Burkhanova Gulchachak Gapteraufovna,I qualification category, physical education teacher, MBOU "Lyceum No. 149 with Tatar language of instruction", Kazan, Glushko street, building 14, apartment 88, index: 420100, phone 89274009612

Outdoor play as a means of development physical qualities schoolboy.

Physical education is a unique academic subject. Its uniqueness lies in the fact that it ensures students mastery important knowledge about a person, about his development, information on anatomy, physiology, hygiene, pedagogy. It solves the problem of developing in students the necessary motor skills and abilities.

Present day physical culture- not the pursuit of results, but the painstaking work of teachers and parents to improve the health of children. Health is the most important condition for the harmonious development of a child, most important factor his performance, on which the effectiveness of his upbringing and training ultimately depends.

A normally developing child strives for movement from birth. Children usually strive to satisfy their enormous need for movement through games. For them, playing means, first of all, moving and acting.

A lot has been written about outdoor play. There is extensive domestic literature, both theoretical and methodological, which examines the role of the game, its spread, the similarities and differences between gaming folklore different nations, methodological features etc. The greatest teachers and scientists considered the game very useful for public education. Based on their works and taking into account foreign publications, outdoor play is considered as a meaningful activity aimed at achieving specific motor tasks in rapidly changing conditions. Thus, according to domestic teachers E.N. Vodovozova, P.F. Kapterev, P.F. Lesgaft, E.A. Pokrovsky, K.D. Ushinsky and others, outdoor games are the most effective means physical education. It reveals the creative initiative of the player, expressed in a variety of actions, coordinated with collective actions. Outdoor games based on movements that require a lot of energy (running, jumping, etc.) increase metabolism in the body. They have a strengthening effect on nervous system child, help create a cheerful mood in children. Active movements increase the child’s resistance to diseases, causing the mobilization of the body’s defenses, improves tissue nutrition, skeletal formation, correct posture and increasing immunity to diseases. During outdoor games, children improve their movements, develop qualities such as initiative and independence, confidence and perseverance. They learn to coordinate their actions and even follow certain rules.

At the same time a whole series problems associated with the physical education of preschool children and their development have not yet been fully resolved. We include among them, in particular, the use more a variety of outdoor games that purposefully develop a certain psychophysical quality.

Among important tasks In physical education at school, one should read the task related to the formation of motor skills in students in the process of outdoor games. Including games in the lesson creates a cheerful mood in children and makes it easier to overcome difficulties.

Children do not like to listen to explanations for a long time or sit on benches waiting for their turn. Nothing contributes more to the development of laziness and indiscipline than forced idleness in class. I am constantly increasing the motor density of the lesson. I regulate the load with rest pauses, when I give explanations about why and why, for what purpose this or that exercise is being performed. During the lessons, I try to motivate the children, involve them in actively performing exercises, and use a variety of methodological techniques. For example, many children love to be first in everything. However, this is not available to every child. But not being last is a task that any student can achieve. I try to use it first of all in many games and exercises.

The most spectacular and emotionally attractive is performing musically stimulated tasks using the frontal method, when all students work simultaneously. Advantage this method obviously - the psychological effect of mass influence, the maximum coverage of students with motor activity, much greater than the usual motor density of the lesson, therefore, faster and more successful development curriculum combined with subjective and objective simplification of the work performed.

Having worked for many years, I would like to say that when working with children, it is best to be guided by the words of the famous French philosopher J. J. Rousseau: “A child can do whatever he wants, but he must want what the teacher wants.”

Before each lesson, I plan games for the lesson, I never forget that a lesson is work, painstaking work.

The most important result of the game is joy and emotional uplift. It is thanks to this remarkable property that outdoor games, more than other forms of physical culture, are adequate to the needs of a growing organism in movement, contribute to the comprehensive harmonious physical and mental development of children, the development of movement coordination, dexterity, and accuracy.

Great place outdoor games are important in the physical education of young children school age, since they contribute to the comprehensive improvement of motor skills, normal physical development, strengthening and maintaining health. Since a child develops through play, games contribute to the all-round development of the child. Games expand the range of his ideas, develop observation and intelligence. Games that are related in motor structure are of educational importance certain species sports (sports games, athletics, gymnastics).

The attention of younger schoolchildren is not stable enough, quickly dissipates, and often switches from one subject to another. Therefore, I offer them short-term outdoor games, in which greater mobility of the participants alternates with short breaks. The games consist of varied, free, simple movements, and large muscle groups are involved in the work.

Playing children try in comparatively short term achieve specific goals; they still lack endurance and perseverance.

Their mood often changes. They are easily upset when they fail in a game, but, being carried away by the game, they soon forget about their grievances.

Most vividly, fully and deeply junior schoolchildren perceive and assimilate what they see, hear, observe. However, the figurative, objective thinking of a child at this age begins to give way to the thinking of concepts about cognizable objects and phenomena of the surrounding reality. Favorable opportunities arise for the management of greater consciousness in game actions, the ability to dissect impressions, compare and contrast what is observed is acquired. Watching their comrades in games, children become more and more critical of their actions and actions. The ability to think abstractly, critically, and consciously control movements allows students to successfully learn new, more complex rules and conditions of games, and perform actions in games that are explained and shown by the teacher.

The importance of outdoor games in developing physical qualities: speed, agility, endurance, flexibility. In outdoor games, these same qualities are developed in children as a whole.

In the first part of the lesson, games can solve problems in organizing children, improving in various formations and reconstructions. In the second, main part of the lesson, games solve a variety of pedagogical problems of an educational and general educational nature, including improving motor skills. In the third and final part of the lesson, the following techniques are used:

Changing the duration and number of repetitions;

Increasing or decreasing the area;

Changing the weight of equipment (from small balls to large stuffed ones);

Simplification or complication of rules;

Reducing or increasing the number of actions;

Introducing or eliminating interruptions.

I also use non-traditional forms in my lessons. Theydevelop interest in the subject, observation, and memory. In my practice I use the following types of lessons:

Lesson is a game;

Lesson is a competition;

The lesson is a fairy tale;

The lesson is a journey.

Based on the above, we can conclude that:

Play is a child’s means of understanding reality.

In the game, students learn to analyze their activities, evaluate their actions and capabilities, the ability to act in a team, and fight for the honor of the class.

Children's activity increases.

The game facilitates interpersonal communication.

The game consolidates and applies in a non-standard setting the knowledge gained in the lessons.

The game is educational in nature.

Games and game exercises I select not for the sake of fun and entertainment, but aimed at the comprehensive improvement of motor skills.

V. A. Sukhomlinsky also wrote: “...vain, fruitless work for an adult becomes hateful, stultifying, meaningless, but we are dealing with children.”

Therefore, when working with children in the classroom, I manage their activities in such a way that every child is sure to feel the “inspiring power of success.” A child, if his efforts are not crowned with success, begins to lose faith in his strengths and capabilities. Constant failures discourage you from learning. In my lessons I don’t overuse reproaches, comments, and bad marks. On the contrary, I try to praise even for a small step forward. Children's interest in lessons increases. They enjoy participating in extra-curricular activities, both in and outside of school.

1. Litvinov E.N., Pogodaev G.I. Methods of physical education for students in grades 1-4 - M., Prosveshchenie, 2001.

2. Nikiforova N.Yu. Non-standard physical education lessons - Volgograd, 2005.

3. Elkonin D.B. Selected psychological works - M., Pedagogy, 1989.

Topic: Outdoor games as a universal means of developing physical qualities and cognitive interest of children

Introduction

Chapter 1 Outdoor games are an integral part of physical and cognitive education

1 The role and importance of play in the development of children

2 Games for developing strength capabilities

3 Games to develop speed and endurance

4 Games to develop dexterity and flexibility

5 The influence of outdoor games on the development of children’s cognitive interest

Chapter 2. Organization and methodology of research

1 Methodology for developing an experimental program for the development of physical qualities using outdoor games

2 Organization and results of the study

Chapter 3. Research results and conclusions

Conclusion

References

Introduction

Purpose of the work: to explore, using existing methods, the possibility of using games for children in physical education lessons, the development of physical qualities and cognitive interest of children.

Subject of research: the effectiveness of the pedagogical process of developing physical qualities through game actions.

The hypothesis of the study is the assumption that the existing methodology for using outdoor games can serve as a universal means of developing the physical qualities of children.

Among large quantity Among various means of physical education, outdoor games are widely used, which help solve educational and health problems.

Play activity is especially important during the most active formation character - in childhood and adolescence. While playing, children learn vital motor habits and skills; they develop courage, will, and intelligence. During this period, the gaming method has leading value, takes on character universal method physical education.

Almost throughout life, a person is closely associated with play, and during the period of the most active formation - in childhood and adolescence, play activity occupies the greatest place. The content of games changes with the growth and development of the child. If at the first stages the gaming activity is simplified, then at the later stages it is significantly enriched both in form and content. These changes are determined by the increasing role of consciousness in the child’s life. Games play an exceptional role in the formation and strengthening of children's teams, because games always have elements of healthy rivalry and interesting competition.

