Physical education lesson in the middle group. Synopsis of a physical education lesson for the middle (senior) group

— Develop in children 4-5 years old physical qualities: endurance, speed, agility.

— To consolidate the ability to walk “snake” between objects, to walk, stepping over objects.

- Practice crawling under the arch.

- on two legs.

— Develop balance when walking on a gymnastic bench.

— Provide customization educational process in class taking into account physical health and development of each child.

— , self-confidence.

Equipment. Balls of small diameter 6-12 cm (according to the number of children), two gymnastic benches, two arches, 8 hoops, 8 Christmas trees, 10 snowballs, a “magic” wand, 3 snowflakes, 3 movement patterns.

Character. Snow Queen.

Progress of a physical education lesson

I. Introductory part.

Children enter the hall to the music and line up from column to line.

R.f. Today I received a mysterious letter (shows). Do you want to know who this letter is from and what is written here?

Children. Yes.

R.f.(reads). “Dear guys! I am the Snow Queen. I invite you to visit me. I will be very glad to meet you.” We are invited to visit. Do you like to visit?

Children. Yes.

R.f. Only the Snow Queen didn’t write where we should go. Maybe you know where she lives?

Children. In the snow kingdom.

R.f. You're probably right. But we have a lot to do long way with unusual obstacles. Are you ready?

Children. Yes.

R.f. Then let's go! Jump to the right! First, let's walk along a flat path at a normal pace!

There are Christmas trees ahead. Hands on the belt, walking like a snake between the trees.

Now let's warm up a little. Running on your toes.

There are snowballs ahead. Hands to the sides, walking, stepping over snowballs.

And let's warm up again. Hands on your waist, run, raising your knees high (children with a warm-up group walk inside a circle).

Finished running. And now let's go at the usual pace again!

II. Main part

Formation into links for performing general developmental exercises.

General developmental exercises with a small diameter ball

R.f. Here we come with you to a fairy meadow.

What wonderful snowballs you have.

Don't be surprised by the magic of snowballs

Feel free to join in on the tasks.

These wonderful snowballs are good for warming up!

1. I.p. — o.s., ball in left hand.

1-hands to the sides, 2-forward, transfer the ball to right hand, 3-sided, 4-p. 6 rub. (do not bend over).

2. I.p. - legs apart, arms to the sides, ball in the left hand.

1-turn the body to the left, pass the ball to the right hand, 2-I.p., 3-4-the same to the right. 6 rub. (do not move your legs, arms straight)

3. I.p. - wide stance, ball in left hand.

1, 2, 3 - lean forward, roll the ball towards right leg, take the ball with your right hand, 4-p. 6 rubles, children with pre-school age. gr-4 r. (do not bend your knees).

4. I.p. - stand on your knees, arms to the sides, ball in your left hand.

1-sit on your heels, arms back, pass the ball to your right hand, 2-p. 6 rub. (look forward, do not bend, back straight).

5. I.p. - sitting, legs apart, ball below in both hands.

1-tilt to the left leg, touch the toe of the left leg with the ball, 2-ip., 3-4 to the right leg. 6 rubles, children from prep. gr. –4 rub. (do not bend your knees).

6. IP-closed stance, hands on the belt, ball on the floor.

Jumping around the ball left and right. Alternate with walking. 2 rubles, children from prep. gr. 1 rub.

R.f. Well done! You did an excellent job. I wonder what new test the Snow Queen has prepared? Let's take a look at the magical snowflakes. Listen carefully! “To get to my palace, you need...” (shows diagrams of basic movements and tells how to perform them correctly). Can we handle it?

Children. Yes.

R.f. To get to faster Snow Queen, we will carry out tasks in two units. Jump to the right, march behind the link steps!

Basic movements

1. Walking on a gymnastic bench (on a bridge).

Children with preparatory group get off the bench, the rest jump off.

2. Climbing under an arc (under a snow gate)

3. Jumping from hoop to hoop (from ice to ice).

Children from the preparatory group jump through two hoops.

Formation into a column or line.

