The influence of outdoor games on the emotional development and motor activity of the child. A complex of outdoor games for the development of dexterity in children of middle preschool age Development of outdoor games

Natalia Kolmachenko
A complex of outdoor games for the development of dexterity in children of average before school age

Complex

outdoor games

for development of dexterity

at children of middle preschool age

Explanatory note

Improving the system of education and upbringing in conditions preschool, stimulated by the social order of society, constantly complicates the requirements for physical education and child development. In particular, among tasks of physical education an urgent task is development of dexterity in preschoolers.

The relevance of this mobile games is that it contains two main component: motor activity and game interaction, which are an integral part of the modern system preschool education . A value attitude to health through motor activity is a set of views and ways of an individual's behavior, characterized by a responsible and close attitude to one's health, a conscious need to preserve it and a focus on strengthening the body and improving one's own physical skills and abilities.

aim mobile games is to create conditions for development of dexterity in preschool children.

Tasks complex:

1) development of dexterity in preschool children;

2) development motor activity, interest in joint performance game exercises;

3) educate children independence, joyful emotional attitude in the process of performing game exercises.

Complex includes 10 different content outdoor games. Each game is aimed at development of dexterity during motor activity.

Complex compiled taking into account pedagogical principles:

Unity of goals, content and methods;

Transition from simple to more complex;

Accounting age and individual characteristics children.

For effective development of dexterity in preschool children through mobile Games use the verbal method, which is addressed to the consciousness of each child, it contributes to the meaningfulness and content of his activities. The verbal method includes such techniques on the part of the educator as explanation, explanation, instructions, poetic word, conversation, remarks.

The visual method allows the teacher to show the children specific movements. The method of practical activity is used when learning movements and performing outdoor games for children.

The selection of games depends on age characteristics of children of middle preschool age. Movable games can be aimed at strengthening muscle tone, respiratory muscles, back muscle development, abdominal muscles, coordination of movements.

Forms of activity: individual and group.

Expected Results: development of dexterity in children of middle preschool age in the process of enriching experience when performing outdoor games.

A complex of outdoor games for the development of dexterity in children of middle preschool age

№ 1 mobile game"Where Is It Hidden"

Target: Development of auditory attention, dexterity.

Material used: any subject.

Game progress: Children line up facing the teacher. Children are asked to turn away and close their eyes. The teacher hides an object, at a signal the players look for the object, and the teacher directs with words "warm, cold".

№ 2 mobile game« "Bouncer"

Target: Develop dexterity, endurance.

Material used: ball

Game progress: Children stand in a circle, inside the circle there are a few more players. Those who stand in a circle throw the ball to each other, but at the same time they try to hit those who are standing inside with the ball. The one who was hurt - "knocked out"- out of the game.

№ 3 mobile game"Old bast shoes"

Target: Develop dexterity.

Used materials: balls.

Game progress: A line is drawn on one side of the site - this is the city where all the players are. The space outside the city is the playing field. Children stand up to the line and roll the balls towards the field. Whose ball rolled further, that and drive. The balls remain on the playing field, only the driver takes one ball. He waits for the players to go out for the balls, and he tries to hit everyone who crosses the city limits with the ball. When the driver misses, he catches up with the ball, and the players try to take their balls and run over the line. If the players have not been taunted, then they roll the balls again, and the driver in this case remains the same. If someone was taunted, then the tagged one becomes the leader.

№4 mobile game"From bump to bump"

Target: develop dexterity, to consolidate the skills of long jumps.

Material used: 4 bump (any object that resembles a bump or is depicted on the ground)

Game progress: All participants in the game are divided into two teams. Each team gets 2 "bumps". The task for the players in front of you is a swamp, it must be completed. But you can’t just walk through the swamp, you can drown. You have magical bumps along which you will cross to the other side. Put one bowl, stand on it, near put the second bowl, jump on it, then pick up the first one, shift it forward, jump on it, etc. until the turn and in the same order return to the start line of the front bump for the next player. The team that completes the distance first wins.

№ 5 mobile game« "School of the ball"

Target: development of dexterity, eye gauge.

Material used: Balls

Game progress:

Throw the ball up and catch it with one hand (right, left).

Hit the ball on the floor and catch with one hand (right, left).

Throw the ball up clap your hands catch it with both hands (without pressing the ball to the body).

Hit the ball against the wall and catch with one hand (right, left).

Hit the ball against the wall so that it bounces at an angle towards a partner who must catch the ball.

Hit the ball against the wall from behind the head, from under the feet (right, left) catch the ball.

№ 6 mobile game"Musketeers on Ice"

Target: development of dexterity.

Game progress: Musketeers on ice

In hockey, the game begins with a face-off. Both teams strive to be the first to master it. In the game "Musketeers", "hockey players" form pairs, put two plastic hoops on the ice side by side or draw two circles with a diameter of 0.5 - 0.7 m, in the center of which they put a puck. Then, on a signal, the players, crossing their clubs, try to knock the puck out of the opponent's circle. Knocked out puck - one point. Play up to five points. If both opponents score four points each, the winner is the one who overtakes by two points.

№ 7 mobile game"Slippers"

Target: Develop agility and speed of reaction.

