite side. He says: “Run to me, everyone, everyone, run to me!” The children run to the teacher, who greets them warmly, spreading his arms wide to the sides, and pretends that he wants to hug all the children. After the children gather around the teacher, he goes to the other side of the playground and again says: “Run to me!” Before the start of the game, the teacher reminds that you can run only after the words “Run to me!”, You cannot push and interfere with each other. | |
| Orientation in space | "Shaggy Dog" |
| Children stand on one side of the playground. One child on the opposite side portrays a “dog”. The children quietly approach him, and the teacher at this time says:
Children approach the "dog". As soon as the teacher finishes reading the poem, the “dog” jumps up and “barks” loudly. The children run away, the “dog” tries to catch someone. When all the children hide, the “dog” returns to its place. |
| Development of balance | "Carousels" |
| The teacher invites the children to ride the carousel. Holds a hoop in his hands (being in the middle of the hoop) with multi-colored ribbons tied to it. Children take hold of the ribbons, the teacher moves with the hoop. Children walk and then run in a circle. The teacher says:
The children stop. |
| Strengthening the muscles of the trunk, spine, arch of the foot | "Kolobok is rolling" |
| Children pretend to be koloboks: they lie down on the carpet, straighten their legs and arms, and roll first in one direction, then in the other. At first, the adult helps the child, as if turning him over, saying: “Here comes Kolobok.” Rolling, rolling, can’t catch up with him.” Then the children roll themselves. |
| Formation of imitation skills | "Bubble" |
| Children and an adult stand in a circle. The teacher says:
Children, gradually moving back, expand the circle. When they hear the words “The bubble burst,” children lower their hands and pronounce the sound “sh-sh-sh.” |
| Agility development | "Frogs" |
| On one side of the hall there is a cord on the floor - this is a “swamp”. The “frog” children stand on the other side of the hall in one line on the starting line. The teacher says: “Here are the frogs jumping along the path with their legs outstretched, qua-kwa, kwa-kwa-kwa, jumping with their legs outstretched.” Children perform jumps on two legs in accordance with the rhythm of the poem, moving forward (about 16 jumps) to the “swamp”, and jump over the cord, saying: “Plop!” After a pause, the game exercise is repeated. |
| Formation of climbing skill | "Monkeys" | Exercise children in climbing a gymnastic wall. | The teacher invites the children, one or two at a time, to approach the gymnastics wall, stand facing it and climb 3-4 slats. These are monkeys. The rest of the children sit or stand and watch the monkeys pick fruit from the trees. Then other monkeys climb up the trees. |
| Development of attention | "Checkbox" | Teach children to stand in a circle and perform actions while singing along to a song | Children stand in a circle, in the middle of the circle there is a flag. The kids walk in a circle and say the text. The child comes out according to the text, picks up the flag, waves it and puts it back. Then the game continues.
|
This is interesting. Some morning complexes also include 1-2 exercises of finger games and/or breathing exercises.
CHILDHOOD GUIDE
From the experience of the “Morning exercise complex” for children in the nursery group
Mosienko Elena Yuryevna, teacher of MKDOU No. 16, Novosibirsk
September “Cockerel, cockerel” 1. Children and their teacher walk around the playground. The teacher sings a song: Cockerel, cockerel Golden comb, walks around the yard, calling the chickens. The chickens are calling: “Ko-ko-ko, Crested hens, Run without looking back. The cockerel found a grain for you.” When the children say “run without looking back,” they run after the teacher. 2. Run at an average pace - 30 seconds. Transition to walking. 3. Outdoor game in a circle “Inflate, bubble”: Inflate, bubble, inflate big, Stay like that, Don’t burst.
October “Fast horses” 1. Teacher: Today you are not just kids, you are fast horses. Children walk around the playground pretending to be horses. The movements are accompanied by the text: I love my horse, I will comb its fur smoothly, I will smooth its tail with a comb, and I will go on horseback to visit. You, my horse, are like fire! You knock your hooves, you scream loudly “yoke-go”, you hit the floor hard with your foot (Children run scattered around the playground for 45 seconds. The pace is average). And you shake your head! I want to ride you and I gallop, gallop, gallop! (They start walking). We are tired. Let's rest. And we'll drink some water. Let's eat some fragrant hay. Let's get up quietly and go to sleep. (Stop) 2. Final walk. 3. Outdoor game “Red boots are walking along the path.”