Gaming activity is always associated with the emergence and development of certain relationships between players. It facilitates active communication between children and the establishment of contacts.

During the game, it is possible to include all students in collective activities and help them take their proper place among their peers. In outdoor games there are always losers and winners. It is very important to teach children not to boast if they win and, conversely, if they lose, not to fall into despair. In particular, it is necessary to ensure that children maintain a friendly attitude towards both winners and those who lost, and all relationships should be based on goodwill, deep respect for classmates, and camaraderie.

With the help of outdoor games, various motor qualities are developed, and above all speed and dexterity. At the same time, motor habits are consolidated and improved; motor qualities appear more and more diverse. In connection with the demands placed on a person by highly automated work, the development of visual-motor coordination and the emergence of so-called “manual skill” become especially significant. During play activities, complex and varied movements, as a rule, involve all muscle groups. This promotes the harmonious development of the musculoskeletal system. The conditions of the gaming competition require quite a lot of physical effort from the participant. Alternate change of moments relative to high intensity with rest breaks and low-stress activities, allows players to do a lot of work. The shifting nature of the load is most responsible physiological characteristics growing organism and therefore has a beneficial effect on improving the functioning of the functional circulatory and respiratory systems.

The hygienic importance of games is enhanced by the possibility of their widespread use in natural conditions. Games on skis, in the forest, in the water, etc.

An incomparable means of hardening and strengthening health.

Chapter 1. Outdoor games are an integral part of physical and cognitive education

Children usually strive to satisfy their enormous need for movement through games. For them, playing means, first of all, moving and acting. During outdoor games, children improve their movements, develop qualities such as initiative and independence, confidence and perseverance. They learn to coordinate their actions and even follow certain (at first, of course, primitive) rules.

Speaking about the influence of the game on mental development, it should be noted that it forces you to think more economically, tame your emotions, and instantly react to the actions of your opponent and partner. By developing the habit of volitional action, games create the basis for voluntary behavior, outside of gaming activities leading to the development of the ability for elementary self-organization and self-control.

Game is a multifaceted phenomenon; it can be considered as special form the existence of all aspects of the life of the collective without exception. Just as many shades appear with play in the pedagogical management of the educational process.

Play, the most important type of children's activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the student’s personality, his moral and volitional qualities; the game realizes the need to influence the world. Soviet teacher V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

First of all, a game, since we are talking about the games of a person and a child, is a meaningful activity, that is, a set of meaningful actions united by a unity of motive. A game is an activity; it is an expression of a certain attitude of the individual to the surrounding reality.

A person’s game is a product of activity through which a person transforms reality and changes the world. The essence of human play is the ability to reflect and transform reality. In play, for the first time, the child’s need to influence the world is formed and manifested in this fundamental, central and most general meaning games.

Game is life, especially if we are talking about children's games designed to entertain, unite, develop, amuse, teach, show - as long as it is interesting, dynamic and playful

Play activity is especially important during the period of the most active formation of character - in childhood and adolescence. While playing, children learn vital motor habits and skills, they develop courage, will, and intelligence. During this period, the game method takes a leading place and acquires the character of a universal method of physical education. It should be noted that, despite the appropriate level of methodology for outdoor games, the process of their development has not stopped, but continues tirelessly.

1.1 The role and importance of play in the development of children

Outdoor games greatly contribute to the development of physical qualities: speed, agility, strength, endurance, flexibility, and, importantly, these physical qualities develop in a complex.

To develop strength, it is good to use games that require moderate-intensity, short-term speed-strength stress. Games with repeated repetitions of intense movements, with constant physical activity, which causes significant expenditure of strength and energy and contributes to the development of endurance. Improvement of flexibility occurs in games associated with frequent changes in direction of movement.

A fascinating game plot evokes among participants positive emotions and encourages them to repeatedly perform certain techniques with unremitting activity, demonstrating the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game. An outdoor game that requires creative approach, will always be interesting and attractive for its participants.

The competitive nature of collective outdoor games can also intensify the actions of players, causing determination, courage and perseverance to achieve the goal. However, it must be taken into account that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while simultaneously being passionate about the game, disciplines the playing children.

The leader must be able to correctly distribute playing roles in the team in order to teach the players mutual respect during joint performance of game actions, and to take responsibility for their actions.

Outdoor play is collective in nature. Peer opinion is known to have a great influence on the behavior of each player. Depending on the quality of fulfillment of the role, one or another participant in an outdoor game may deserve encouragement or, conversely, disapproval from his comrades; This is how children get used to working in a team.

The game is characterized by opposition from one player to another, from one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the surrounding situation as soon as possible, choose the most correct action and carry it out. This is how outdoor games promote self-knowledge.

Health, educational and educational tasks must be solved in a complex manner, only in this case each outdoor game will be an effective means of versatile physical education of children and adolescents.

The presence in outdoor games of the rules “throw the ball only from a certain distance”, “run only after a signal”, “run to a designated place”, “jump only on one or two legs” cultivates strong-willed qualities in children. In games with balls, hoops, and jump ropes, children reinforce the concepts of up, down, far, close, etc.

During outdoor games, children learn to quickly and correctly navigate space (“Run to Me,” “Sparrows and the Car,” “Cat and Mice”).

One of important conditions The success of learning during outdoor games is the children’s own interest in them. Therefore, all games organized by adults should be played emotionally, lively and at ease.

In outdoor games, children develop and improve basic movements, and develop qualities such as courage, resourcefulness, perseverance, and organization.

When conducting outdoor games with children, it is necessary to take into account the anatomical and physiological characteristics of children, the relative susceptibility of their body to various influences environment and fatigue.

Constant attention should be paid to increasing the physical activity of students, the daily volume of which should be at least two hours. It includes morning exercises, physical education minutes, outdoor games during breaks, physical education lessons and school competitions, outdoor outdoor games, independent physical education and sports.

During classes in senior grades of general education schools, students' motor activity is reduced, and there is a risk of psycho-emotional stress that causes fatigue. In such conditions, passive rest does not provide full recovery. Thus, the need arose to use physical education for health purposes. In this regard, it is necessary to systematically develop physical education activities, one type of which is outdoor games.

Games and exercises that promote the development of necessary motor skills:

"Throwing at a moving target"

Equipment - 3 flags for marking the court, a ball for playing handball.

The venue is a flat area, a football field.

The main goal is to teach how to throw a ball accurately.

Organization - mark a triangle with sides 10-15 m long. Near any of the vertices of the triangle, the players are lined up one at a time. All players have serial numbers. The ball is in the hands of the player number one. At the leader’s signal, the player with the ball in his hands runs first. As soon as he has taken 2-3 steps, the player with the first number from the group, which is lined up near the next vertex of the triangle, runs. The player who has the ball passes it in motion to the player who started running second. If the second player receives the ball, the first player from the group lined up near the third vertex starts running. Players run along the sides of the triangle.

"Pushing a ball into a hoop"

Equipment - gymnastic hoop, medicine ball.

The venue is a small area.

The main goal is to teach how to push the ball at the correct angle.

Organization - hang the hoop at a height of 2.5-3 m above the ground. At a distance of 3-4 m, draw a line from which the ball will be pushed. One team stands behind this line, and the second takes a place on the second side of the hoop, 3-4 m from it.

Carrying out - students of one team take turns pushing the ball so that it flies through the hoop. The second team players serve the ball. Then the teams change places. Each hit in the hoop is worth one point. The team that scores the most points wins.

"Gawkers"

Goal: development of voluntary attention, reaction speed, learning the ability to control your body and follow instructions.

All players walk in a circle, holding hands. At the leader’s signal (this could be the sound of a bell, a rattle, clapping hands, or some word), the children stop, clap their hands 4 times, turn around and walk in the other direction. Anyone who fails to complete the task is eliminated from the game. The game can be played to music or a group song. In this case, children should clap their hands when they hear a certain word of the song (agreed in advance).

To develop strength, it is good to use games that require moderate-intensity, short-term speed-strength stress. Games with repeated repetitions of intense movements, with constant motor activity, which causes significant expenditure of strength and energy, contribute to the development of endurance. A crucial moment in the management of outdoor games is the dosage of physical activity. Playful activities captivate children with their emotionality, and they do not feel tired. To avoid overworking students, it is necessary to stop the game in a timely manner or change its intensity.

When regulating physical activity in the game, the teacher can use a variety of techniques: reduce or increase the time allotted for the game, change the number of repetitions of the game. The end of the game must be timely. Ending the game prematurely or suddenly will cause dissatisfaction among the students. To avoid this, the teacher must meet the time allotted for the game. After the end of the game it is necessary to summarize. When reporting results, teams and individual players should be pointed out the mistakes made and negative and positive points in their behavior.

Games and exercises that help master jumping techniques and develop speed and strength qualities

"Get the ball"

Equipment - ball, string.

The main goal is to master the rhythm of performing the last three steps and pushing off.

Organization - hang a ball on a string at a height accessible to students. Set the order of the exercises.