Game progress: Children stand in a circle facing the center at a step distance from each other. Choose a driver, count up to 5 : fifth - leading. He goes to the center of the circle, calls one of the players by name and throws the ball on the ground so that it bounces in the right direction. direction: The one whose name was called by the driver catches the ball and hits it (slaps with his palm, standing in one place. The number of hits of the ball is by agreement, but not more than 5; so that the children do not have to stand waiting for a long time. After hitting the ball, the player throws it to the driver. The game continues until someone drops the ball.The one who dropped the ball takes the place of the driver.You can play 2-3 balls, then choose 2-3 drivers

№ 8 mobile game"Penguins"

Target: Develop agility and endurance.

materials: 2 balls of any size, chips or flags to indicate the place of the turn.

Ho games: Children are divided into 2 teams, lined up in a column one at a time.

In front of each team, at a distance from the start line, there are balls, after 7-8 m there are chips or flags to indicate the place of the turn.

On a signal, the players of the teams, one at a time, pinch the ball between their legs and start moving to the chip or flag, go around and return to the start line, leading the ball to the next player. The team that completes the distance first wins.

№ 9 mobile game« "Find the ball"

Target: Develop observation skills in children, dexterity.

Material: ball

Game progress: All players stand in a circle close, facing the center. One player becomes the center, this is the speaker. The players keep their hands behind their backs. One is given a ball. Children begin to pass the ball to each other behind their backs. The driver tries to guess who has the ball. He may ask each of the players to show their hands by saying "arms". The player extends both hands forward, palms up. The one who had the ball or who dropped it, becomes in the middle, and the driver takes his place. The ball is passed in any direction. The ball is passed only to a neighbor. You cannot pass the ball to a neighbor after the driver demands to show his hands.

№ 10 mobile game"Color game"

Game progress: Everyone becomes in a circle, inside is the leader. Someone from the circle asks: "Which color?" and the presenter is loud shouts out: "Blue!". Everyone runs to touch any blue object, and after touching it, they remain standing near it. Who is the last - drops out or becomes the leader himself.

The level of development of basic motor qualities - dexterity, speed, endurance allows the child to successfully master motor skills (running, jumping, throwing) and sports exercises (skiing, cycling, swimming, etc.). The listed motor qualities also include muscle strength, i.e., the ability to manifest muscle efforts, on which the correct mastery of movements depends. Without sufficiently developed strength, one cannot run fast or for a long time, swim, ski, jump high, throw far. A strong strong child easily masters new movements, he is self-confident, able to endure difficulties and even loves exercises with a greater load.

Strength- this is the ability of a person to overcome external resistance or resist it due to muscle efforts (tensions).

The quality of strength is expressed through the totality of strength abilities.

Force abilities- this is a complex of various manifestations of a person in a certain motor activity, which are based on the concept of "strength".

Power abilities are manifested not by themselves, but through any motor activity. At the same time, the manifestation of power abilities is influenced by different factors, whose contribution in each specific case varies depending on the specific motor actions and the conditions for their implementation, the type of power abilities, age, gender and individual characteristics of a person.

There are actually power abilities and their combination with other physical abilities (speed-strength, power agility, power endurance)

Own power abilities manifest themselves: with muscle tension of the isometric (static) type (without changing the length of the muscle). The development of proper strength abilities can be aimed at developing maximum strength.

Speed-strength abilities are characterized by non-limiting muscle tension, manifested with the necessary, often maximum power in exercises performed at a significant speed, but usually not reaching the limit value. They manifest themselves in motor actions, in which, along with significant muscle strength, speed of movements is also required (for example, repulsion in long and high jumps)

Speed-strength abilities include:

1) fast power,

2) explosive power.

Fast strength is characterized by unlimited muscle tension, which is manifested in exercises that are performed at a significant speed that does not reach the limit value. Explosive strength reflects the ability of a person in the course of performing a motor action to achieve maximum strength indicators in the shortest possible time (for example, at a low start in sprinting, in athletics jumping and throwing, etc.).

Specific types of strength abilities include strength endurance and strength agility.

Strength Endurance- this is the ability to withstand fatigue caused by relatively prolonged muscle tension of a significant magnitude.

Force Agility manifests itself where there is a changeable nature of the mode of operation of the muscles, changing and unforeseen situations of activity (rugby, wrestling, bandy, etc.).

The highest increases in strength abilities are from 4 to 5 years. At the age of 5 to 6 years, some slowdowns in strength indicators were found. It is necessary to take this into account when organizing purposeful work to develop the strength abilities of preschoolers.

Exercises for the development of strength abilities are divided into 2 groups: with resistance, which causes the weight of thrown objects, and the implementation of which makes it difficult to carry out the weight of one's own body (jumping, climbing, squatting). The number of repetitions is of great importance: a small amount does not contribute to the development of strength, and too much can lead to fatigue.

It is also necessary to take into account the pace of the exercises: the higher it is, the fewer times it should be performed. In strength exercises, preference should be given to horizontal and inclined positions of the body. They unload the cardiovascular system and the spine, reduce blood pressure at the time of the exercise. It is advisable to alternate exercises with muscle tension with relaxation exercises.

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

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

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

Outdoor games are of a different nature and serve different purposes: for the development physical qualities, to relieve fatigue, to form body functions. For the development of strength abilities, the following outdoor games can be recommended. These games can be carried out in the form of exercises for resistance to external forces and exercises for volitional muscle tension. You can use games in pairs and group games, where team players are distributed according to the strength and growth of partners.