November Complex 1. “Sparrows” 1. “Sparrows” Birds are sitting in their nests and looking out into the street. They want to take a walk and fly quietly. They flew and flew and sat on the branches. The feathers were cleaned and the tail was shaken. They flew again. They sat down on the path, jumped, chirped, and pecked at the grains. (Children, squatting, turn their heads, stand up, run, waving their arms to the right and left. The pace is average. They sit on benches, rub their shoulders with their hands, twist their butts. They “fly” (run) again. They squat down, turn their heads to the right - to the left, imitate the actions of chicks). 2. Walking (30 seconds). 3. Outdoor game “Vanya is walking.” 4. Breathing exercises and relaxation.
Complex 2 “We are chickens” 1. “We are chickens” Crested hens were walking around the yard. Crested hens were looking for grains. The chicken went out for a walk and nibbled some fresh grass. And behind her are the boys, the Yellow Chicks. “Ko-ko-ko, ko-ko-ko, Don’t walk far, Row with your paws, Look for grains.” They ate a fat beetle, an earthworm, and drank a trough full of water. We need to find a grain. You run and look. As soon as the rain suddenly begins to pour, the comb will wet our comb. Mother the hen calls, takes everyone under her wing. (Children, together with the teacher, perform the movements of the hen and chicks according to the text). 2. Walk for 30 seconds. 3. Outdoor game “Sun and Rain”. 4. Relaxation.
December Complex 1 “The gray bunny is sitting” 1. “The gray bunny” The gray bunny is sitting and moving its ears. Like this, like this, He moves his ears. (The children crouched down and moved their raised hands.) It's cold for the bunny to sit, I need to warm my little paws. (The children crouched down and moved their raised hands.) Clap-clap, clap-clap - We need to warm up our little paws. (They stand up and clap their hands.) It's cold for the bunny to stand, the bunny needs to jump. Skok-skok, skok-skok (Children jump in place on both legs. The pace is average). The bunny needs to jump. Someone (a bear, a fox, a wolf) scared the bunny. The bunny jumped and galloped away! 2. Walking (30 seconds). 3. Outdoor game “Cat and Mice”. 4. Breathing exercises or relaxation.
Complex 2 “Kittens” 1. “Kittens” Like our cat The guys have grown up, The guys have grown up, Fluffy kittens. They arch their backs and play with their tails. And on their paws there are sharp scratches, long mustaches, and green eyes. (Children imitate the actions of kittens: they hump their backs and hiss. They stand on their knees, stretch their arms forward and move their fingers, clench and unclench their fists. They love to wash themselves, scratch their ears with their paws and lick their tummy. They lie down on their side (Imitate washing, scratch behind the ears, “ lick the tummy, bend the back). exercise and relaxation.
January Complex 1 “Snowflakes” 1. Breathing exercises. 2. “Snowflakes” A little white snow fell, it became brighter everywhere. We sculpt, we sculpt snowballs deftly and skillfully. It's very fun now. Let's dance with snowballs. Look at us, at our fun. (Children jump on two legs, spin, make “flashlights” with their hands, half-squat, run in different directions). We invite everyone to play with us. Let's run quickly and quickly - no one will catch us. 3. Walking (30 seconds). 4. Outdoor game “Blow up, bubble.” 5. Relaxation.
Complex 2 “Bear” 1. “The branches are swinging” Children raise their arms up and sway from side to side. 2. “Bear” The bunny was walking through the forest, and the bear was sleeping in the den. The bunny ran closer and called the bunnies to him. The bear heard it and started roaring: “Who dares to make such noise here?” (Children jump. The teacher imitates the actions of a bear, calls the children to him and shakes his finger. Repeats the last phrase). Bear, don’t scare us, play with us; With your paws, clap-clap, with your little feet, stomp-stomp. We put out our legs in little white boots, waving our tails, (Children clap their hands, stomp their feet, alternately put one or the other leg forward, dance). We all dance merrily. The bear waved to the bunnies and ran into the den. 3. Walking (30 seconds). 4. Outdoor game “Shaggy Dog”. 5. Relaxation.
February Complex 1 “Tumblers” 1. “Tumblers”. We are cuties, Tumbler Dolls, Tumbler Dolls, Bright Shirts. We don’t sleep and don’t sit, And we don’t want to go to bed. (Movements according to the text). 2. Walking (30 seconds). 3. Outdoor game “Cat and Mice”. 4. Relaxation.
Complex 2 “Squirrels” 1. Breathing exercises. 2. “Squirrels” Red squirrels jump along the branches (Movements according to the text). Fluffy tails flash here and there. Little squirrels froze in the snow. How to warm their little paws in a winter snowstorm? The paw hits the paw, quickly and quickly warms it up. Jump and jump, jump and jump, And we will curl up into a ball. 3. Walking (30 seconds). 4. Outdoor game “Cat and Mice”. 5. Relaxation
March Complex 1 “Our legs” 1. Breathing exercises. 2. “Our feet” Our feet walk along a level path. Our legs are walking (Children walk one after another, put out their legs, make a “spring”). They don't get tired at all. The kids will dance and wave their arms (they make “lanterns” with their hands, spin around, squat). They will spin around in place, sit down, and rest. 3. Walking (30 seconds). 4. Outdoor game “Crested Hen”. 5. Relaxation.