R.f. Guys, you completed all the tasks and quietly came to visit the Snow Queen.

The Snow Queen comes out

Sn. cor. Hello guys! I am very glad that you came to visit me. I see you guys are brave, strong, dexterous. And I want to play with you. I have wand. I'll freeze anyone I touch.

Outdoor game “We are funny guys”(2 rubles).

Children stand in the middle of the hall, lined up in a circle. There is a trap in the center of the circle. The children say the words in chorus:

We are funny guys

We love to run and jump,

Well. try to catch up with us,

One, two, three, catch!

III. Final part

Sn.cor. Well done, guys! Now please help me make a pattern of snowflakes.

R.f. Shall we help the Snow Queen?

Children. Yes.

Sn.cor. Then I will blow on you and turn you into light, fluffy snowflakes (blows).

Low mobility game “Funny Snowflakes” (2 rubles).

Children walk quietly around the hall. At the signal “The wind has blown,” they spin around in place. the text reads:

Fluffy snowflakes

Tired of flying

Stopped spinning

We sat down to rest.

Children squat on the last line. After a short rest, the game is repeated.

Sn.cor. Thank you guys. For your efforts, I will teach you how to blow on snowflakes so that they spin smoothly.

Breathing exercises “Snowflakes” (3 r).

Children blow on their palms and blow away “snowflakes.”

Sn.cor. Thank you guys for coming to visit me. And guests are always treated. And I want to treat you with candy (he treats you).

R.f. Children, you are probably a little tired. Let's relax and fall asleep in a magical sleep.

Relaxation “Magic sleep”.

R.f. Guys, here we are already in kindergarten. What miracle happened to you?

What did you do while visiting the Snow Queen? What was the hardest task for you? Which is the easiest? Did you enjoy your visit? But it's time to return to the group.

Children line up in a line, column and go into a group.

Abstract

Physical education class in the middle group

"Walk in the Field"

Kindergarten No. 20 “Freckles”

To the pedagogical council

Educator:

November 2014

Stepankova N.S.

Software tasks:

Learn to walk on a cord (length - 2 cm), maintaining balance.

Continue learning to jump over bars (height 5 cm), land, gently bending your knees.

Practice light jogging on your toes.

Develop activity in the game, speed and dexterity.

Foster independence and initiative.

Equipment: bars, 3m long cord, cat hat.

Content

Dosage

Guidelines

I. Introductory part

1. Walking as usual.

2. Walking on toes in small steps.

3. Easy running.

4. Walking like a snake between objects.

6. Running in all directions.

7. Walking, forming a circle

II a) outdoor switchgear (without items)

1. Sipping.

I.p.: feet shoulder-width apart, hands on the belt.

V.: Stand on your toes, arms up, stretch.

I.p.

2. Bend forward.

I.p.: feet shoulder-width apart, arms hanging behind the back.

V.: Stretch your arms forward, bend down, trying to reach your toes.

I.p.

3. Side turns.

IP: legs slightly apart, hands on the belt.

B.: 1 – turn right

2 – i.p.

3 – turn left

4 – i.p.

4. Squats.

I.p.: stand, hands on the belt.

V.: sit down, knees to the sides, hands on knees.

I.p.

5. Jumping alternating with walking

Rebuilding in 1 column

b) Basic movements (circular method)

1. Walking on a cord (3m)

IP: arms down, legs in a narrow path.

V.: walk with an extended step (put your heel to your toe).

2. Jumping over bars (5 pcs.) on two legs

h= 5 cm

I.p.: legs together, arms down.

V.: bend your knees and jump over the block.

c) Outdoor game

"Mice and Cat"

III Quiet game

"Pass quietly"

40-45 sec.

0.5 circle

30-35 sec.

1-2 times

30 sec.

5-6 r.

5-6 r.

5-6 r.

5-6 r.

20 rub.

2 r.

3 r.

2 r.

2 r.

Guys, today we will go to the field. Funny little mice live in the field. They sneak around very quietly because they are very careful animals.