Carrying out - the student performs three running steps, pushes off with one leg and tries to touch the ball suspended on a cord with his hand. The height at which the ball is suspended is gradually increased in order to know how many centimeters the ball rises. To determine individual or team championship, one point is awarded for each successful jump. A jump is considered successful if the student touches the ball with his hand. One attempt is made at each height.

"Push-off and landing"

The venue is the high jump sector.

Equipment - rubber band or high jump bars.

The main goal is to learn how to push off and land.

Organization - draw 4 lines on both sides of the bar in the landing pit and in the sector across the entire width of the pit. The distance between the lines is 20-30 cm. Number the lines. The first line from the bar on both sides is drawn at a distance of 40-50 cm and has the highest serial number.

For example: the first line from the bar has No. 3, the second - No. 2, the third - No. 1. Divide the students into 2 teams and line them up on both sides of the pit in a column, one at a time. First all the students jump on one side, and then on the other. Team championship is determined by counting all the points scored by team members.

“Who is taller?”

Equipment - rubber band or high jump bar, chalk of two colors.

The main goal is to gain competition experience and the habit of taking risks.

Organization - 2 teams take part, the participants have serial numbers, and jump alternately. Each participant chooses the height that he will overcome and declares this to the coach. Each participant overcomes only one height.

Carrying out - by the beginning of the competition, the chalk marks are at the same height. For each height taken by a participant, the team is awarded points that correspond to the height taken.

"Stick-lever"

Inventory - a meter stick.

The main goal is to gain competition experience.

The competitors stand with their backs to each other and raise up a meter-long stick, which they hold with their hands. The players' task is to lean forward and try to lift their opponent off the ground. The one who ends up in the air or who lets go of the stick loses.

Another option. The players sit opposite each other on the ground (resting their feet on the feet of their partner) and take hold of the gymnastic stick. At the signal, the players begin to pull the stick in their direction. The winner is the one who was able to lift the opponent, holding him in this position for 5 seconds.

1.3 Games to develop speed and endurance

lesson game active physical education

Most outdoor games require participants to be quick. These are games built on the need for instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of movements, covering short distances in the shortest possible time.

The game is characterized by opposition from one player to another, from one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the surrounding situation as soon as possible, choose the most correct action and carry it out.

Games that help develop speed and endurance.

"Running with a ball"

Equipment - a large or small ball.

Venue: playground, football field.

The main goal is to teach distance running.

Organization - draw an arc behind which there are 2 teams of players, lined up in a column one at a time. Two leaders are appointed from among the students, one of them is behind the arc in the middle between the teams, holding a ball in his hands, and the second stands in front at a certain distance from the first. The distance between the two presenters can be arbitrary and depends on the time and preparation of the students.

Carrying out - after the coach’s signal, the leader, who is behind the arc, passes the ball on the ground to the second driver. Participants, one from each team, run after the ball. The team whose representative touches the ball first gets a point. The game continues until all players have taken part in it.

“Running along a straight path with acceleration”

Inventory - checkboxes.

Venue: running track, football field.

The main goal is to develop reaction, agility, and speed.

Organization - 3 parallel lines are marked. The first two, which are located at a distance of 5-7 m from one another, are the starting lines. The third line is the finishing line, located at a distance of 15-20 m from the starting lines. Participants are divided into 2 teams. One from one, the other from another starting line.

Carrying out - after the coach’s signal, the players of both teams begin to run. The players' task is to reach the finish line as quickly as possible, without allowing themselves to be overtaken by the players of the other team.

A player is considered overtaken if he is touched by hand. For each player caught, the team receives 1 point.

"Shuttle run"

Venue: stadium running track.

The main goal is to develop the ability to control oneself, master the starting technique and develop speed.

Organization - 2 starting lines are marked at a distance of 20-30 m from one another.

Carrying out - players take a low or high start. At the signal, the first numbers start, running to the second numbers and touching them with their hands. The second run to the third, etc. The team that was the first to take their original places wins.

"Team Speed ​​Run"

Inventory - flags for marking the track, stopwatch.

The venue is a treadmill.

The main goal is to test the ability to run at a constant speed.

Organization - the group is divided into 2 teams, they are told what distance the running will be, and indicate the time in which the teams must run it.

Conduct - at the coach’s signal, one team is given a start first, then the second team starts. After the entire team finishes, the time it took to run the distance is announced. To determine the winning team, you need to find the difference between the planned and obtained results.

"Relay with turns"

Inventory - medicine ball (town, flag).

Venue: running track, hall.

The main goal is to test your running ability.

Behind the common starting line, 2-3 teams line up, the players of which stand in a column one at a time. 12-18 meters from the line opposite each column is a medicine ball (town, flag).

At the signal, the guides of each team run to their ball, run around it (from left to right) 2 times and return back. Having passed the starting line, the player runs around his column and, finding himself near the player standing in front, touches him with his hand. This is a signal for the next participant to run, who does the same as the previous one. The one who finishes the dash stands at the end of his column.

1.4 Games to develop dexterity and flexibility

The constantly changing situation in the game, the rapid transition of participants from one movement to another contribute to the development of dexterity.

In addition, playing games develop coordinated, economical and coordinated movements; players acquire the ability to quickly enter the desired pace and rhythm of work, deftly and quickly perform various motor tasks, while showing the necessary effort and perseverance, which is important in life.

Also, in games involving frequent changes in direction of movement, flexibility is improved.

"Prohibited Movement"

Goal: a game with clear rules organizes, disciplines children, unites the players, develops reaction speed and causes a healthy emotional upsurge.

Children stand facing the leader. To the music, at the beginning of each measure, they repeat the movements shown by the presenter. Then one movement is selected that cannot be performed. The one who repeats the prohibited movement leaves the game. Instead of showing the movement, you can say the numbers out loud. The participants of the game repeat in chorus all the numbers except one, which is forbidden, for example, the number “five”. When the children hear it, they will have to clap their hands (or spin around in place).

Goal: development of attention and memory.

Children jump to the beat of the music (legs to the sides - together, accompanying the jumps with clapping overhead and on the hips). Suddenly the music stops. The players must freeze in the position at which the music stopped. If one of the participants fails to do this, he is eliminated from the game. The music sounds again - those remaining continue to perform the movements. They play until there is only one player left in the circle.

"A fun game with a bell"

Everyone sits in a circle; at the request of the group, a driver is selected, however, if there are no people willing to drive, then the role of driver is given to the coach. The driver is blindfolded, and the bell is passed around in a circle; the driver’s task is to catch the person with the bell. You cannot throw the bell to each other.

"Plate in a circle"

5 people stand in a circle at a distance of 5-8 m from one another. The first and third players have a plastic flying saucer in their hands. At the signal, players throw their plates to their neighbor in a clockwise direction. Having caught a plate from a neighbor on the right, the player sends it further, and he himself must catch a new plate on the right side. If the player did not have time to free himself from one plate before the second one arrived at him (he found himself with two plates), then the game stops and the slow player receives a penalty point. It is also awarded to the player who threw the plate inaccurately (more than a step from the player) or the last one landed above his head.

Play for 8-10 minutes. The winner is the one who receives fewer penalty points.

You can increase the number of players in the circle by leaving 2 plates. Then it will be easier to play. If there are more than 8-10 people who want to play, you should introduce 3 plates into the game.

"Catch up with the bell"

Goal: development of attention and dexterity.

Everyone playing is on skates. One of them is given a bell. Choose 2 pairs of drivers. The player with the bell runs away from the drivers, and they try to surround him with clasped hands. This can be done by one or both pairs of drivers (four).

The player with the bell, in a moment of danger, can pass (but not throw) the bell to any of the participants in the game. The bell passes from hand to hand, its cheerful ringing echoes throughout the skating rink. However, if the drivers get creative and push the runner to the edge of the skating rink (hockey box), where it is difficult to pass the bell to someone, they take possession of the bell, which is handed to the most dexterous skater, and the game continues. You can also change pairs of drivers.

1.5 The influence of outdoor games on the development of children’s cognitive interest

An exciting game plot evokes positive emotions in the participants and encourages them to repeatedly perform certain techniques with unrelenting activity, demonstrating the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game. An outdoor game that requires a creative approach will always be interesting and attractive for its participants.

"Tender Paws"

Goal: relieving tension, muscle tension, reducing aggressiveness, developing sensory perception, harmonizing relationships between a child and an adult.

An adult selects 6-7 small objects of different textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is asked to bare his arm up to the elbow; The teacher explains that an “animal” will walk along your hand and touch you with its affectionate paws. With your eyes closed, you need to guess which “animal” touched your hand - guess the object. Touches should be stroking and pleasant.

Game option: the “animal” will touch the cheek, knee, palm. You can change places with your child.

"Rope Walker"

Two teams stand in columns at the start line, the finish is at a distance of 8 - 10 m. The players each have one paper or cardboard cap. The first in the column put a cap on their head, spread their arms to the sides and move forward at a signal. Having turned at the designated place, they take the cap in their hands and run to their column. The column that completes the task first wins.