Complex 2 “Catch the ball” 1. Breathing exercises. 2. “Catch the ball” My cheerful, ringing ball (Children jump on two legs in one place). Where did you run off to? (They run around the room, imitating a game with a ball). Yellow, Red, Blue, Can't Keep Up With You! 3. Walking (30 seconds). 4. Outdoor game “Beads”. 5. Relaxation
April Complex 1 “Ladushki” 1. Breathing exercises. 2. “Ladushki” Ladushki, ladushki, Where were you? (Children clap their hands, turning left and right). By Grandma. What did you eat? Porridge. What did you drink? Mash, sat on the head. They drank and ate (They wave their arms like wings, put their hands on their heads). We flew home. 3. Walking (30 seconds). 4. Outdoor game “Mice in the pantry”. 5. Relaxation.
Complex 2 “Magpie” 1. Breathing exercises. 2. “Magpie” (exercise for hands) Magpie, magpie, Where was it? (Children move the index finger of one hand over the palm of the other). Far. She cooked porridge and fed the children. This one was given porridge, This one was given jelly (Bend one finger of the other hand with one hand). This one needs sour cream. This one gets some candy. But she didn’t give it to this one: You didn’t chop wood (They threaten with the index finger of both hands). I didn’t carry water, I didn’t cook porridge. 3. Walking (30 seconds). 4. Outdoor game “Catch the ball”. 5. Relaxation.
May Complex 1 “Teddy Bear” 1. Breathing exercises. 2. Exercises for the hands. The fingers of both hands touch at the tips. In this position we blow on them. The fingers take the shape of a ball. The air comes out and the fingers return to their original position. 3. “Teddy Bear” Teddy bear (Children waddle from foot to foot). Walking through the forest. (They squat, pretending to collect pine cones.) Collects cones, sings songs. The cone bounced straight into the bear's forehead. (They touch their forehead with their palm.) The bear got angry and stamped his foot! (They stamp their feet). 4. Outdoor game “Sun and Rain”. 5. Relaxation.
Complex 2 “Boat” 1. Breathing exercises.
2. “Boat” (Set of exercises for the hands). The boat floats on the river, rings go along the water. (The palms are pressed against each other by the ribs, the thumbs are pressed closely to the palms). “Fish” The fish swims in the water, The fish has fun frolicking. (The position of the palms is the same. Winding movements with the hands). 3. Walking (30 seconds). 4. Outdoor game “Planes”. 5. Relaxation. Complexes of morning gymnastics The role of ground gymnastics for choreography About morning gymnastics Summary of a morning health walk >
Conducting morning exercises in the first junior group of kindergarten
When compiling a set of morning exercises, the teacher is guided, first of all, by ensuring that children have the opportunity to develop comprehensively, that is, different types of movements are selected. In addition, all the characters' lines, if any are implied by a specific type of gymnastics, are illustrated with movements.
It is advisable to include a variety of exercises in one gymnastics complex.
Table: card index of morning exercise complexes in the first junior group
| Name of the complex | Progress of the exercise | Accompanying words |
| "Watch" |
| “Show me how the clock goes. Tick-tock, tick-tock." |
| “The clock is ringing - bom-bom-bom.” | |
| “The watch is broken, we need to fix it with a special hammer.” | |
| Repeat the first exercise. | “So our watch started working again - tick-tock, tick-tock.” | |
| “Now we need to hang the clock higher on the wall.” | |
| “Now let’s show how quickly time flies.” | |
| "Turnip" | They go one after another. | “One grandfather and his wife and grandmother had a vegetable garden.” |
| They move on the outside of the foot. | “Once my grandfather went to plant turnips.” | |
| They jump forward, raising their arms. | “The weather is just fine, sunny, the birds are singing.” | |
| They walk on their toes, swinging their arms. | “Suddenly it started to rain.” | |
| They run with their hands clasped above their heads in a “house”. | “Grandfather ran home.” | |
| “Grandfather was going to plant a turnip, but he couldn’t find a shovel.” | |
| “The turnip became big, simply huge. Grandfather wanted to get it out of the ground, but he couldn’t.” | |
| “The grandfather began to call for helpers: grandmother, granddaughter, dog Zhuchka, cat Murka and, finally, mouse.” | |
| “So we pulled out a turnip!” | |
| “They all went home, ate, and then the helpers ran to their homes.” | |
| "Let's rattle the rattle" |
| "Let's rattle some rattles." |
| “Now let’s get the rattles.” | |
| Calm walking. | ||
Practicing a set of morning exercises is organized in 3 stages.