Let's walk across the field like mice. Arms bent in front of you.

Mice are very nimble and agile animals; at the slightest rustle they easily run away.

Now let's look at the ground. Before us are various roots and small grooves. We need to get around them.

Noticing danger (a cat), timid animals scatter in different directions.

The danger passed and they went to their hole.

When the danger had passed, the mice gathered and began to collect grains together. The wheat stalks are very tall, so the little mice have to stretch with all their strength to reach the grains. Let’s stand on our tiptoes and stretch (everyone’s back is straight), look at your arms raised up. That's it, good, well done!

To grab the stem, you need to stretch forward and lean down

The little mice did a good job. And we became completely carried away by collecting seeds. Meanwhile, they must be very careful. Let's look around to see if everything is calm.

The wind slightly moved the stalks and leaves of the wheat. The timid animals crouched down so that they were no longer visible in the grass. Getting up and looking around, the little mice collected all the grains they had picked and went home.

And they started having fun. We were tired and rested a little. And they jumped again.

Demonstration explaining how to perform basic movements.

But here in front of us is a deep groove, in order to cross to the opposite side, we will pull the rope and carefully cross to the other side. See how to do it. (teacher demonstration). Now follow me. Have you all passed? Well done!

And now our progress is hampered by various roots and mounds. How can these obstacles be overcome? (showing a child)

All the mice jump over obstacles.

I draw attention to and. etc., posture, quality of landing.

You all know what a cat is. She loves to hunt little mice, especially at night. (The driver (cat) sits on a chair. All children run when they are told that day has come. At the word “night” the children run away, the cat catches them. The one who is greeted by the driver is considered caught

) Well done! Very smart little mice.

The cat was tired and fell asleep. And it's time for us to return home. All the mice need to walk very quietly and carefully. Children move around the hall and leave the hall.

Organized care from the hall.

Class notes

Introduction

Physical education in preschool institutions is an important link in children's education younger age and is currently gaining even more relevance in connection with the transition of children to earlier schooling.

“The program of education and training in kindergarten”, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, pays great attention to the physical education of children. The forms of organizing this work are varied. One of the main forms that carries out the basic process of teaching basic movements is physical education classes. This manual reveals the system of conducting physical education classes with children 4-5 years old for the entire period of their stay in kindergarten (September - August). In accordance with the requirements of the program for activities with children middle group kindergarten The number of classes held during the week has changed - it has been increased to three. Tasks for the development of basic movements become more complicated. Thus, in walking and running, along with the development of the skills to navigate in space and move in a given direction, new exercises appear that form the skills of finding one’s place in a column, lining up in pairs, maintaining the shape of a circle, walking on toes, etc. General developmental exercises become more complex, the load increases - the number of repetitions. However, one of the most important requirements remains - the formation of correct posture in children, the strengthening of large muscle groups during the sequential transition from one starting position to another.

The area of ​​support decreases in exercises related to maintaining correct posture and maintaining a stable balance; the height of physical education equipment increases, more varied tasks are given - all this increases the requirements for the exercises performed and fosters courage, determination, and perseverance in children.

Ball skills are still challenging for children, so there are more activities at the beginning of the year. simple tasks- rolling balls in a straight direction, to each other. The tasks gradually become more complicated - children are taught to throw a ball and catch it with both hands, throw the ball to each other, etc.

Along with other basic movements, climbing, crawling, and jumping exercises occupy an equal place when performing<:1 культурных занятий и широко используются в игровых заданиях, подвижных играх.

The manual offers physical education classes for the whole year that meet the program requirements and the capabilities of children of this age group. At the end of each month, the learned exercises are offered for repetition and reinforcement in a playful, entertaining form with small groups, individually on a walk, in a group room, or in a hall (depending on the conditions).

The teacher can make changes and additions to the lesson notes, introduce game elements into the content of its individual parts, replace outdoor games, but the structure of the lesson must be completely preserved.

Features of children's development4-5 years

At the age of 4-5 years, children undergo further changes and improvements in the structures and functions of body systems. The pace of physical development remains the same as in the previous year of the child’s life.