"Change the subject"

On one side of the site there are 4 - 5 objects in circles (bags, cubes, skittles). On the opposite side behind the start line (distance 15 - 20 m), children form 4 - 5 columns. The first ones receive one of the same items, but of a different color. At the signal “Run,” they run to the circles opposite their column, put down an object, take the one lying down, return with it to their column and lift it above their heads. The winner is noted. Then they pass the item to the next one from their link, and they themselves stand at the end of the column. The column in which there were more winners is marked.

Complication: each circle contains 3-4 objects. At the signal “Run” the players run, and at this time they are told the object that needs to be taken.

“Manage to catch up”

On the site, a circle with a diameter of 9-12 meters is outlined or marked with objects. 6-8 people spread out outside circles facing counterclockwise are not the same distance from each other and are calculated on the first - second. The first numbers are one team, the second numbers are another.

At the signal, everyone runs in one direction, keeping their distance. At the second signal the competition begins. The task of each player is to spoil the one running in front and not allow himself to be tarnished by the opponent behind. Those who got dirty leave the circle along with the one who got dirty, the rest continue to run in a circle. When the last player is killed, the game ends. The loser is the team that has more tainted players.

You don't have to split the participants into pairs. Then each runner, having spotted the player in front, continues to run in a circle, trying to make fun of the next one, and the dirty ones leave the circle (go to its middle). The 2-3 best runners are identified and remain last.

Outdoor games as a means of physical education have a number of features. The most characteristic of them consist of the activity and independence of the players, collective action and the continuity of changes in the conditions of activity. The activities of the players are subject to the rules of the game, which regulate their behavior and relationships.

The rules make it easier to choose action tactics and manage the game. The relationships between the players are determined, first of all, by the content of the game. The difference in relationships between players allows us to distinguish two main groups - plot and plotless games.

Plotless games contain motor game tasks that are interesting for children, leading to the achievement of a goal that is clear to them.

Games such as dashes, traps (do not have a plot, images, but have rules, a role, game actions)

Games with competitive elements

Simple relay games (conducted with division into teams; the child strives to complete the task in order to improve the team’s result)

This group includes games that differ in the nature of their organization: for a large number of children playing at the same time and for small groups, as well as games in which the players are divided into units or teams.

Plotless games such as traps and dashes are very close to plot games - they just don’t have images that children imitate, all other components are the same: the presence of rules, responsible roles, interconnected game actions of all participants. These games are based on simple movements, most often running combined with catching and dodging, hiding, etc. Such games are available to both toddlers and older preschoolers.

However, it should be taken into account that plotless games require children to have greater independence, speed, dexterity, and spatial orientation than plot-based games - this is explained by the completion of a specific motor task. The conditions for completing such a task are determined by the rules.

Since the rules require fairly fast and dexterous movements from the participants, plotless games are most common in middle and older age.

Story-based games have a ready-made plot and firmly fixed rules; game actions are related to the development of the plot and the role played by the child. These games are mainly collective. Folk games are related to plot games.

Games of this type are built on the basis of children’s experience, their existing ideas and knowledge about surrounding life, professions of adults, means of transport, natural phenomena, lifestyle and habits of animals and birds. The plot of the game and the rules determine the nature of the movements of the players. In one case, children, imitating horses, run, raising their knees high, in another, they jump like bunnies, in the third, they need to be able to climb onto a ladder, like a fireman, etc. In story games Thus, the movements performed are mainly imitative in nature.

Thematic outdoor games are predominantly collective; the number of players can be different (from 5 to 25), and this allows the games to be widely used in different conditions and for different purposes.

"Butterflies and Dragonflies"

Players in two lines are located in the middle of the court at a distance of one step with their backs to each other. The teams are given the names "Butterflies" and "Dragonflies". The presenter, standing on the side, names one of the teams. Its players must run as quickly as possible beyond the line marked 10 steps in front of them. The players of the other team, turning in a circle, rush after them. The number of points they get is how many players they can knock down to the house line. No one drops out of the game, and all participants again stand in ranks. The presenter calls the teams in any order. The winner is the team that manages to kill more opposing players in the same number of runs.

Complication: children take the starting position, kneeling, sitting, lying down.

"Horse is fire"

The players stand in a circle, one in the center of the circle with a flag. They jump in a circle to the words: “I have a horse, this horse is fire! But - but - but - but, but - but - but - but.” They stop, make a movement with a bent leg on the spot - the horse kicks with its hoof. At this time, the driver jumps around the circle, saying: “I’m galloping on him, on my horse. But - but - but - but, but - but - but - but.” At the end of the words, he stops and holds the flag between the two players. One runs in right side circle, the other to the left, trying to run faster and take the flag. The one who succeeded goes to the circle with a flag. The game repeats itself.

"The Kite and the Mother Hen"

7 children (chickens) stand in a column, holding each other, with a hen standing in front. On the other side of the site is a kite. At a signal, he flies out and tries to grab the last chicken standing. The hen protects the chicks by raising her arms to the sides and preventing the kite from reaching the chick. All the chicks move together behind the hen, without breaking the clutch, interfering with the kite. The kite, in order to catch a chicken, often changes direction of movement.

When working with preschool children, so-called games are also used - fun, attractions. While not particularly important for physical education, they are, however, often held at leisure evenings and at physical education festivals. Motor tasks in these games are performed in unusual conditions and often include an element of competition. These games require participants to have motor skills, dexterity, and dexterity.

Also team games are divided into two main types: games with the simultaneous participation of all players, games with alternate participation. Team games also differ in the form of combat between the players. There are games without players entering into a fight with an opponent, while in others, on the contrary, they actively fight against them.

There are games: simulation, with dashes, with overcoming obstacles, with a ball, with sticks. The choice of a particular game is determined by specific tasks and conditions. Each age group has its own characteristics in the choice and methodology of playing the game.

"Shouters-whispers-silents"

Goal: development of observation, ability to act according to the rule, volitional regulation.

You need to make 3 silhouettes of a palm from multi-colored cardboard: red, yellow, blue. These are signals. When an adult raises a red palm - a “chant” - you can run, scream, make a lot of noise; yellow palm - “whisper” - you can move quietly and whisper, when the signal “silent” - blue palm - children should freeze in place or lie down on the floor and not move. The game should end with silence.

"Take it quickly"

The players stand in the middle of the court in two lines opposite each other at a distance of two meters. On the sides of the site at a distance of 10 - 15 m behind each line, boundary lines are marked. A small object (cube, pebble, bag) is placed between each pair. Children take one of the starting positions - sitting, lying, resting on their knees. At the teacher’s signal, everyone strives to quickly get up, grab the object and run beyond the boundary line. The one who did not have time to take the item catches up. The one who managed to take the item and run over the line wins.

"Fishing rod"

The players form a circle. The driver, standing in the center, rotates a rope with a bag of sand (fishing rod) tied at the end. The players jump over the rope as it passes under their feet, trying not to touch it. The one who touches the rope becomes the driver.

"Drag Across the Line"

The participants of the game stand facing each other at a distance of 1 meter. Each player grabs the opposite wrist of the opponent, and a line is drawn between them. At the signal, the players begin to pull each other. The one who crosses the line with both feet is considered defeated. The duration of the game for one pair of players is 3-5 minutes.

The game can be included in all parts of the training. The preparatory part consists of games of low mobility and complexity that help focus students' attention. Characteristic types of movements for these games are walking. The main part is games with speed running, overcoming obstacles, throwing, jumping and other exercises that require great mobility.

Games in the main part should help to study and improve the technique of performing certain exercises. The final part is games of low and medium mobility with simple movements and rules of organization. They should promote active rest after intense exercise in the main part.

"Brownian motion"

Goal: development of the ability to distribute attention.

All children stand in a circle. The leader rolls tennis balls into the center of the circle one after another. Children are told the rules of the game: the balls should not stop and roll out of the circle; they can be pushed with their feet or hands. If the participants successfully follow the rules of the game, the presenter rolls in an additional number of balls. The point of the game is to set a team record for the number of balls in a circle.

"Pass the ball"

Goal: remove excessive physical activity.

Sitting on chairs or standing in a circle, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it, turning your back in a circle and putting your hands behind your back. You can make the exercise more difficult by asking children to play with their eyes closed or by using several balls in the game at the same time.

"Siamese twins"

Goal: to teach children flexibility in communicating with each other, to promote trust between them.

Tell the children the following. “Get into pairs, stand shoulder to shoulder, put one arm around each other’s waist, and place your right leg next to your partner’s left leg. Now you are conjoined twins: two heads, three legs, one torso, and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc.” In order for the “third” leg to act “harmoniously”, it can be fastened with either a rope or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

"Listen to the command"

The music is calm, but not too slow. Children walk in a column one after another. Suddenly the music stops.

Everyone stops, listens to the leader’s whispered command (for example: “Put your right hand on your neighbor’s shoulder”) and immediately carries it out. Then the music starts again and everyone continues walking. Commands are given only to perform calm movements. The game continues until the group is able to listen well and complete the task. The game will help the teacher change the rhythm of action of the naughty children, and the children will calm down and easily switch to another, more calm view activities.

"Let's say hello"

Purpose: relieving muscle tension, switching attention.