Table: timing of stages of morning exercises
| Stage | Goals | Types of exercises | Time |
| Introductory |
|
| 1–2 minutes |
| Basic |
|
| 2–3 minutes |
| Final | Restoring blood pressure and pulse. |
| 0.5–1 minute |
This is interesting. One complex can use 2-3 types of exercises from each stage.
When allocating time for each stage, you need to make allowances for the pace at which children perform the exercises.
Table: example of a summary of morning exercises in the first junior group (fragment)
| Author | Aleshina M., teacher of MBDOU D/s No. 42 “Solnyshko”, Zavolzhye, Nizhny Novgorod region. |
| Introductory stage | The teacher brings a bear cub into the group. Reads a quatrain, addressing the children:
The little bear invites the children to play with him.
|
| Main part | <… “Big bear, small bear cub.” Starting position (IP): Standing, arms down along the body. V.: We understand the hands, we will show how big Mishka is. That's what it is! We give up. This is Mishka's little teddy bear. We do it 3 times. "The bear is dancing." I. p.: Standing, arms down along the body. V.: Let’s show how Mishka dances. He leaned one way and the other, that’s how cheerful Mishka is. Do it 3 times...> |
| The final stage | <… The little bear invites the guys to walk in a circle:
Mishka praises the children:
|
| Quote from: https://www.maam.ru/detskijsad/provedenie-utrenei-gimnastiki-v-pervoi-mladshei-grupe-gimnastika-s-mishkoi.html | |
Video: morning exercises in the first junior group with a doll character
Complexes of general developmental exercises
Outdoor switchgear complexes for students in grades 5-7
Outdoor switchgear complex at site No. 1
1.I.p–O.s.
1- arms to the sides, 2- arms up, 3- arms to the sides, 4- I.p.
2. I.p. - stand, legs together, arms locked in front of the chest. 1 – straighten your arms forward, 2 – I.p. 3 – straighten your arms up, 4 – I.p.
3. I.p. - right hand at the top, left hand at the bottom. 1.2 - moving straight arms back, with a change of position, 3.4 - the same left at the top.
4. I.p. - stand, feet together, hands to shoulders. 1-4 - opposite circular
rotations with arms in one direction, 5-8 – opposite circular rotations with arms in the other direction.
5. I.p. - stand, legs apart, hands in front of the chest in a lock. 1,2 – turns the body to the right, 3.4 – turns the body to the left.
6. I.p. - stand, legs apart, hands on the belt 1,2 - bends to the right, 3,4 - bends to the left.
7. I.p. - stand, legs apart, hands on the belt. 1,2,3 – forward bends, 4 – I.p.
8. I.p. - stand, legs apart, arms to the sides. 1- bend forward with a turn to the right, touching the left leg with the right hand. 2- I.p. 3- bend forward with a turn to the left, touching the right leg with the left hand. 4 – I.p.
9. IP - squat on the right leg, left straight to the side. 1-3 - lean forward to a straight leg, 4 - shift the center of gravity to the left leg.
10. I.p. - lunge forward with the right leg, hands behind the back, back straight. 1-3 - springy swaying, 4 - changing the position of the legs with a jump.
11.I.p.-stand, legs apart, arms forward, slightly to the sides. 1- swing with the right leg to the left leg, 2 – I.P., 3 – swing with the left leg to the right leg, 4 – I.P.
12.I.p. - stand with legs apart, hands down. 1.3 - jump, clap overhead, 2.4 - jump, hands to the starting position.
Outdoor switchgear complex No. 1
1. I. p. - o. s., on the count of 1 - 2 - 3 - 4 arms to the sides, up, forward, down. 4 times.
2. I. p. - legs apart, arms to the sides. 1 - bend forward, clap your palms behind your left knee, exhale; 2 - i. p., inhale; 3 - bend forward, clap behind the right knee, exhale; 4 - i. p., inhale. 4 times.
3. I. p. - the same. 1 — hands on the belt, turn to the right; 2 - i. P.; 3 - 4 - the same to the left. 4 times.
4. I. p. - o. p., I - sit down, hands on knees, exhale; 2 - i. P.; 3 - sit down, clasp your knees with your hands, exhale; 4 - i. p., inhale 4 times.
5. I. p. - lying on your back, arms along the body. 1 - raise your legs bent at the knees; 2 - straighten; 3 - bend; 4 - i. item 4 times.