The increase in height per year is 5-7 cm, body weight - 1.5-2 kg. The (average) height of four-year-old boys is 100.3 cm, and the average height of five-year-old boys is 107.5 cm. The (average) height of four-year-old girls is 99.7 cm, five-year-old girls is 106.1 cm. The average body weight of boys and girls is equal to four years 15.9 kg and 15.4 kg, and at five - 17.8 kg and 17.5 kg, respectively.

With normal physical activity, growth increases, and with physical inactivity, a child may be overweight, but not tall enough for his age.

When assessing the physical development of children, not only absolute indicators are taken into account, but also their proportional ratio: weight, height, head volume - chest volume, etc. With age, naturally, these indicators change. Thus, the volume of the chest increases more rapidly than the volume of the head.

Musculoskeletal system. The skeleton of a preschooler is flexible, since the ossification process is not yet complete. Due to the peculiarities of the development and structure of the skeleton, it is not recommended for children 4-5 years old to offer strength exercises in physical education classes and in free activities. It is also necessary to constantly monitor the correct postures taken by children.

It is advisable to place materials for playing with objects so that children not only take comfortable positions, but also change them more often.

Prolonged maintenance of a static posture can cause muscle strain and ultimately lead to poor posture. Therefore, in classes related to maintaining a certain posture, various forms of physical education breaks are used.

During the process of growth and development, different muscle groups develop unevenly. Thus, the mass of the lower extremities in relation to body weight increases more intensively than the mass of the upper extremities.

A characteristic of functional muscle maturation is muscle endurance. It is believed that its increase is greatest in children of middle preschool age. This occurs due to an increase in the diameter of muscle fibers and an increase in their number. Muscle strength increases. The strength of the right hand over the period from 4 to 5 years increases in the following limits: for boys - from 5.9 to 10 kg, for girls - from 4.8 to 8.3 kg.

When organizing the motor activity of children, the teacher must provide each child with the opportunity to actively participate in games of any kind. The plots of games for walks are selected so that the children use the entire area of ​​the hall or area.

It is necessary to dose the motor load of children when performing different types of exercises. For example, skiing should not exceed 15-20 minutes, with a rest break. While resting (2-3 minutes), children can stand on their skis and look at the snow-covered trees. On a good summer day, you can take your children for a walk of no more than 2 km, provided that you provide a short rest every 20 minutes. along the way and in the middle of the excursion - a halt in a dry, shady place for up to half an hour.

During morning exercises and physical education classes, the correct dosage of physical exercises that strengthen the muscles of the back, neck, arms, legs is important - no more than 5-6 repetitions.

Muscles develop in a certain sequence: first large muscle groups, then small ones. Therefore, the load should be dosed, in particular for small muscle groups, for example, when performing work assignments: so; When harvesting dry leaves, the weight of the load on the stretcher should not exceed 2.5 kg. At the same time, whenever possible, children should develop the muscles of the forearm and hand: during physical education classes, use exercises with balls, cubes, and flags; in everyday life, teach children to use a fork, fasten small buttons (but there should not be many of them); In games, offer small cubes, skittles, and a simple construction set.

Respiratory organs. If in children 2-3 years old the abdominal type of breathing predominated, then by the age of 5 it begins to be replaced by chest breathing. This is due to changes in chest volume. The vital capacity of the lungs increases slightly (on average to 900-1000 cm 3), and in boys it is greater than in girls.

At the same time, the structure of the lung tissue is not yet complete. The nasal and pulmonary passages in children are relatively narrow, which makes it difficult for air to enter the lungs. Therefore, neither the mobility of the chest, which increases by the age of 4-5, nor the more frequent breathing movements than in an adult in uncomfortable conditions can provide the child’s full need for oxygen. In children who are during the day

indoors, irritability and tearfulness appear, appetite decreases, and sleep becomes disturbed. All this is the result of oxygen starvation, so it is important that sleep, games and activities are carried out outdoors during the warm season.