Children, at the leader’s signal, begin to move chaotically around the room and say hello to everyone who meets on their way (and it is possible that one of the children will specifically try to say hello to someone who usually does not pay attention to him). You have to greet yourself in a certain way:

cotton - shake hands;

cotton - greet with hangers;

cotton - we greet with our backs.

The variety of tactile sensations accompanying this game will give a hyperactive child the opportunity to feel his body, remove muscle tension. Changing playing partners will help get rid of the feeling of alienation. To ensure complete tactile sensations, it is advisable to introduce a ban on talking during this game.

Chapter 2. Organization and methodology of research

1 Methodology for developing an experimental program for the development of physical qualities using outdoor games

To prove the hypothesis put forward and implement the developed program, we used integrated approach to the development of motor qualities, most fully realized through outdoor games. In the course of practical implementation, the principle of selective influence on the form of manifestation of the quality of force was implemented, because The age of the children who took part in the research experiment is most favorable for the development and improvement of this particular quality. In each lesson, for this purpose, games and game exercises were planned for the development of all motor qualities, as well as the mandatory inclusion in each lesson of athletics-oriented game tasks (games such as “tag”, “sorcerers”, “catch up with your partner”). These games were included in the introductory part of the lesson, that is, until the children’s bodies were loaded with other motor actions and were able to complete the proposed tasks as quickly as possible.

Classes were conducted according to a standard structure in accordance with the requirements of the “theory and methods of physical education.” Each lesson was carried out in compliance with the pedagogical principles of gradualness and sequence of increasing load.

Thus, in the introductory part, games and game tasks were carried out to concentrate attention and tune the children’s psyche for the upcoming activity, including games such as “Get to your places quickly!”, “Class”, “Prohibited movement”. In the main part, games and play tasks of medium and high mobility were held, such as “lapta”, “sniper”, “four stances”. In the final part, games were used for relaxation and concentration of attention on subsequent activities not related to the training process.

Monitoring the adequacy of the load was carried out by counting the pulse before the start of the lesson and at its end (counting the pulse at radial artery in 10 sec. Subsequently multiplying the obtained values ​​by 6), as well as according to subjective signs during classes (redness skin and sweating).

The desire or unwillingness to engage in the proposed tasks and the quantitative and qualitative implementation of the lesson program served as pedagogical control.

The assessment of the implementation of the program was carried out using express testing during classes, without disrupting the course of the experiment. In this case, it was not the absolute improvement in results that was assessed, but the magnitude of their shifts for the better or worse. Testing is focused on indicators of the development of motor qualities and coordination abilities proposed by the state educational standard.

The testing objectives were:

· check the initial (before the experiment) level of physical fitness of students, experiment participants and level physical training them after finishing it;

· monitor the dynamics of growth of physical qualities, in particular the development of children’s strength capabilities;

· monitor the effectiveness of the pedagogical experiment and the justification of the developed program.

Testing was carried out under the most identical conditions, i.e. gym schools in the form of a game - tasks to perform pull-ups from a hanging position for boys and lying down for girls, at the same time for experimental group both at the beginning and at the end of the experiment.

2.2 Organization and results of the study

Express testing was carried out in accordance with the requirements for its conduct, i.e. directly during the lesson, without disturbing educational process and along with solving the problems posed in this lesson. Students were assessed not based on the absolute result of performing the exercises, but on the magnitude of the shifts, i.e. to improve or worsen the results shown.

Before the start of the experiment and after it, a group of 10 students (5 boys and 5 girls) was tested, randomly selected from the total number in the magazine, who were offered a test for the manifestation of speed-strength ability, proposed to determine the level of physical fitness of students 11 -15 years.

Testing carried out before and after the experiment gave the following results, presented in Table 1 (for boys) and Table 2 (for girls):

Table 1

Boys, pull-up

	Last name First name	Result before experiment, times	Result after experiment, times
	Petrov Kolya
	Ksenofontov Petya
	Mamin Sasha
	Saburov Egor
	Yukhin Lesha

Table 2

Girls doing push-ups

Let's present the results obtained in the form of a bar graph:

Boys

Thus, the results improved for all participants in the experiment.

For boys, these improvements amounted to an average of 2-3 pull-ups, and for girls 3-4 more push-ups, compared to the baseline.

Chapter 3. Research results and conclusions

Based on the results obtained, we can conclude that the hypothesis put forward before the start of the experiment was fully confirmed during its practical testing on a group of students in class “7b” of school No. 4 and the following conclusions can be drawn:

Practical application of the developed methodology integrated development physical qualities using games leads to a level of preparedness that allows you to master the requirements of the curriculum.

The game promotes harmonious physical development, which means it preserves and strengthens health.

Provides high adaptation capabilities to physical activity, which allows students to achieve more high level performance;

increases cognitive interest and motivation of schoolchildren.

Conclusion

Outdoor games are of great importance in instilling conscious discipline in children, which is an indispensable condition for every collective game.

During the game, children develop concepts about the norms of social behavior, and also develop certain cultural skills. However, the game is beneficial only when the teacher has a good command of the pedagogical tasks that are solved during the game. Thanks to outdoor games, children can achieve desired results in training and competitions, because not only moral and psychological qualities develop, but also physical ones. The game should not turn into a monotonous process. If children do all these exercises without pleasure and interest, then they are unlikely to be able to achieve desired result. Therefore, you can’t do without outdoor games here. By engaging in outdoor games, children strengthen the muscles of the back, upper and lower extremities, and correct their gait.

Where there is active play, there is no place for boredom. These games help to do emotional exploration and get to know the guys better. Outdoor games always require motor efforts from the players, aimed at achieving a conditional goal specified in the rules. The peculiarity of outdoor games is their competitive, creative, collective nature. They demonstrate the ability to act together with a team in constantly changing conditions.

Outdoor games most fully correspond to the nature of childhood. We have been participants and organizers of outdoor games more than once. Therefore, let us remember what is most important in organizing such games. Each game has its own game task: “catch”, “catch”, “find”, etc. We need to try to captivate the children with it, to interest them. Sometimes it is useful to play on the children’s pride by expressing “doubt” about their strength and dexterity. To do this, it is worth drawing in front of the children a vivid picture of the upcoming action. At the beginning, you shouldn’t limit yourself to just one routine phrase: “And now we’ll play...”. When organizing outdoor games, you should remember that it is better if you are as much a participant in them as the guys. Each game has its own rules and they need to be clearly explained.

This can be done more effectively if actions are shown simultaneously with the story, i.e. create a figurative idea of ​​the game. Let one of the guys repeat this, which will require special attention in the game. If the rules are not followed during the game, you should pause the game, you need to be emotional and spontaneous, encourage the guys. A comic report about what is happening is also possible.

If you lose interest in the game, you should try to complicate the rules, this usually inspires. But remember: a game is a game as long as it gives the characters a wide range of behaviors, as long as their actions cannot be predicted in advance. Don't miss the moment when it's best to finish the game. And yet, some games require simple equipment, so you should prepare it in advance. It’s also good to think about where it is better to organize the game outdoors or indoors at the school.

References

1. Byleeva L.V., Korotkov I.M. Outdoor games. - M.: FiS, 2002.

2. Korotkov I.M. Outdoor games in sports. - M.: FiS, 2001.

Korotkov I.M. Outdoor games at school. - M.: FiS, 2001.

Zhukov M.N. Outdoor games. - M.: Publishing house: Academy. - 2000. - 160 p.

5. Balsevich V.K. The concept of alternative forms of organizing physical education for children and youth / V.K. Balsevich // Physical culture: education, training. - 1996. - No. 1.

Raising children through play: A manual for kindergarten teachers / Comp. Bondarenko A.K., Matusik A.I. - 2nd ed., revised. and additional - M.: Education, 1983.

Geller E.M. Sportlandia calls to the start. - Mn., 1988.

Dvorkina N.I. Gender and age features of the dynamics of physical fitness and mental processes of children 3-6 years old / N.I. Dvorkina // Theoretical and methodological foundations physical education/ Under general ed. Assoc. V.A. Vostrikova. - Orenburg: OGPU Publishing House, 2004.

Lubysheva L.I. The concept of human physical culture formation: monograph / L.I. Lubysheva. - M.: GCOLIFK, 1992. - 120 p.

Lubysheva L.I. Modern value potential of physical culture and sports and ways of its development by society and individuals / L.I. Lubysheva // Theory and practice of physical culture. - 1997. - No. 6.

Samoukhina N.V. “Games at school and at home: psychotechnical exercises and correctional programs.” - M.: 1993. - 215 p.

Spivakovskaya A.S. The game is serious. - M.: Pedagogy, 1981. - 144 p.: ill. - (Library for parents).

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Development of physical qualities of students through outdoor games

Introduction

Introduction to physical education and sports with early age allows a person to achieve a high level of development of motor actions and physical qualities. It is known that already in childhood lays the foundation of physical qualities on which successful work activity, good health and performance.

To solve these problems, the entire variety of means of the physical education system is used. Among them, outdoor games occupy a prominent place in health improvement and comprehensive development.