6. I. p. - lying on your back, legs bent at the knees, raise. 1 - 4 - circular movements of the legs forward (“bicycle”); 5-8 - the same, rotating your legs towards yourself. 3 times.
7. I. p. - lying on your back, place your palms on your stomach in the hypochondrium area. 1 - 3 - exhale, lightly pressing your palms on your stomach; 4 - pause; 5 - 7 - inhale, sticking out your stomach; 7 - pause. 3
8. I. p. - legs apart, arms at the waist, 1 - tilt to the left, arms up; 2-3 - the same to the right. 4 times.
9. I. p. - o. p., hands on the belt, raise the right leg, bent at the knee; 2 - i. P.; 3-4 - the same with the other leg. 4 times.
10. I. p. - o. With. 1 - bend forward, relax the arm muscles; 2 - straighten up, arms up; 3 - lean forward, relaxing the muscles, “drop” your arms, let them swing freely; 4 - i. p. 4 times.
Outdoor switchgear complex on site (in columns) No. 1
I.p. – standing in columns, hands on the shoulders of the person in front. 1- arms to the sides, 2.4 - IP, 3- arms up.
I.p. – standing in columns, hands on the shoulders of the person in front. 1-3 abduction of straight arms back, 4 –I.p
I.p. - standing in ranks, holding hands, hands down. 1- arms up, right leg back on the toe, 2.4- IP, 3- arms up, left leg back on the toe.
I.p. - standing in ranks, holding hands, hands down. 1-3 bend forward, move your arms back, 4-I.p.
I.p. - standing in ranks, holding hands, hands down. 1 - arms up, bend over, 2 - bend forward, 3 - squat, 4 - stand up.
I.p. – standing in ranks, hands on the shoulders of the person standing next to you. 10 forward bends at your own expense.
I.p. – standing in columns, hands on the shoulders of the person in front. 1.2 – tilt to the right, 3.4 – tilt to the left.
I.p. – standing in columns, hands on the shoulders of the person in front. 1 – lunge to the right, 2.4 – I.p., 3 – lunge to the left.
I.p. -standing in ranks, holding hands, hands down. 1 – lunge forward with the right leg, arms forward, 2.4 – IP, 3 – lunge forward with the left leg.
I.p. – standing in ranks, lunge with your right foot forward, hands on the shoulders of the person standing next to you. 20 jumps with changing the position of the legs in a lunge, at your own expense.
I.p. – standing in ranks, hands on the shoulders of the person standing next to you. 12 squats at your own expense.
I.p. - standing in ranks, holding hands, hands down. 1-3 – jumps in place, 4 – turn 90, 180 degrees.
Outdoor switchgear complex in motion No. 2
1
.
I.p. - hands in front of the chest in a lock. 1- hands forward; 2- i.p.; 3- walking on toes, arms up; 4-i.p. 2.
I.p. - right at the top.
For each count, change hand positions. 3.
I.p. - hands in front of the chest.
1-2 - moving bent arms back; 3- moving straight arms back; 4-i.p. 4.
I.p. - hands to shoulders.
1-4 - four forward circular movements; 5-8 - also back. 5.
I.p. - arms to the sides.
1-4 - four circular movements of the arms forward with jumps; 5-8 - also back. 6.
I.p. - hands in front of the chest in a lock.
Walking in lunges with the torso turning towards the front leg. 7.
For each step, lean towards the leg in front.
8.
1-4 - arms through the sides up - inhale; 5-8 - arms through the sides down - exhale.
ORU complex with balls No. 3
1. I. p. - deep squat, ball in hands on the floor. 1-2 - stand up, ball up, right leg back on toe, stretch, inhale; 3-4 - and. p., exhale. The same, but with the left leg back. 6-8 times.
2. I. p. - wide stance, arms to the sides, ball in the right hand. 1 - turn the body to the right, put the ball in the left hand, exhale; 2 - turn the body in i. p., left hand with the ball to the side, inhale; 3-4 - the same, but turn left. 8-10 times.
3. I. l.—stand with feet together, ball in hands below. 1-3 - lean forward and roll the ball on the floor around your feet, exhale; 4 - take the ball, return to i. p., inhale. Perform with straight legs. Roll the ball in a closed circle once to the left, another time to the right. 6-8 times in each direction.
4. I. p. - stand with your feet together, the ball in your hands below. 1 - arc the ball up to the left and tilt the torso to the right, right leg to the side on the toe, exhale; 2—straighten up, place your right leg, arc the ball down to the left, inhale; 3—4—the same way in the other direction. Perform in unison, do not hold the ball below. 8-10 times.
5. I. p. - lying on your back, the ball between your feet. 1-2 - raise straight legs with the ball forward, inhale; 3-4 - exhale. In the future, the exercise can be somewhat accelerated by doing all movements in two counts. 12-15 times.