Outdoor games

1. Push the parterre out of place with a push of the palms.
2. Drag the opponent over the line moving back.
3. Pulling an opponent for the hands of the same name.
4. Take away a stick or any other object from an opponent, turning him in one direction or another.
5. The kite and the mother hen. The players stand in the back of the head to each other and wrap their arms around those in front of them. The first in the chain depicts mother hen, other - chickens. One of the players kite. He tries to grab the last chicken in the chain, but the mother hen in every possible way prevents this, blocks kite the way with outstretched hands. All players help the mother hen by moving around the court so that the end of the chain is as far away from kite.
6. Fishing rod . Children stand in a circle. The teacher is in the center of the circle. He holds a cord in his hands, at the end of which is tied a bag of sand. The teacher rotates the rope with the bag in a circle above the ground itself, and the children jump up, trying to prevent the bag from touching their legs. (Preliminarily explain to the children that, when jumping, you need to strongly push off and pull up your legs.)
7. Bears and bees. The players are divided into two groups: a third of them are bears, the rest are bees. On the gymnastic wall beehive. On the one hand, the place of the lair is outlined, on the other, the place of the meadow. Bees are placed on the gymnastic wall. At the signal of the leader, the bees descend, fly to the meadow for honey and buzz. Bears climb onto an empty hive and feast on honey. At the signal "Bears!" all the bees fly into the hive, and the bears get down and run into the den. Those who did not have time to escape into the den are stinged by bees (touched by hand). Then the bees return to the hive and the game resumes. A stung bear does not go out for honey, but remains in the den. Rules of the game. Bees do not catch bears, but touch them with their hands. Each new action starts on a signal. You can’t jump off the gymnastic ladder, you have to get down.

8. Flight of birds. Children (birds) gather on one side of the hall, opposite the gymnastic wall or benches. At the signal “fly”, the birds fly around the hall, spreading their wings (arms to the sides) and waving them. At the signal “storm”, the birds fly to the trees (children climb a wall or a gymnastic bench). When the teacher says: “The storm has passed,” the birds calmly descend from the trees and continue to fly. The game is repeated 3-4 times.

9 Monkey Catching . Children depicting monkeys are placed on one side of the site near the gymnastic wall. On the opposite side are two or three catchers. The catchers agree among themselves what movements they will do, go to the middle of the site and perform them. The monkeys climb the wall and watch the movements of the catchers from there. After completing the movements, the catchers leave, and the monkeys get off the trees (walls), approach the place where the catchers were, and repeat their movements. At the signal of the educator "Catchers!" the monkeys run to the trees and climb them. Catchers catch those monkeys that did not have time to climb a tree, and take them away to themselves. After 2-3 repetitions, the number of monkeys caught is counted, other catchers are appointed. The game is repeated.

10. Race balls in a circle . Playing in a circle clockwise or counterclockwise pass stuffed balls, while one ball catches up with the other, at a signal the balls change direction.

Relays.

1. tug of war . A line is drawn on the site. The players are divided into two teams and stand on both sides of the line, holding a rope in their hands. At the driver's signal, "One, two, three - start!" Each team tries to pull the opponent over to their side. Whose team manages to do this is considered the winner. Rules of the game. You can start tug-of-war only on a signal. The team that crosses the line is considered defeated.
2. Holding the shuttlecock on the racket. The members of the two teams line up in columns, one after the other. Each team chooses a racket and a shuttlecock. The player standing in front of everyone must take a racket, put a shuttlecock on it and run to the flag and back. Then the player passes the racket with the shuttlecock to the next participant. If the shuttlecock falls to the floor while running or passing, the player must stop and place the shuttlecock on the racket, only then continue on his way. The team whose participants complete the relay first wins.
3. Running with a stuffed ball. The players are divided into two or three teams and stand in columns one at a time. Players in front have stuffed balls in their hands. At the signal of the head, the participants start running with the ball in their hands to the flag and back. The ball is then passed to the next player. The team whose participants complete the relay first wins.
4. Penguin run. Teams line up in columns in front of the starting line. The players standing first hold a willy or medicine ball between their legs (above the knees). In this position, they must reach the flag standing 10-12 steps away from them and go back, passing the ball with their hands to the second number of their team. If the ball fell to the ground, you need to pinch it with your feet again and continue the game. Those who finish the run stand at the end of the column. The team that manages to complete the relay faster and without errors wins.
5. Jumping on one leg. The players are divided into two teams and stand on one side of the court. On a signal, the participants start jumping on one leg to the flag. Near the flag, they change the foot, if they jumped on the right foot to the flag, then from the flag to their team on the left. Having passed the baton, the participant stands at the end of the column. The team that manages to complete the relay faster and without errors wins.
6. Riders .Teams line up in columns in front of the starting line. Each team has a hip-hop ball (a large ball with two handles. On a signal, the first participants sit on the ball astride and jump on it to the flag and back. The team whose participants completed the relay first wins.
7. Jumping from hoop to hoop. There are 4-5 hoops on the floor. Players line up on one side of the court. On a signal, the first players begin to jump from hoop to hoop. Jumps are performed with both legs at the same time, hands on the belt. Jumps are performed to the flag and back. The team that manages to complete the relay faster and without errors wins.
8. The most accurate . A basket or hoop is installed near the flag. At a distance of 2-3 meters from the hoop, a basket with bags is placed (bags in a basket according to the number of participants). Each team member gets the right to one throw of the bag, he must try to get into the basket. After the throw, the participant returns to the team. The team with the most accurate hits wins.
9. spider run . Teams line up in columns in front of the starting line. Participants take a position on all fours with their stomach up, feet forward and move in this position to the flag and back. The team that manages to complete the relay faster and without errors wins.