Taking into account the relatively large need of the child's body for oxygen and the increased excitability of the respiratory center, it is necessary to select such gymnastic exercises during which children could breathe easily, without delay.

Cardiovascular system. The heart rate per minute varies in a 4-5 year old child from 87 to 112, and the respiratory rate from 19 to 29.

Regulation of cardiac activity by the age of five has not yet been fully formed. At this age, the rhythm of heart contractions is easily disrupted, so during physical activity the heart muscle quickly tires. Signs of fatigue are expressed in redness or pallor of the face, rapid breathing, shortness of breath, poor coordination of movements and can be observed in children during physical education classes. It is important to prevent the children from getting tired, to reduce the load in time and to change the nature of the activity. When switching to a calmer activity, the rhythm of the heart muscle is restored.

Higher nervous activity. The central nervous system is the main regulator of the mechanisms of physiological and mental processes.

Nervous processes - excitation and inhibition - in a child, as in an adult, are characterized by three main properties: strength, balance and mobility. By the age of 4-5, the strength of the nervous processes in a child increases. Especially characteristic for children of this age is the improvement of interanalyzer connections and mechanisms of interaction of signaling systems. It is difficult for kids to accompany play actions with words or to perceive the instructions and explanations of the teacher in the process of performing gymnastic exercises, drawing, designing and even dressing.

The incomplete structure of the central nervous system explains the greater sensitivity of preschoolers to noise. If the background noise in a group is 45-50 decibels, persistent hearing loss and fatigue may occur. In preschool institutions, it is necessary to teach children to use toys correctly, move chairs carefully, and speak quietly.

In the fifth year of life, especially towards the end of the year, a mechanism for matching words with their corresponding stimuli of the first signaling system develops. Independence of actions and conclusions increases. However, the child’s nervous processes are still far from perfect. The process of excitation predominates. Thus, when habitual living conditions are violated or fatigue occurs, this manifests itself in violent emotional reactions and non-compliance with the rules of behavior.

At the same time, it is by the age of five that the effectiveness of pedagogical influence aimed at concentrating nervous processes increases. Therefore, in classes and in everyday life, exercises should be offered that improve the child’s reactions to any signal: stop in time, change the direction or pace of movement, etc.

Physical education classes

in the middle group of kindergarten, physical education classes are held three times a week in the morning; The duration of the lesson is 20-25 minutes. The room in which children study must be prepared in accordance with hygienic requirements (wet cleaning, ventilation), and the necessary equipment must be selected in advance. Every third lesson during the week is held outdoors, on the playground.

During physical education classes in the hall, children wear physical education uniform (T-shirt, shorts, socks, sneakers or low-top sneakers). Children do not specifically change clothes for activities on the site, but during activities, clothing should be lightened. In winter, it is advisable for children to wear jackets, leggings, and knitted hats. Clothing during walking classes must comply with hygienic standards and requirements.

Physical education classes in the middle group are conducted according to a generally accepted structure, consisting of introductory, main and final parts, each of which, having specific tasks, is subordinated to a single goal of the comprehensive and harmonious development of various motor skills and abilities.

Introductory part(3-4 minutes) prepares the child’s body for the upcoming more intense load. Exercises are used in walking, running, various simple tasks with objects, exercises that strengthen the muscles of the legs and feet, forming correct posture.

When carrying out exercises in walking and running, it is necessary to observe their appropriate alternation, without getting carried away with walking exercises. Walking for a long time tires children and adversely affects their posture. The duration of running for children 4-5 years old in classes varies. At the beginning of the year, running is carried out 2-3 times for 20-25 seconds. in alternation with walking, by the middle of the year the duration of running can be increased to 30-35 seconds.

Main part(12-15 minutes) is aimed at solving the main objectives of the lesson - teaching children new exercises, repeating and consolidating previously covered material, mastering vital motor skills and abilities, developing physical qualities: agility, strength, speed, endurance, etc.