6. I. p. - stand with your feet together, straight arms with the ball forward. Spread your arms, release the ball, quickly squat down and, without letting the ball fall to the floor, catch it with both hands below. The width of the arm extension should be gradually increased. 6-8 times.
7. Breathing exercise. 3-4 times.
8. I. p.—feet width apart, ball at the shoulder on the palm of the bent arm. Throwing the ball up and catching it with both hands. 8-10 times with each hand. Walking in place or moving forward, hitting the ball on the floor with your left hand and catching it with your right and vice versa. Breathing is uniform (20-30 s).
Outdoor switchgear complex in pairs No. 4
1. I.p. – standing with your back to each other, holding hands, hands down.
1- arms to the sides, 2- arms up, stand on your toes, 3- arms to the sides, lower on your heels, 4- i.p.
2. I.p. – standing with your back to each other, holding hands, arms up. 1.3 - the first partner performs a forward bend. 2.4 – the second partner performs a tilt.
3. I.p. - standing with your back to each other, holding hands. 1.3 – the first partner performs a forward bend, 2.4 – the second partner performs a forward bend.
4. I.p. - standing with your back to each other, holding hands, arms up. 1,3 - tilt to the right, 2,4 - tilt to the left.
5.I.p. - standing in a tilted position facing each other, legs apart, hands on the partner’s shoulders. Bend forward with the help of a partner.
6.I.p. - standing facing each other, holding hands, hands down.
Circular rotations with turns.
7.I.p. - standing in a tilted position facing each other, legs together, hands on the partner’s shoulders. Bend forward with the help of a partner.
8.I.p. - standing facing each other, holding the partner’s forearms.
Circular rotations with turns.
9.I.p. - standing in a tilted position facing each other, legs in a wide stance, arms to the sides, clasped.
Turns the body to the right, left.
10.I.p. - standing facing each other, holding your partner’s elbows.
Circular rotations with turns.
11.I.p. - standing with your back to each other, holding hands, hands up. 1, 3 – lunge forward with the right leg, 2.4 – lunge forward with the left leg.
12.I.p. - squat on the right, left to the side, facing each other, holding hands.
Shifting the center of gravity from one side to the other.
13.I.p. - the right (left) hand of one partner in the hand of the second.
Turns simulating throwing a ball, with a step with the left (right) foot in the direction of throwing.
Outdoor switchgear complex with skipping ropes No. 5
- I. p. - o. s, jump rope, folded in four, below. 1-2
- pulling the rope, arms up, stretch - inhale;
3-4
- and. p. - exhale. - I. p. - o. c, on a rope folded in half, hold by the free ends. 1-2
- squat, pulling the rope forward - inhale;
3-4
- and. p. - exhale. - I. p. - stand with legs apart on the rope, arms forward, rope taut. 1-2
- moving your arms to the sides, bending forward - exhale;
3-4
- and. n. - inhale. - I. p. - o. s, jump rope, folded in four, below. 1-4
— step over the rope with your left and right feet alternately, straighten up, jump rope behind you;
5-8 -
step back to i. P. - I. p. - wide stance with legs apart, jump rope folded in half at the bottom. 1 —
lifting the rope forward - to the sides and pulling it, turning the body to the right - inhale;
2
- i. p. - exhale. - I. p. - o. s, jump rope behind. Jumps on two, rotating the rope forward (40-50 jumps).
Outdoor switchgear complex with skipping ropes No. 5
- I. p. - stand with legs apart, jump rope folded in half at the bottom. 1-2 —
pulling the rope, arch your arms upward -
to
the sides, bend - inhale;
3-4
- and.
p. - exhale.
I. p. - stand with legs apart on a jump rope, the ends of the rope are twisted into your arms. 1-2
- deep squat, arms to the sides - exhale;
3-4
- and. n. - inhale. Squat on your entire foot, with your torso vertical.
- I. p. - legs apart, jump rope folded in four, lower back. 1
- bend forward, stretch the rope backward;
2 -
i. P. - I. p. - o. c, a jump rope folded in four upwards. 1
- swing the right one, jump rope forward, touch the toe of the foot with the rope;
2
- i.
P.; 3-4
- the same with the left foot. - I. p. - o.s. legs apart, jump rope folded in four behind the head. 1
- turn the body to the right;
2
- i.
P.; 3-4
- the same to the left. - I. p. - o. s, jump rope below at the back. Run in place, rotating the rope forward, stepping alternately with your right and left foot (60-70 jumps).