10.Firefighters in training Children are built in three or four columns facing the gymnastic wall - these are firefighters. The first in the columns stand in front of the line (base line) at a distance of 4-5 m from the gymnastic wall. On each span of the gymnastic wall, bells are hung at the same height (on a rail). At the signal of the teacher, the children standing in the columns first run to the gymnastic wall, climb it, ring the bell, go down, then return to their column and stand at its end; The teacher notes the one who completed the task the fastest. Then the signal is given again and the next group of children runs, etc. At the end of the game, the teacher marks that column whose children completed the task faster, that is, they deftly climbed up and rang the bell. When climbing the gymnastic wall, attention is drawn to the fact that the children do not skip the slats and do not jump, but leave the last slat of the gymnastic wall. When conducting this game, the teacher provides insurance for children. Option: you can attach an inclined ladder to the gymnastic ladder.

11.Who will throw further. The players are divided into two teams and stand on one side of the court. Players in front have stuffed balls in their hands. At the signal of the teacher, the children standing first in the columns throw the ball with both hands from behind their heads and stand at the end of the column. The leader marks the one who threw the farthest .. Then the signal is given again and the next pair throws, etc. The player who threw the farthest is given a point. The team that earns the most points wins.

12. Passing the ball in a column. The players are divided into two, three or four teams and stand in columns one at a time. Those in front have a stuffed ball. At the signal of the leader, the transfer of balls back begins. When the ball reaches the one standing behind, he runs with the ball to the head of the column (everyone takes a step back), becomes the first and starts passing the ball back, etc. The game continues until each of the team players is first. It is necessary to make sure that the ball is passed with straight arms with an inclination back, and the distance in the columns would be at least a step. The ball can be passed from above, from the side, from the bottom between the legs.

13. Sled racing (on the street). The players are divided into two or three teams and stand in columns one at a time. Each team has a sled. One participant sits on the sled, the other takes the rope. At the signal of the leader, the participant who holds the rope pulls it and carries his friend to the flag and back. Then this task is performed by the next couple, etc. The team whose participants completed the relay first wins.

Outdoor games are mainly focused on the activation of motor activity. They can be used for morning exercises, physical education classes, for a walk, during leisure and holidays. When choosing a game, it is necessary to take into account the individual characteristics of the children, their age, the degree of physical activity, the level of motor skills, the place where the game is held. .

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For example, A.N. Reinson-Pravin wrote that very tiny "doll" skis in the toys of children of the peoples of the North are very rare to find. There is no need for them, since the child receives skis as soon as he learns to walk. Children's skis are considered the best toy for children. Children arrange ski competitions, many hunting games are held on skis. Mothers decorate skis with small patterns, even paint them.
Here we should agree with the assumptions of D.B. Elkonin about the appearance of elements game situation: knife and axe, bow and arrows, fishing rods, needles and similar tools are tools, the mastery of which is necessary so that the child can take part in the work of adults. Children, of course, cannot independently discover how to use these tools, and adults teach them this.
So, for example, a little Evenk, a future hunter, learns to wield a bow and arrow not in the forest, but by participating in a real hunt together with adults. Children learn to throw a lasso or shoot from a bow, first on a stationary object, then gradually move on to shooting at moving targets, and only after that they move on to hunting birds and animals, etc. Mastering the methods of using the tools of labor and at the same time acquiring the abilities necessary for participating in the labor of adults, children are gradually included in the productive labor of adults. It can be assumed that in these exercises with reduced tools there are some elements of the game situation. Firstly, this is some convention of the situation in which the exercise takes place. The tree stump sticking out in the clearing is not a real animal, and the target the boy is shooting at is not a real bird. Secondly, when performing an action with reduced tools, the child performs an action similar to that performed by an adult, and, consequently, there is reason to assume that he compares, and perhaps even identifies himself with an adult hunter, with his father or older brother. Thus, these exercises may implicitly contain elements of the game.
The requirements that society puts before children in relation to mastering and using the necessary skills, for example, the future hunter, cattle breeder, fisherman or farmer, lead to a complete system of exercises. It is on this basis that the ground for various kinds of competitions is created. There is no fundamental difference in the content of these competitions between adults and children. A number of authors point to the identity of the actions of adults and children in games with competitions or outdoor sports games with rules.