General developmental exercises with objects (flags, cubes, skittles, braids, sticks, etc.) and without objects are carried out in a certain sequence: for the muscles of the shoulder girdle, back muscles and oblique abdominal muscles (bending, turning) and legs. In the middle group, 5-6 exercises are proposed, 5-6 repetitions 5 to 6 times.

When conducting general developmental exercises, various types of formation are used: in a circle, around objects pre-arranged in a checkerboard pattern; scattered; in two or three columns.

The teacher checks the correct starting position in each exercise of a general developmental nature so that the physical load is distributed evenly across all muscle groups.

The starting positions are different: standing with your feet at the width of your feet, shoulders, sitting with your feet apart, in a kneeling position, lying on your back and stomach, etc. You should pay attention to the sequential transition from one starting position to another.

In this part of the lesson, basic movements are taught: jumping, balance, throwing and climbing. In one lesson, as a rule, two, sometimes three main types of movements are offered, not counting the exercises used in outdoor play.

Final part(3-4 minutes) should provide the child with a gradual transition to a relatively calm state, especially after active play.

Outdoor games

When learning basic movements in the introductory and main parts of physical education classes, children master certain motor skills and abilities, which are then consolidated and improved in outdoor games and in everyday life. The same game is repeated in several classes 2-3 times in a row and several times throughout the year.

It is advisable to select outdoor games for physical education in accordance with the alternation of basic movements. For example, if children are taught balance and practice jumping, then a game using balls may be offered; if children are taught to jump and practice throwing, then a game can be played with elements of climbing, etc. This sequence of outdoor games helps to consolidate and improve the motor skills that children learned in the previous lesson.

To conduct outdoor games, it is advisable to think through the organization of the game in advance, prepare the necessary equipment (arcs, hoops, stands, cords, etc.), small attributes (kitten hats, mice, ribbons, etc.).

Main types of movements

The functional capabilities of the body of a 4-5 year old child, the improvement of visual, auditory and tactile perception create real prerequisites not only for mastering basic movements in a generalized form, but also for developing the ability to identify elements of movements (direction, speed, amplitude), perceive and analyze the sequence of movements performed actions. Therefore, in physical education classes, you can already achieve a certain technique (quality) of movements from the child, in accordance with his capabilities; improve them on the basis of previously formed skills and abilities, develop such vital qualities as speed, strength, agility.

Physical qualities must be developed harmoniously, based on compliance with the basic pedagogical PRINCIPLES: accessibility, gradualism, systematicity, etc. All physical qualities (quickness, agility, speed, etc.) are to a certain extent interconnected and are improved by teaching children any type of movement - jumping, balance , throwing, climbing.

We should not forget about the specific focus of the exercises, determined by the uniqueness of each type of movement. Thus, jumping, characterized by short-term but strong muscle tension, develops speed and the ability to concentrate one’s efforts. The specificity of balance exercises is a rapid change in body positions in space, an unusual posture, a decrease or increase in the area of ​​support when performing exercises, etc.

Walking exercises

In the fifth year of life, especially towards the end of the year, all structural elements of walking improve significantly: a certain rhythm begins to be established, the length of the step increases, which, in combination with rhythm, leads to an acceleration of the pace. Overall coordination of movements improves. Most children develop coordinated movements of their arms and legs.

However, children's walking has certain disadvantages. There is parallel setting of the feet and shuffling of the feet, hand movements are not always energetic; the shoulders are lowered, the body is not straightened, the pace of movement is uneven. Poorly oriented in space, children experience difficulties when changing the direction of movement at a signal from the teacher, and do not maintain the required distance when walking and running, formations and changes of lanes.

For children of the fifth year of life, the program offers various exercises.

Walking randomly. In the process of performing this exercise, independence of action and the ability to navigate in space develop. The teacher invites the children to walk around the entire hall (area), while he moves from one place in the hall to another; otherwise, the children crowd around the teacher and the goal of the exercise is not achieved. Later, when repeating the random walk, the children already cope with the task independently, using, if not all the space in the room, then most of it.

Walking while finding your place in the column forms the ability to act on a signal from the teacher, navigate in space, be attentive and focused in order to remember one’s place in the column.