Outdoor switchgear complex with skipping ropes No. 5
- I. p. - o. s, jump rope, folded in four, behind the head. 1-2
- pulling the rope, arms up, bend over - inhale;
3-4
- and. p. - exhale. - I. p. - o. s, jump rope, folded in four, below. 1
- squat, grab your shins with a jump rope;
2
- with the effort of your hands, tilt your torso towards your knees, tilt your head - exhale;
3-4
- and. n. - inhale. - I. p. - the same. 1
- putting your left leg back and bending your right - lunge, jump rope on your knee;
2-3 -
springy swings in a lunge;
4
- i.
P.; 5-8 -
the same with the right foot.
- I. p. - o. s, jump rope, folded in half, below. 1
- bend over and stand on the rope;
2-3 -
pulling the rope, springing bends towards straight legs;
4
- i. n. Try to touch your straightened knees with your head. - I. p. - gray hair, jump rope folded in four, on knees. 1-4
- bending your legs, swinging your legs into a squat position;
5-8
- swing back. - I. p. - o. s, a jump rope, folded in four, around the neck. 1-2
- pulling the rope, arms up, right leg to the side on the toe, tilt to the right - inhale;
3-4
- and.
n. - exhale; 5-8
- the same to the left. - I. p. - o. s, jump rope in front. Jump on two, rotating the rope backwards.
Outdoor switchgear complex with gymnastic stick No. 6
1. I. p. - stand with your feet together, stick below. 1-2—stick up, rise on your toes and stretch, inhale; 3-4 - and. p., exhale. 6-8 times.
2. I. p. - stand with legs apart, stick below. 1 - bend forward, touch the floor with your hands, exhale; 2—i. p., inhale. When bending, the legs are straight, the task is complicated by changing the width of the grip. 12-15 times.
3. I. p. - stand with legs apart, stick in front, grip wider than shoulders. 1 - turn the body to the right; 2—i. P.; 3-4 - the same to the left. When turning, secure the shoulder girdle, do not move your legs. Breathing is uniform. 10-12 times.
4. I. p. - stand with your feet together, stick below. 1-4 - lifting the stick forward, sit on the floor and stretch your legs; 5-8—stand up without touching the floor with your hands and stick. 10-15 times.
5. I. p. - stand with your feet together, the stick horizontally at the top. 1—right leg to the side on the toe, tilt to the right; 2 - i. P.; 3-4 - the same to the left. When bending, exhale; when straightening, inhale. 10-12 times.
6. I. p. - lying on your chest, stick at the top (hands rest freely on the floor). 1 - 2 - bend over, raising the stick higher, inhale; 3-4 - and. p., exhale. The grip width can be changed by gradually reducing the distance between the hands. 6-8 times.
7. I. p. - lying on your back, stick below, grip shoulder-width apart. 1-2 - bending your leg forward, move it between your hands and the stick, straighten it and lower it down (stick between your legs); 3-4 - and. n. Perform the exercise alternately with the left and right foot. Breathing is arbitrary, do not hold. 10-12 times.
8. I. p. - o. s., stick on the floor to the right. Sideways jumps over a stick, alternating them with one intermediate jump in place. Jump softly, on your toes. Do jumping over the stick higher, helping with the movement of your hands. Breathing is uniform. After jumping, go to walking (20-30 sec).
Open switchgear complex with hoop No. 7
1. I. p.—o. p., keep the hoop down, 1 - raise the hoop forward, look into it; 2—i. p. 6-8 times.
2. I. p. - legs apart, hold the hoop at the chest with bent arms. 1 - turn to the left, straighten your arms, move the hoop to the left; 2 - i. P.; 3-4 - the same in the other direction. 6-8 times.
3. I. p. - legs apart, leave the hoop in front of you. 1—lean forward, put the hoop on the floor, exhale; 2—straighten up, inhale; 3 - bend forward, take the hoop; 4 -i. p. 6-8 times.
4. I. p. - o. p., keep the hoop down, from the inside. 1 - hoop up; 2 - lower the hoop behind your back; 3 - lift up, 4 - and. p. 6-8 times.
5. I. p. - o. s., keep the hoop in front. 1— lowering the hoop down and back, step your left foot inside the hoop; 2 - step over with the right; 8 - lowering the hoop down and forward, step back out of the hoop with your left foot; 4 - the same on the right. 4-6 times.
6. I. p - legs apart, hoop up. 1 — tilt to the left; 2 - i. P.; 3-4 - the same to the right. 6 times.
7. I. p. - legs apart, hold the hoop behind your back with your arms down. 1 - bend forward, bending, pull the hoop back; 2 -i. n. 6 times.
8. I. p. - o. With. in the center of the hoop lying on the floor. 1 - sit down, take the hoop with both hands, exhale; 2 - stand up, lift the hoop with both hands, inhale; 3 - sit down, put the hoop down; 4 - i. p. 6-8 times.