Interesting research on the origin of the game was carried out by N. Filitis. He believed that not so long ago the theory of rest, adopted by Guts-Muths, Lazarus and Schaller, enjoyed great popularity. According to this theory, games exist in order for the child to rest in the usual, joyful, light, not requiring much effort, exercises that allow you to restore forces of a different order, necessary to maintain life. The game is a rest from serious work to recuperate. N. Filitis notes that Guts-Muts made a mistake that is often made by adults when they judge a child's game: the psyche of an adult organism that has developed is transferred to the psyche of a developing child's organism. If we often observe that an adult plays after work, then, on the other hand, we daily see healthy people who have just rested after long sleep children who play full of energy, not needing any rest.
One cannot but agree with N. Filitis that no matter how witty this theory is in itself, it does not explain games to us in their entirety. Again, let us look at the games of children, who can indulge in them without interruption to complete exhaustion. It seems that the child no longer has the strength; he barely moves, but still exerts his last efforts to continue the game; he had just fallen ill, was bedridden by illness, but as soon as he got the opportunity to move freely, he immediately takes up the game. In these cases, it should be noted that the child exercises the accumulated forces through play. We can agree with N. Filitis that this theory does not fully explain the origin of the game.
According to the theory developed by K. Gross, games serve as a means for exercising various physical and mental forces. If one observes the games of young animals and the games of children, then this fact appears with complete clarity: everywhere games serve as a means for the exercise and development of the organs of movement, the sense organs - especially vision - and at the same time for the development of attention, observation, frequent thinking. Childhood lasts until we are fully prepared to carry on the struggle for existence on our own, and if this preparation, this development of all physical and mental forces is carried out with the help of games, then games belong not only to a very important, but also to the Central place... Gross rightly characterizes his theory of the game as temological.
Consideration should also be given to the reflections on the appearance of P. F. Kapterev’s outdoor game: first of all, it must be remembered that the game is a very broad phenomenon; not only children play, but also adults; Not only people play, but also animals. Young animals - puppies, kittens, cubs - love the game just as passionately as our children: it gives them no less pleasure than children.
P. F. Kapterev believes that all human activity stems from sources of two kinds: natural-organic and socio-cultural. Man is a complex organism, consisting of many organs with peculiar functions. Each body requires a corresponding activity. Failure to meet this requirement entails disorder and destruction of the whole organism. The natural demands of human activity are simple and relatively easy to satisfy, but the socio-cultural needs are complex and difficult to satisfy. So, for example, the organic demand for food and drink, and at the same time for activity, is relatively small and leaves a lot of energy unused. However, the socio-cultural needs in relation to the same objects are very significant and require exhausting labor from a person, leaving him neither time nor energy for pleasant activities.
Children live much more by natural-organic needs than by socio-cultural ones. They are taught to the latter through education. Left to their own devices, children willingly throw off their cultural shell and become closer to nature. The very satisfaction of organic needs and demands is very easy for children, since, as a rule, they are provided by their parents with everything necessary. Until the age of majority, children must be provided for in all their needs, otherwise they cannot develop normally. As a result, children have a lot of free forces and energy that is not spent on labor to meet their needs. These forces and energy require an outlet, encourage activity, and cause a variety of exercises. This children's activity has the character of a game, i.e. immediately pleasant activity.
The educational and artistic values ​​of the outdoor game have been preserved to this day.
In the pedagogical history of Russia, outdoor games were given great importance. They were considered as the basis of physical education. In the second half of the XIX century. the works of the most prominent teachers N.I. Pirogov, later E.N. Vodovozov, P.F. Kapterev and others appeared. They emphasize the paramount importance of outdoor play as an activity that meets the age-related needs of the child.
The founder of the Russian system of physical education, P.F. Lesgaft, assigned a large place to the outdoor game. Defining the game as an exercise, with the help of which the child prepares for life, P.F. Lesgaft noted that in the game of independent motor activity, the initiative develops, the moral qualities of the child are brought up.
P.F. Lesgaft pointed out the presence in the mobile game specific purpose. The form of the game must meet the goal. Actions in the game should correspond to the child's ability to manage himself and cause an "elevating sense of satisfaction." The movements used in the game are previously acquired by the child in systematic exercises.
P.F. Lesgaft recommended gradually complicating the content and rules of the game. For this, new exercises, conditions, actions are created, i.e. game options are introduced. The use of a variety of game options allows you to repeat the actions familiar to the child with more advanced requirements, helps to maintain his interest in the game.
The game is carried out by self-government. Lesgaft provides the players with the distribution of roles and actions. At the same time, he pays considerable attention to the observance of the rules of the game. They are the law that the players obey consciously and willingly.
P.F. Lesgaft considered outdoor games as a means of versatile education of the child’s personality, development of honesty, truthfulness, endurance, self-control, camaraderie. He recommended using games to teach the child to control himself, "to restrain his divergent feelings and thus teach him to subordinate his actions to consciousness."
According to P.F. Lesgaft, the systematic conduct of outdoor games develops the child's ability to control his movements, disciplines his body. Thanks to the game, the child learns to act deftly, expediently, quickly; follow the rules, value camaraderie.
The ideas of P.F. Lesgaft were successfully implemented by his followers and students (V.V. Gorinevsky, E.A. Arkin).
VV Gorinevsky considered an outdoor game as a means of forming a child's personality. He attached great importance to the health-improving orientation of the positive emotions that the child experiences in the game. Joy, fun, he considered a prerequisite for gaming activity, without them the game loses its meaning. Positive emotions heal the child's body. : VV Gorinevsky made serious demands on the educational value of the plot of the game, the methodology of its implementation. He demanded from the educator emotionality, aesthetics of movements, an individual approach to the child, exact observance of the rules of the game. VV Gorinevsky attached great importance to the education of expressiveness and gracefulness of the child's movements in the game. He considered it expedient to introduce elements of a competition accessible to children into the games. At the same time, he excluded excitement, excitement, hostility of children to each other. With the necessary guidance from the educator, the competition, according to V.V. Gorinevsky, can be used to educate children in positive moral qualities in order to arouse in them an interest in the game and an emotional mood.
E. A. Arkin considered outdoor play an indispensable means of child development, the main lever of preschool education. He saw the advantages of the game in its emotional richness, attractiveness, mobilizing the forces of the child, giving him joy and satisfaction.
The game promotes the work of large muscle groups; a variety of movements in it prevents fatigue; it develops personal initiative, psychophysical qualities; courage, resourcefulness, discipline; trains analyzer systems.
E. A. Arkin assigned a significant role in the effectiveness of the game to the teacher, his art to interest the child, correctly explain the game, distribute roles, and summarize; if necessary, the teacher can successfully connect to the game.
So, based on the analysis of the scientific and methodological literature on the game, we can draw the following conclusions:

1. The origins of the outdoor game is the simulation of adult activities inaccessible to the child.
2. Games were created with the aim of preparing the younger generation for life and work.
3. Games arose in order to test readiness for life (rite of passage).
4. Games were created with the aim of developing and improving the main types of movement.