Regular use of outdoor games contributes to: strengthening health, promoting proper physical development, versatile readiness of children, nurturing activity, courage, determination, discipline, collectivism and other character traits. Outdoor games develop vital motor skills and develop a love for systematic sports.

At primary school age, children freely hold the ball, pass it, and hit it. They can already master a certain sequence changes in situations, subordinate your activities to a consciously set goal, make decisions that are appropriate to the situation, anticipate possible actions opponent. All this indicates that children have access to outdoor games and exercises that prepare them for various sports. It is also recommended to include exercises in place, in motion, with additional tasks, a combination of different actions with the ball. When consolidating the skills of operating with a ball, it is advisable to complicate their implementation in the game and modify the conditions of children’s motor activity. Changing exercises and games ensures variety and emotionality in their implementation.

Children often experience fatigue and loss of interest in the lesson. This is a natural reaction of the body to the monotony of training sessions. And as soon as the teacher includes a relay race, a game or a competition in the lesson, the children forget about fatigue and become interested in the game.

In outdoor games, participants exhibit certain physical qualities. By directing the games, you can monitor the active manifestation of these qualities in their harmonious unity, and also develop to a greater extent those of them that have important at various stages of development and learning of schoolchildren.

To develop dexterity, games are used that encourage you to quickly move from one action to another in a correspondingly changing environment.

Improvement of speed can be facilitated by games that require instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of actions, covering short distances in the shortest time.

Games that require short-term speed-strength tension, moderate in load, are suitable for developing strength.

The development of endurance is facilitated by games with repeated repetitions of actions, with continuous motor activity associated with a significant expenditure of strength and energy. However, age and physical fitness playing.

Technology of experience. Games aimed at developing strength

In games that promote the development of strength, participants overcome their own weight, the weight of a weight, and the resistance of the enemy. These games use objects: medicine balls, dumbbells, benches, etc. or training partner. To carry out games with overcoming one's own weight, the following are used: a gymnastic wall, parallel bars, and a vertical rope. Often, such games do not require equipment and involve moving around the court in a prone position, in a back position, or jumping. Emotional coloring Such tests force the participants of the games to show maximum efforts to achieve both personal and team victory.

In the game, beginners should not be given a large volume of exercise with near-maximum and extreme loads. Emotional uplift often cannot compensate for their lack of physical fitness.

Preparation: students stand on the front line of the court with medicine balls.

Description of the game: each student takes a medicine ball (weight 1-2 kg), i.p. - the ball behind his back, sharply bending forward and raising his arms back - up and sharply throw the ball over his head.

Throw option:

a) from below with both hands;

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

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

d) with one hand from below;

e) one hand at the side;

e) with one hand on top.

The conditions for completing the task are the same.

2. “Shot put.”

Preparation: participants stand on the front line of the court.

Description of the game: shot putting (medicine ball) is performed with the right (left) hand from the shoulder. The task can be done from a standstill or from a jump. Each participant makes three attempts, the best result is counted. When pushing with the left and right hands, the two best results can be summed up and the winner can be determined based on this indicator.

4. "Who is stronger."

Preparation: two players stand between two lines drawn 2-4 m from one another, resting on each other’s forearms.

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

The competition takes place according to the following method: one against one or team against team - who will remain in the field?

5. “For a breakthrough.”

Preparation: several players hold hands and form a circle. The rest are located in a circle.

Description of the game: at the signal, players go to “break through” the circle; the players forming a circle prevent this.

7. “Vanka-stand up”

Preparation: one player stands with his arms extended along his body. Everyone else sits tightly around him, legs crossed and stretches out their hands to him.

Description of the game: “Vanka-Vstanka” falls onto the outstretched arms of the seated players, who constantly push it away from them.

9. "Running on your hands."

Preparation: the players are counted on the first or second and are divided into pairs. Then they line up along the baseline.

Description of the game: the first numbers take a prone position, the second ones take their legs. At the signal, the pairs rush to the control line. When the control mark is reached, the next two players begin moving. The team that finishes the game first wins.

Speed ​​is the ability to perform motor actions in a minimum period of time. Speed ​​to a certain extent depends on muscle strength. Great value has mobility in the joints and the ability of antagonist muscles to stretch. All exercises should be performed at the fastest possible pace. The duration of one series is 10-20 s. Rest breaks – 1-1.5 minutes.

Exercises that promote speed training should not be performed in a state of fatigue, otherwise coordination of movements is sharply impaired and the ability to perform them quickly and correctly is lost. Therefore, it is recommended to perform exercises to develop speed in the first half of the training session, and in small volumes.

1. “Calling numbers.”

Preparation: each group is calculated in numerical order. The presenter calls out the number loudly. The player with this number from each team immediately starts, runs the designated distance and returns to his place.

Description of the game: groups line up in columns, one at a time. At the signal you need to run to the turn mark.

6. "Relay Race".

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

Description of the game: at the signal, one participant from each team starts. They run a set distance, and then, touching the next player on their team with their hand, they stand at the end of their column. The team finishes the relay when the last number is in place.

7. "Black and White."

Preparation: in the center of the field, at a distance of 1-3 meters from one another, the “black” and “white” teams line up.

Description of the game: as soon as the leader calls: “blacks,” they become persecuted, and “whites” pursue them. Each can be tainted by multiple catchers.

4. "Wolves and Sheep."

Preparation: a driver is appointed, he is located in the middle of the site. All other free players take place on the opposite side of the field.

Description of the game: free “sheep” players try to run to the other side of the site, trying to escape from the “wolf”.

5. "Simple tag."

Preparation: players are divided into catchers and free players.

Game description: each catcher who stains a free player changes roles with him.

Evaluation: who will be tarnished the least number of times.

6. “Catch the ball”

Preparation: players are divided into two teams. A circle is drawn at a distance of 5m from each column.

Description of the game: at a signal, players with basketballs in their hands run into a circle and throw the ball number two, while they themselves run back in the column. The team that finishes the relay first wins.

7. “Ball Race in a Circle”

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

Description of the game: the captains have two balls in a circle. The ball is thrown over one to their player. The ball must go around a full circle and return to the captain. Having received the ball, the captain says: “Yes!”

9. "Ball to the average."

Preparation: the players form two circles, in the middle of which the drivers stand with medicine balls in their hands.

Description of the game: at the signal, the drivers begin to throw the ball to their players one by one. Having received the ball from the last player, the driver raises it up. The team that finishes the game first wins. Whoever dropped the ball picks it up and receives a penalty point.

Games for developing endurance

In games, endurance is manifested not in static, but in dynamic conditions, when moments of tension and relaxation alternate. These exercises, especially cyclic ones, can cause fatigue, and a decrease in performance is observed. Therefore, such exercises should be given in the second half of the lesson.

1. “Fishermen and fishes.”

Preparation: players sit in a circle. In the center is a driver with a skipping rope.

Description of the game: the driver rotates the rope under the feet of the players, everyone jumps, trying not to touch it. And whoever nevertheless touches the rope takes the place of the “fisherman”.

3. "Interception of the ball."

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

Description of the game: within a circle, two players throw a ball to each other. The third tries to intercept him.

4. "Tigerball".

Preparation: players form a circle of 8 m, several “tigers” are in the middle of the circle.

Description of the game: participants play the ball among themselves, the “tigers” try to touch the ball. Whoever allowed the “tiger” to touch the ball takes his place.

5. "Knocked out."

Preparation: players are divided into two teams. One team is located on one half of the court, and the second on the other.

Description of the game: each team tries to knock out the players of the other team with the ball, playing the ball among themselves.

6. "Rugby".

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

Description of the game: the ball is placed in the center. Both teams try to get the ball from their goal line. Each team tries to deliver the ball over the opponent's goal line.

7. "Football on your back"

Preparation: players lie on their backs, support their hands behind them and spin the ball with their feet. Teams try to score the ball into the opponent's goal.

9. “Manage to catch up”

Preparation: There are 16 players on the treadmill. They are located at a distance of 25 meters from each other.

Agility Games

Dexterity is a complex, complex quality that does not have a single evaluation criterion. By dexterity we mean:

1) the ability to quickly master new movements;

2) the ability to master complex coordinated movements;

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

This quality is manifested in the ability to quickly adapt

in accordance with the changing situation. Agility helps in mastering sports techniques and improving them. A variety of exercises are used to develop dexterity.

1. "Keen Eye".

While walking or running, following a visual signal, students perform a predetermined action. For example: a raised hand means that children must jump forward and take a conditioned stance.

2. "Falling stick."

Preparation: participants stand in a circle. In the center of the circle is the driver, who holds the stick in a vertical position by the upper end.

Description of the game: the driver calls the number of one of the players and releases the stick; the player must lunge forward and grab the stick without letting it fall.

Description of the game: participants stand in a circle and use an overhead pass to hit the ball up to each other. The player who allows the ball to fall receives a penalty point. The one who made fewer mistakes wins.

5. “Only from below.”

Description of the game: a regular game of volleyball, but passing the ball can only be done from below with two or one hand. Otherwise, the ball is passed to the opposite side and the team gets a point.

6. "Bombers".