9. I. p. - o. s., hands with the hoop forward. 1 - swing your left leg, touch the hoop; 2 - i. P.; 3-4 - the same with the right foot. 6-8 times.
10. I. p. - o. p., hoop vertically on the floor, hands with an overhand grip, keep your hands close. 1 - swing your left leg back, bend over; 2 - i. P.; 3-4 - the same with the right foot. 6-8 times.
11. I. p. - lying on the floor, hold the hoop on the floor behind your head with both hands. 1—raise your straight legs and hoop forward, touch the top of the hoop; 2-3 - hold; 4 - i. p. 6-8 times.
12. I. p. - lying on the floor, holding the hoop in front with bent arms. 1-2 - lift the hoop, stick your stomach forward, inhale; 3-4 -i. p.—pull your stomach in, exhale. 3-5 times.
Outdoor switchgear complex with flags No. 8
1. I. p. - o. s., hands with flags below. 1-2-3 arms to the sides, up, forward; 4 - i. p. 4 times.
2. I. p. - o. s., hands with flags to the sides. 1 - lunge forward with the right hand, place the flags on the knee; 2 - i. P.; 3-4 the same with the other leg. 6 times.
3. I. p. - legs apart, arms with flags up. 1 - bend forward, hands with flags down, exhale; 2 - i. p., inhale. 6 times.
4. I. p. - o. s., hands with flags down. 1—sit down, arms forward; 2nd. p. 6-8 times.
5. I. p. - legs apart, arms forward with flags. 1 - turn left, left hand with the flag to the side, look at the flag; 2 -i. p. - the same in the other direction. 6 times.
6. I. p. - o. With. 1 - left step forward, hands with flags forward and up, bend over; 2 - i. P.; 3-4 - the same with the other leg. 6 times.
7. I. p. - legs apart, arms with flags to the sides. 1 - swing the left leg forward, hands with flags down; 2 - i. P.; 3-4 - the same with the other leg. 6 times.
8. I. p. - sitting legs apart, arms with flags up. 1—lean forward, touch the flags of the left leg; 2 - i. P.; 3 - the same to the other leg. 6 times.
9. I. p. - lying on your back, arms with flags to the sides. 1 - raise your left leg forward, touch the toes with the flags; 2 - i. P.; 3-4 - the same with the other leg. 6 times.
10. I. p. - o. s., hands with flags below. 1—left hand to the side; 2 - right hand to the side; 3 - left hand down; 4 - right hand down. 4-6 times.
Outdoor switchgear complex "Skier's charging" No. 9
1. Walking in place with arm swings.
2. Stand with your feet apart and do springy half-squats with different hand positions.
3. Bend the body to the sides, forward, backward, hands on the belt.
4. Circular movements of the arms forward, backward.
5. Alternate lunges forward, arms to the sides.
6. Jumping with changing the position of the legs from a stance with the legs apart on the right with opposite movements of the arms.
Analysis of morning exercises in the first junior group of preschool educational institutions
Any type of activity in a preschool educational institution is subject to systematic monitoring (diagnosis), which allows not only to see progress in children’s development, but also to evaluate the effectiveness of the methods used by the teacher in their work. Analysis of morning exercises can be carried out in two formats:
- methodologists and teachers (usually morning exercises are assessed as one of the elements of working with children to form a general impression of the teacher’s methodological competence);
- by the teacher himself (to assess the level of preparation of children and identify organizational or substantive shortcomings in the work).
In both cases, the diagnostic plan will be the same.
Analysis of morning exercises is one of the elements of general monitoring of the level of physical development of children
Scheme of analysis of morning exercises
The gymnastics analysis scheme includes the following evaluation criteria:
- General information about the group (name, total number of children and number of people present that day).
- Assessing the level of preparation for exercises (wet cleaning, ventilation).
- Appearance of the teacher (sportswear, tied up hair) and children (sports uniform, suitable shoes, girls' hair tied up).
- How long did the gymnastics last?
- Number of stages worked out (introductory, main and final).
- Description and timing of each stage, indicating the goals that were achieved or not achieved.
- Assessing the degree of teacher participation (explaining tasks, demonstrating movements).
- What emotional background was created.
- Overall assessment of the work (high, good, satisfactory).
Morning exercises in the first junior group are not only an important part of maintaining the daily routine, helping to improve health and provide conditions for the full physical development of children, but also a way to organize children for joint activities and foster a sense of camaraderie. Therefore, the teacher must approach the organization of gymnastics with special care. We must not forget that carrying out a set of exercises at the beginning of the day creates a positive emotional background in a group where most children have a hard time parting with their mothers in the morning.