Leading Russian educators and psychologists made a significant contribution to the creation of game theory. Questions of the theory and methodology of the game were developed by D. B. Elkonin, A. A. Leontiev, A. V. Zaporozhets, N. N. Poddyakov and others.
The works of A. I. Bykova, M. M. Kontorovich, L. I. Mikhailova, T. I. Osokina, E. A. Timofeeva, L. V. Artamonova and others
Research conducted by L.M. Korovina established the effectiveness of using outdoor games for a five-year-old child, competition methods and creative tasks. The expediency of teaching children of senior preschool age the basic movements at the stage of their improvement is evidenced by the studies of M.V. Potekhin. The effectiveness of the formation of orientation in space in older children in outdoor games; training in the game to safely move around the streets; creativity, expressiveness and beauty of movements found their expression in the pedagogical experience of E.Ya. Stepanenkova. On the formation of self-organization in preschool children in an outdoor game and the expediency of developing basic movements in outdoor games in children younger age reported by N.V. Poltavtseva and E.A. Timofeeva. Articles and books reflecting modern approaches to it (E. A. Sagaidachnaya, T. S. Yakovleva, M. A. Runova, etc.) are devoted to the mobile game.

Outdoor games

mobilethe gamephysicaldevelopment

Introduction

An outdoor game is a natural companion of a child's life, a source of joyful emotions, which has great educational power.

Outdoor games are one of the traditional means of pedagogy. From time immemorial, games have clearly reflected the way of life of people, their way of life, work, the idea of ​​honor, courage, courage, the desire to possess strength, dexterity, endurance, speed and beauty of movements. Show ingenuity, endurance, creative invention, resourcefulness, will, desire to win. Outdoor games are part of the patriotic, aesthetic and physical education of children. They form a stable, interested, respectful attitude towards the culture of their native country, create an emotionally positive basis for the development of patriotic feelings: love for the Motherland, its culture and heritage.

This is one of the main and fundamental factors of children's physical development. They are liked by almost all preschoolers without exception, as they contribute to the improvement of motor coordination, muscle activity, physical balance, as well as the development of strength, mobility, agility, activity and speed of reactions. Moreover, all outdoor games are entertaining, thereby setting the child to a positive perception of the world, to receive positive emotions. In terms of content, all outdoor games are classically concise, expressive and accessible to children.

1. Game as a means of education

The development of outdoor games for educational purposes is connected with the way of life of people. The games reflect the peculiarities of the mental make-up of peoples, ideology, upbringing, the level of culture and the achievements of science.

In addition, some games take on a certain shade depending on geographical and climatic conditions.

2. Play in the life of a child

Games precede the labor activity of the child. He begins to play before he learns to perform at least the simplest labor processes.

Thus, play activity is not an innate ability. with the characteristic of the baby from the first days of its existence. Reflexes serve as prerequisites for play activity in ontogeny. Motor play activity occurs in the life of a child in a conditioned reflex way, with a close relationship between the first and second signal systems.

It is formed and developed as a result of the child's communication with the outside world. At the same time, education as an organized pedagogical process is of great importance.

3. The health value of outdoor games

Properly organized outdoor games should have a beneficial effect on the growth, development and strengthening of the bone and ligament apparatus, the muscular system, and on the formation of the correct posture of children. Due to this, outdoor games are of great importance, involving various large and small muscles of the body in a variety of, mainly dynamic, work.

Targets and goals:

to form an initial idea of ​​the "culture of movements" among the students of the SNP;

to form a motivation for the preservation and enhancement of health among the students of the SNP by means of an outdoor game.

to develop the need for systematic physical exercises and outdoor games;

to teach students snp the conscious use of physical exercises, outdoor games for the purpose of self-organization of recreation, increasing efficiency and strengthening health;

develop the ability to navigate in space;

develop cognitive interest, imagination, memory, thinking, speech;

create conditions for the manifestation of a sense of collectivism;

develop activity and independence;

teaching vital motor skills and abilities, their application in conditions of various complexity.

There are two areas of focus for the course:

.Health-improving orientation, which, along with health promotion, provides active rest, restoration or maintenance of mental performance at an optimal level;

.Improving the motor preparedness of students that meets the requirements of the curriculum.

Outdoor games are weekly outdoor physical exercises that take place after hours. This is an active rest, which relieves fatigue caused by educational activities, and helps to increase the motor activity of schoolchildren. Outdoor activities have health benefits.

Expected Result:

a graduate of elementary training groups has developed a need for systematic physical exercises and outdoor games;

formed the initial idea of ​​the culture of the movement;

the student consciously uses physical exercises to improve efficiency, organize recreation and improve health;

generalization and deepening of knowledge about history, culture folk games;

ability to work in a team.

Card file of mobile games.

“The bear is sleeping”, “Funny jump rope”, “Snip-Snap”, “Quick three”, “Tails”, “Steam locomotive”, “Game of squirrels”, “Scouts”, etc.