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

Description of the game: the one who made a mistake when receiving the ball or sent the ball inaccurately sits in the center of the circle. The rest, from time to time, throw the ball at those sitting with an attacking blow. If a player is hit, he leaves the circle and continues the game. The shelling lasts until one of those sitting catches the ball in his hands, then everyone stands up, and the player who shot the ball sits in a circle.

7. "Precise delivery."

Preparation: squares are drawn on the volleyball field.

Description of the game: players perform any serve, having previously named the number of the square they want to hit. The player who lands in the square gets a point.

8. “Change of circles.”

Preparation: circles are drawn on the site. One team stands in circles, the other between them.

Description of the game: the team outside the circle tries to take the ball from the circle players, who throw the ball among themselves without leaving the circle.

Games to develop flexibility

Flexibility is the ability to perform movements with a large amplitude. Flexibility depends on the elasticity of muscles, tendons and ligaments.

Flexibility is evident when performing all technical techniques. Therefore, high elasticity of muscles, tendons and ligaments contributes to good play.

The main means of developing flexibility are exercises with light weights, with a partner and exercises similar in structure to the exercises of a volleyball player performing a technique.

1. “Who can pass it on faster?”

Preparation: two teams line up in a column. The distance between players in a team is 1 m.

Description of the game: at the signal, both teams begin to pass the ball, using the top pass of the ball, to the partner standing behind them. Who will pass the ball faster?

4. “Bridge and cat.”

Preparation: two teams are formed. Each team is calculated on the first or second. Two circles are drawn in front of each team.

Description of the game: at the signal, the first couples from each team begin the relay race. Once in the first circle, one of the players makes a “bridge”, and the second crawls under it and runs into another circle, where he takes a stand, standing bent over. His partner crawls under him, after which both, holding hands, run back and pass the baton to the next pair.

Conclusion

In the physical education of children, outdoor games have the most honorable place. They are the most suitable type of physical exercise, characterized by attractiveness, accessibility, depth and versatility of impact.

Team games are the most popular in sports games, as they are similar in essence. Team outdoor games are characterized by the greatest complexity, where, along with perfection of motor skills, highly organized tactics of action of the whole team are required.

The special value of outdoor games lies in the possibility of simultaneous impact on the motor and mental spheres of the personality of those involved. Responsive nature of motor reactions and choice correct behavior in the constantly changing conditions of the game, it predetermines the widespread inclusion of consciousness mechanisms in the process of control and regulation. As a result, the flow of nervous processes is improved, their strength and mobility increases, the subtlety of differentiation and the plasticity of the regulation of functional activity increases.

The high emotionality of gaming activity allows one to develop the ability to control one’s behavior and contributes to the emergence of character traits such as activity, perseverance, determination, and collectivism.

Games also contribute to moral education. Respect for an opponent, a sense of camaraderie, honesty in wrestling, a desire for improvement - all these qualities can be successfully formed under the influence of outdoor games.

With the help of outdoor games, motor skills and, above all, speed and dexterity are developed. Under the influence of gaming conditions, motor skills are improved. They are formed flexible and plastic. The ability to perform complex combinatorics of movements develops.

Gaming activities promote harmonious development musculoskeletal system, since all muscle groups can be involved in the work, and the conditions of the competition require quite a lot of physical stress from the participants.

Alternating moments of relatively high intensity with pauses of rest and low-stress activities allows players to perform a large amount of work. The alternating nature of the load is most consistent with age characteristics physiological state growing organism and therefore has a beneficial effect on improving the functioning of the circulatory and respiratory systems.

By their nature, outdoor games are closely intertwined with sports games, and are a good help for those involved in the first stages of training, when motor skills have not yet developed into a skill.

References

1. M.G. Kamencer. "Lesson after lesson." Moscow "Physical Education and Sports", 1987.

2. A. Löscher. "Small games for many." Minsk “Polymya”, 1983

3. V. Yakovlev, A. Grinevsky. "Games for children." Moscow "Sphere", 1992

4. G.A. Vasilkov, V.G. Vasilkov. "From game to sport." Moscow "Physical education and sport", 1985.

5. L. Byleeva, I. Korotkov, V. Yakovlev. "Outdoor games". Moscow "Physical education and sport", 1984.

6. E.M. Geller. "Our friend is the game." Minsk “People's Asveta”, 1979

Introduction………………………………………………………………………………………...3

Chapter 1. Study of the problem of physical qualities in children of senior preschool age……………………………………………………………………………….5

1.1 Characteristics of outdoor play as a means and method of physical education and general development of the child………………………………………………………5

1.2 Classification of outdoor games and games with sports elements……11

1.3 Methodology for guiding outdoor games in older preschool age……………………………………………………………………………………….……..……13

Chapter 2. Diagnostics of the effectiveness of experimental work on the formation of physical qualities in preschool children through outdoor games……………………………………………………………………………………………….…. .17

2.1 Methodology for educating physical qualities in preschool children………………………………………………………………………………………...…17

2.3 Identification of the level of development of physical qualities of children, senior preschool age………………………………………………………...……20

Conclusion………………………………………………………………………………….26

Literature…………………………………………………………………………………27

Appendix………………………………………………………………………………………28

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in Pedagogy

"Outdoor play as a means of developing physical qualities in children of senior preschool age"

Games for developing speed

Who has it longer? Place the hoop on the floor with its rim, holding it with your hand on top. With a sharp, quick movement, twist the hoop around with one hand vertical axis(like a spinning top), then release it, let it spin and catch it, preventing it from falling.

Spinning top. Sitting in the hoop, raise your legs, push energetically with your hands and try to turn around. Perform the exercise on a smooth floor.

Running in a hoop. Children sit on the floor in large hoops, legs straight, resting on the hoop. Perform side steps to the right and left at a fast pace.

Catch up with the hoop. Place the hoop on the floor with its rim, energetically push away and catch up, preventing it from falling.

EXERCISES AND GAMES WITH A STICK(75-80 cm, diameter 2.5-3 cm)

Who is most likely to reach the top?Hold the stick vertically by its lower end. Intercept alternately with one and the other hand, placing fist to fist. The one who reaches the top the fastest wins.

Rowers. Sit with your legs apart, stick at your chest. Quickly lean forward and touch your toes with the stick. Calmly straighten up, pull the stick to your chest. Repeat 8-10 times.

Propeller. Hold the stick by the middle with your right hand. Actively working with your hand, quickly turn the stick left and right, and after resting, perform the movement with your left hand.

ACTIVE GAMES AND GAMES WITH ELEMENTS OF COMPETITION

Hurry up to catch it. The players (5-6 children) stand in a small circle, each holding a ball and a pebble. After throwing the ball, you need to run out of the circle, put a pebble on the ground as far as possible from it and, returning to the circle, have time to catch the ball that bounced off the ground. Whoever manages to place the pebble the farthest without dropping the ball wins.

Complication: throw the ball, put a pebble, running out of the circle, then return, quickly catch the ball on the fly (the ball should not fall to the ground).

Take it quickly. The players stand in the middle of the court in two lines opposite each other at a distance of 2 m. On the sides of the court at a distance of 10-15 m behind each line, boundary lines are marked. Between each pair, a small object (cube, pebble, pine cone) is placed on the ground. Children take one of the starting positions - sitting, lying, resting on their knees. At the teacher’s signal, everyone strives to quickly get up, grab the object and run beyond the boundary line. The one who did not have time to take the item catches up. The one who manages to take the item and run away with it wins.

Catch up. On one side of the playground, two children stand behind each other, with a distance of 2-3 m between them. At a signal, they run in a straight direction to the other side, the one standing behind tries to catch up with the one in front. The running distance for children 5 years old is 20 m, for children 6-7 years old - up to 30 m. The selection of children in pairs is important. If there is a large difference in the level of training, it is necessary to change the handicap - increase or decrease the distance between the players. You should not miss the educational effect and try to make sure that the less powerful child can catch up with the faster one, highlighting his efforts and successes.

Who will wind the cord faster?Two cords are tied to a tree or fence, each 2-3 m long. At the ends of the cords are smooth wooden or plastic sticks (20-25 cm long, 2.5-3 cm in diameter). Two children take sticks and walk away with them along the entire length of the cord (at the same time it is stretched). At a signal from the teacher or one of the children, they begin to rotate the stick with turns of the hand, winding the cord. The one who completes the task faster wins.

Who will reach the middle faster?. For the game, a cord 4-5 m long is used. At both ends there are sticks (20-25 cm long, 2.5-3 cm in diameter), the middle of the cord is indicated by a colored ribbon or braid. Two players take sticks and, at a signal, wind the cord. The one who reaches the middle first wins.

Relay games. Such games can be made up of different movements, mainly from those that children already know:

a) walk along the bench, crawl under the arc, run around the pin and return to your place;

b) run along a narrow path between two lines (the distance between them is 15-20 cm), jump over a stream (40-50 cm wide), run up and jump to a branch;

c) jump from circle to circle (the distance between them is 30 cm), run 5 m, jump from circle to circle again. Children of approximately equal strength compete.

Find a couple in the circle. Children stand in pairs in a circle facing the direction of movement, the driver is in the center of the circle. At the signal, the players in the inner circle walk, while those in the outer circle run. At another signal, the children in the outer circle quickly run up to anyone standing in the inner circle, hold hands and move in steps. The driver also tries to find a mate. The one left without a partner becomes the driver.

Agility games

Swap places.

Run around the ball.

Don't touch me.

With the ball under the arc.

Go forward with the ball. Sit on the floor, hold the ball with your feet, and rest your hands on the floor behind you. Move forward with the ball (approximately at a distance of 3 m), without letting go of the ball.

ACTIVE GAMES AND EXERCISES WHILE WALKING

Swap places.There is a rope placed in a circle. Children run in pairs: one to the right, the other to the left of the rope. At the teacher’s signal, continuing to run without stopping, the children change places.

Run around the ball. Several children push the ball in a straight direction with a push of two hands and run after it, running around the ball like a snake.

Don't touch me. Pins are placed in a circle at a distance of 50-60 cm from one another. The players go in a circle to get the pins. At the signal, they turn to face the circle and jump into the middle, trying not to touch the pins.

With the ball under the arc.Crawl on all fours under an arc (height 40 cm), pushing a medicine ball with your head. The distance to the arc is 2-3 m.

Go forward with the ball. Sit on the floor, hold the ball with your feet, and rest your hands on the floor behind you. Move forward with the ball (approximately at a distance of 3 m), without letting go of the ball.

Don't lose the ball. Sit on the floor with your legs crossed. Roll the ball around yourself in one direction and the other, without letting it go far from you.

Roll back. I. p.: sit down, bend over, clasp your knees with your hands, round your back. Quickly and gently roll onto your back in this position until your shoulder blades touch the floor, do not straighten your legs, keep them pressed to your body (“in a tuck”), hands clasp your knees, and return to the starting position again.

Break up - don't fall.Two children walk along the bench from different sides, having met, they separate, holding each other, and continue moving. The exercise can also be done on a rocking bridge. Children disperse in the same way or in a different way: one crawls, pulling himself up by the slats, the other passes over him along the side bars.

Appendix 6

NORTHERN LIGHTS A game of great mobility for children of senior preschool age

Tasks : development of speed and agility; strengthening spatial orientation skills, the ability to quickly respond to a signal, and perform a task in changing conditions.

Number of participants: 12-20 people.

Venue: gym.

Attributes and inventory: red, blue, yellow plumes (flags, ribbons) according to the number of participants in the game; three long ribbons or cords of the same colors - visual landmarks; musical accompaniment or tambourine.

Preparing for the game: on one side of the hall there are multi-colored plumes laid out, on the opposite side - three ribbons, cords of the same colors, in succession, the distance between the ribbons is 60 cm.

Game description : to the music, children run freely around the hall (you can run with tasks). At the signal (music stop), they run to the plumes, take one at a time and quickly return to the opposite side of the hall, lining up on (behind) the line corresponding to the color of the plumes and lift the plumes up. The team (by color) that lines up the fastest wins. For children 4-5 years old, you can play this game using plumes of only two colors.

Complications and Variations: increasing the number of colors; when the game is repeated, a plume of a different color is taken; when building on a colored line, complete the task: red line - sit cross-legged, yellow line - stand on “high” knees; blue line - while standing, swing the plume over your head.

MULTI-COLORED Ribbons A game of great mobility, non-plot, for children of senior preschool age

Tasks: development of speed and speed endurance, agility, coordination of movements and speed of reaction; development of attention and orientation in space; nurturing resourcefulness and initiative.

Attributes and inventory: ribbons on a ring.

Venue

Game description: Each child is given a ribbon on a ring, which he tucks into the back of his shorts, making a ponytail. On command (whistle), children run around the hall and try to tear off the “tail” ribbon from another player, while keeping their “tail”. You cannot hold your ribbon with your hands. The game ends on command (whistle) or when all the ribbons are torn off. The player who collects the most ribbons and keeps theirs wins.

HOMELESS COUPLES

A game of great mobility, non-story, for children of senior preschool age

Tasks: development of dexterity, coordination of movements and speed of reaction; development of attention and orientation in space; nurturing resourcefulness and initiative.

Attributes and inventory: hoops

Venue: hall or sports ground.

Game description: Before the start of the game, the children will be divided into pairs and stand together in any hoop; you must remember your pair. At a signal from an adult or when the music starts, everyone scatters (disperses, jumps on two legs, walks in a squat, etc.) scattered around the hall, the adult removes one hoop. As soon as the signal sounds or the music ends, all pairs must connect and stand in any hoop. The couple that does not have time to take the hoop is eliminated from the game. The game continues until there is only one pair left, and that is the winner.

OBSTACLE RELAY

Main goal. Development of speed and agility.

Organization. The group is divided into 3-4 teams, lining up in columns one at a time behind the common starting line. The interval between columns is 3 m.

The leading players of the columns each receive a baton. At 15 m in front of each column a turning stand is placed, and in the middle of the 15th segment a gymnastic hoop is placed, in the center of which a small white circle is outlined with chalk.

Carrying out. At the starting signal, the guiding players of the columns run to their turning post, having reached the hoop lying on the way, climb through it, then put the hoop in the same place, with a white circle in the center, and run further. Having caught up with the turning post, they go around it to the left and come back, climbing through the hoop again, after which, according to the rules for passing the athletics relay, they pass the baton to the next player in their column, and they themselves stand at its end. The next player performs the same game task, passing the stick to the next participant, and so on until the last player on the team. The team that finishes the relay faster wins.

STOP!

Participants The games stand in a circle, the driver goes to the middle of the circle and throws the ball with the words: Ball up! At this time, the players try to run as far as possible from the center of the circle. The driver catches the ball and shouts Stop! Everyone must stop, and the driver, without leaving his place, throws the ball at the one who is closest to him. The stained one becomes the driver. If he misses, then he remains the driver again: he goes to the center of the circle, throws the ball up - the game continues.

Rules of the game : The driver throws the ball as high as possible. It is allowed to catch the ball from one bounce from the ground. If one of the players continued to move after the word: (Stop!), then he must take three steps towards the driver. Players, when running away from the driver, should not hide behind objects encountered along the way.

RUNNING IN A CIRCLE

The players form a circle and stand at a distance of 2 - 3 steps from each other. A line is drawn in front of the socks of the players. At the leader’s command, everyone turns to the right and begins running along the line on the outside of the circle. Everyone tries to catch up with the person running ahead. The one who is tainted leaves the game. The game ends when there are 3 - 4 players left in the circle. They are considered the winners. During the run, if the game drags on, the leader can give a signal by which the players turn around and run in the opposite direction. This is necessary so that the children do not get dizzy.

RUSSIAN FOLK GAMES WITH RUNNING

"TEA-TEA HELP"

Goal: Development of speed, agility, ability to navigate in space.

Progress of the game.

A driver is selected from among the children. Those he touches are considered caught. They stand up with their legs spread wide apart and say “Tea, tea, help out!”

Any player can help out the caught person if he gets between his legs.

"SALKA"

Goal: To develop the ability to dodge while running.

Progress of the game.

The driver runs after the children, trying to make someone look bad, saying: “I made you look bad, you’re making someone else look bad!” " The new driver, catching up with one of the players, repeats the same words

"HERD"

Goal: Activation speech activity, development of memory and reaction speed.

Progress of the game

The players choose a shepherd and a wolf; the rest are sheep. The wolf's house is in the middle of the site, and the sheep have two houses at opposite ends of the site. The sheep call loudly to the shepherd:

Shepherdess, shepherdess. Blow the horn!

The grass is soft. Sweet dew.

Drive the herd into the field. Take a walk in freedom!

The shepherd drives the sheep out into the meadow, they walk, run, and nibble grass. At the signal "Wolf!" the sheep run into the house - to the opposite side of the site. The shepherd stands in the way of the wolf and protects the sheep.

Everyone caught by the wolf leaves the game.

"Outdoor games as a means of developing physical qualities in preschool children." Prepared by: F.K. instructor MBDOU d/s 16 Vinogradova G.V. ZATO Severomorsk GMO physical education instructors. SEMINAR – WORKSHOP FOR TEACHERS “MOVEMENT PLAY AS A MEANS OF HEALTH, DEVELOPMENT AND IMPROVEMENT OF MOTOR SKILLS AND PHYSICAL QUALITIES OF PRESCHOOL CHILDREN”

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

Goal: To promote the development of physical qualities in preschool children through outdoor games. Tasks of education and development of children: Jr. gr. To develop physical qualities in children: speed, coordination, speed-strength qualities, reaction to signals and action in accordance with them; promote the development of coordination, general endurance, strength, flexibility. Wed. gr. Purposefully develop speed, speed-strength qualities, general endurance, flexibility, promote the development of coordination and strength in children. Art. gr. To develop physical qualities in children: general endurance, speed, strength, coordination, flexibility. Prep. gr. To develop physical qualities in children (strength, flexibility, endurance), especially speed, agility and coordination of movements at this age.