Date#SubjectDevelopment and forms. qualities in students Games Equipment 1 World of movements. formation about the world of movements, their role in maintaining health "Game of squirrels", "Scouts", "Puppy" cubes, crayons, hoops, jump ropes 2 Beautiful posture. formation of correct posture and development of running skills "Tails". "Steam locomotive" gymnastic sticks, ribbons. Skipping Ropes3 Learn to be quick and agile. development of agility; cultivating a sense of rhythm “Jumping”, “Who is faster?”, “Most coordinated” jumping, crayons, hat, scarf. Var., skis. Skiing sticks.4 Everyone needs strength. development of strength and dexterity“Who is stronger?”, “Legs with feet,“ Fishing rod with jumps ”bags, rope, rugs5 Dexterous. Flexible. development of flexibility and dexterity "Snip-Snap", "Bys. troika "Gymnas. sticks, jump ropes sleeping, "Joyful Skipping Rope" cubes, skipping ropes 7 Everyone needs strength. development of endurance and strength "Clear your garden of stones", bags, balls 8 Development of speed. development of speed "Com. tags", "Falcon and Goal." balls, jump ropes 9 Who is faster? development of speed qualities, endurance "Find the right color", "Scouts" bags, small balls, cubes, mats 10 rugs11A dexterous and insidious gymnast. stick. development of speed and dexterity "Feet higher from the ground", "Run out of the circle" Anthem. sticks, small balls, hoops, fish, volleyball. ball 12 Team of swift-footed "Geese - swans." development of strength and dexterity "Fox and chickens", hoops, gymnastic sticks, jump ropes 13 We choose running. development of speed. qualities, dexterity "Who is fast?", "Manage to catch up" the ball, chips, flags 14 Sharp on target. development of accuracy and coordination of movements and coordination of movements "Say the name", "Homeless hare", Frogs in the swamp "balls, hoops, rope, basketball basket 16 Developing the accuracy of movements. development of the eye and accuracy of movements" jump rope”, “moving target”. "Sparrows and a cat" gymnastic sticks, ball 17 The hill is calling. development of physical qualities of endurance and dexterity "Quick descent", "Fan", "Engine" ice floes 18 Winter sun. development of takeaway. and dexterityBys. descent”, “Fan”, “Steam ice cubes19 Winter sun. hardy development. and dexterity"Who is the fastest to prepare" icicles20Height Assault. development and speed“Height assault” flags21Snow figures.development of endurance. and dexterity "Talking" flags 22 Fixing. Games on fresh air.development of endurance and agility "Train", "Salki", etc. at the choice of students23We are building a fortressdevelopment of physical qualities of endurance and agility"Frost - Red Nose" Games at the request of studentsshovels, sleds24We are building a fortressdevelopment of physical. qualities and catching. Games at the request of students shovels, sleds 25 Games in the snow development vyn. and fast qualities of "Mountain". Games on request studentsflags26Surprise. fell. gymnasium.development of agility and speed"Met. on target”, “Hit the ball” Ten. balls, 2 vol. ball27Dev. speed quality.Raz. speed qualities and accuracy"Quickly in service", com. "Cold" balls28Development of endurance.development of endurance, speed and reaction"Say the name", "Homeless Hare", "Horses"ball, gymnastic stick29Development of reaction.Raz. speed, speed, reaction"Empty place", "Hour. and developed. "sandbags30" Fishing rod ". Raz. speed and endurance"Fishing rod", "Don't drop the ball" clubs, ball, chips31Jump after jump. Quick, dexterous, endurance "Jump after jump" flags, relay. wand 32 world dv. and health.development qualities, dexterity"Tails", "Pad. stick "ribbon, gym. stick. balls33We have become fast. turn", "Second leash.". "If feet were hands"

Literature

VK Shuruhina. Physical culture and health work in the mode of the school day. M. Enlightenment. 1980.

E.M. Geller. Games at recess for schoolchildren 1-3 cells.M. Physical culture and sports. 1985.

E.M. Minskin. Games and entertainment in the extended day group. M. Enlightenment. 1983

V.G. Yakovlev, V.P. Ratnikov. Outdoor games. M. Enlightenment, 1977

G.A. Voronin. The program of the regional component “Fundamentals of the development of motor activity of younger schoolchildren. Kirov, KIPC and PRO, 2007

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1. Theoretical questions: Definition, specifics, classification of outdoor games for preschoolers. The influence of outdoor games on physical, mental, moral, labor education, aesthetic development preschoolers. Development of the theory of mobile games. Variety of outdoor games. Methodology, the role of the teacher in guiding the course of the game.

2.Practical task: offer options for the outdoor game "Traps".

3.Basic concepts: outdoor game, variability, methodology of outdoor games.

4.Main researchers: P.F.Lesgaft, E.N.Vodovozov, A.I.Bykova, E.A.Timofeeva, M.A.Runova, E.Ya.Stepanenkova.

Theoretical questions.

Definition, specifics, classification of outdoor games for preschoolers.

An outdoor game is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players. According to the definition of P.F. Lesgaft, an outdoor game is an exercise through which a child prepares for life.

The specificity of the outdoor game is the child's instant response to the signal "Catch!", "Run!", "Stop!" and etc.

Mobile games are classified according to different parameters:

According to the age,

According to the degree of physical activity (games with low mobility - N-r "Bubble", games of medium mobility - N-r "Geese-swans", games of high mobility - for example, "Traps"),

According to the motor content (games with running, jumping, climbing, etc.),

By complexity (elementary: plot, plotless, game tasks, fun and attractions, relay races; sports: games according to simplified rules or elements of games in hockey, football, volleyball, basketball, towns, badminton, table tennis).

Outdoor games are widely used in the first and second half of the day: during the morning reception, at morning exercises, physical education classes, as physical education minutes, they are an indispensable component of daytime and evening walks. The variety of outdoor games is a necessary condition for the content of sports holidays and entertainment.

The influence of outdoor games on the physical, mental, moral, labor education, aesthetic development of preschoolers.

Outdoor games are an indispensable means of replenishing a child's knowledge and ideas about the world around him, valuable moral and volitional qualities, thinking, and dexterity. When conducting outdoor games, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game there is not only an exercise in existing skills, their consolidation, improvement, but also the formation of new personality traits. The harmonious development of the child is possible with a holistic, comprehensive, balanced realization of his potential.

Mobile games - a means physical education.

In the game, the child exercises in a variety of movements: running, jumping, throwing and catching, climbing, etc. A large number of movements activates breathing, blood circulation and metabolic processes. This, in turn, has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors. Games are an indispensable means of developing speed, strength, endurance, and coordination of movements.

The role of outdoor games in mental raising a child: children learn to act in accordance with the rules, master spatial terminology, learn about the world around them. During the game, memory is activated, thinking and imagination develop. Outdoor games are often accompanied by songs, poems, counting rhymes. Such games replenish vocabulary, enrich children's speech.

Mobile games are of great importance for moral education. Children learn to act in a team, obey general requirements. Compliance with the rules forms the will of preschoolers, develops self-control, endurance, the ability to control their actions and behavior. As a result, honesty, justice, discipline are formed. Outdoor games teach sincerity, camaraderie, friendship, empathy, mutual assistance.

Outdoor games prepare preschoolers for labor: children make game attributes, arrange and remove them in a certain sequence, improve their motor skills necessary for future work.

Improves in mobile games aesthetic perception of the world. Children learn the beauty of movements, their imagery, they develop fantasy, imagination. Children master poetic figurative speech.

Development of the theory of outdoor games. The origins of outdoor games are rooted in ancient times. The game has been a companion of man since time immemorial. In it, the cultures of different peoples demonstrate similarities and great diversity. E.A. Pokrovsky argued that games at all times and among all peoples were indispensable. In the early historical periods of society, children lived a common life with adults, so it became necessary to create reduced tools (for hunting, catching fish, birds). A complete system of gaming exercises appears. There are well-known studies on the origin of the game, in which it is noted that the game is a rest from serious work, games serve as a means for exercising various physical and mental forces. According to P.F. Kapterev, the strength and energy of children requires an outlet, encourages activity, and causes a variety of exercises. This activity is in the nature of a game.

In the pedagogical history of Russia, outdoor games were given great importance. They were considered as the basis of physical education. In the second half of the 19th century, the works of N.I. Pirogov, E.N. Vodovozov, classics of preschool pedagogy, appeared on the paramount importance of the game as an activity that meets the age needs of the child. The founder of the Russian system of physical education, P.F. Lesgaft, considered outdoor games as a means of versatile education of the child's personality. The ideas of P.F. Lesgaft were successfully implemented by his followers and students.

D.B. Elkonin, L.V. Zaporozhets, N.N. Poddyakov and others made a significant contribution to the creation of game theory. The works of A.I. Bykova, M.M. Kontorovich, T.I. Osokina, E.Ya. Stepanenkova, M.A. Runova and others.

Variety of outdoor games.

The teacher should pay considerable attention to the options of outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks, improve movements, and improve the psychophysical qualities of the child.

Initially, the teacher invents or selects game options from collections of outdoor games. It takes into account the gradual complication of the rules, increases the requirement for their implementation. He can change the location of the children, select several drivers, complete the course of the game with a new movement, etc.

Gradually, children are also involved in the compilation of options, which contributes to the development of their creativity.

Methodology for conducting outdoor games; the role of the teacher in guiding the game.

Game activity occurs already in preschool age. In the games of toddlers, signs of imitation of adults can be seen. AT junior groups most commonly used story games and the simplest non-plot games such as "traps". Toddlers are attracted to the game mainly by the process of action: they are interested in running, throwing, etc. It is important to teach a child to act exactly on a signal, to obey simple rules. The success of the game in younger groups depends on the teacher. He should interest children, give them patterns of movements. For kids, games with text are recommended (“Hare”, “Bubble”, “Cap”, etc.).

To middle group children accumulate motor experience, movements become more coordinated. The teacher complicates the conditions for the game, distributes roles among children. The enthusiasm of children for the game makes it possible to solve educational problems in a complex.

In the outdoor games of older preschoolers, tasks are solved for instant reaction, ingenuity, endurance. Competitive games are widely used.

In the preparatory group for school, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, the adoption of independent decisions by children, creative self-expression.

The working conditions of each group affect the selection, planning and methodology of outdoor games. For a better understanding of the game plot, the teacher conducts preliminary work (organizes observations, reads works of art, prepares attributes, selects rhymes, thinks through game options).

It is important to organize the game correctly: to acquaint children with the plot and rules, to distribute roles, to manage the course of the game, to sum it up. Leading the game, the teacher educates the morality of the child; forms a correct self-esteem in him, teaches him to overcome difficulties.

Thus, a well-thought-out methodology for conducting outdoor games contributes to the disclosure of the individual abilities of the child, helps to bring him up as a healthy, active, cheerful, independent, creative person.

Practical task. Suggest options for the outdoor game "Traps":

"Traps with ribbons."

Introduce a second driver into the game.

"Traps in houses"

Reduce the area for running.

Increase the area for running.

One "trap" enchants, the second - disenchants, etc.