It is still difficult for children to navigate correctly and find their place in the column, especially at the beginning of the year. Therefore, the game “In places!” with formation in a line at the teacher’s signal, it facilitates the understanding and assimilation of this exercise.

The teacher invites the children standing in a line to look and remember who is standing next to whom. This is followed by random walking around the entire hall (site). On command: “Get to your places!” - Each child must find his place in the line. After the children have mastered this task, you can begin to develop their ability to find their place in the column in motion.

Walking while stepping over objects(cords, cubes, bars, etc.) develops the eye, coordination of movements, teaches you not to shuffle your feet. Objects for stepping are laid out in accordance with the length of the child’s step (35-40 cm).

Walking in circles develops orientation in space, accustoms to performing joint actions and observing the shape of a circle. At the beginning of the year, it is still difficult for children in the middle group to maintain the correct shape of the circle, so when teaching, you can use landmarks like cubes, cords, etc. Children walk in one direction, then turn in a circle and continue walking.

Walking with changes in direction of movement carried out in two versions. The first option is to walk behind the child leading the column; then, at the teacher’s command, all children stop, turn around and continue walking behind the child standing at the end of the column. The teacher can give the child leading the column, standing at the end, some objects - handkerchiefs or cubes of different colors. “First you will go for Tanya - she has a red cube, and then for Kolya - he has a blue cube.” In the future, this task is performed without stopping, and the children perform the turn while walking.

The second option is walking “snake” between various objects (skittles, cubes, medicine balls, etc.). For children 4-5 years old, this exercise requires some effort. They need to maintain a certain distance from each other - not to run ahead or lag behind, and most importantly, not to touch the placed objects.

Walking while changing the direction of movement develops orientation in space, the ability to act on a signal from the teacher, and prepares each child to understand the task at hand.

Walking in a column, one at a time, with turns indicated at the corners of the hall (area) is a new exercise for children in the middle group, which causes certain difficulties. The children are not yet required to make clear turns when marking corners (this task is set in the older group), but they are introduced to walking around the perimeter of the hall. To understand the task, landmarks are placed in the corners of the hall, which the children go around.

Walking in pairs is already familiar to children, but in a gym setting this is a rather difficult task, since you need to follow a certain direction, walk next to your partner, not lagging behind him or getting ahead of him.

Walking with a change of leader. When walking in a column one at a time, the group is usually led by a child who has the skill of leading. During the exercise, the teacher changes the leader several times, and during the repetitions, any child can play the role of leader.

Walking alternating with running requires children to concentrate and pay attention. The teacher offers them different versions of this exercise, which are then widely used in game exercises and outdoor games.

Children learn running much better and faster than walking: a fast pace of walking is easier for them to master. In the fifth year of life, most children develop rhythmic running and the ability to alternate it with other types of movements. The speed of running increases, spatial orientation improves during its execution, children change directions more easily, run around obstacles, and adhere to a given direction.

But not all elements of running technique in a 4-5 year old child are correct and well expressed. The arms are still little active, the stride remains short and uneven. The flight is short, and therefore the speed is low. It should be noted that the flight of the step in girls develops earlier than in boys. An increase in running speed is associated with an increase in step length. The average running step of four-year-old children is: for boys - 64.4 cm, for girls - 61.5 cm; At the age of five, the step length in children increases by an average of 10 cm.

Running in all directions develops spatial orientation and the ability to act on a signal from the teacher. By practicing this type of movement, children make good use of the hall space. However, sometimes they put their hands forward and push each other. After several lessons, the guys run more freely and try not to interfere with each other.

Running while finding your place in the column is a more difficult exercise compared to walking. Correct execution depends on the joint actions of the children. As in walking, they are first taught to find their place in the line after running, then this exercise is carried out in motion.

Running while stepping over objects develops eye, lightness, flight. The length of the step in running is longer than when walking, on average by 20 cm. For running with stepping over (jumping over) objects (cords, braids, bars), they are laid out in accordance with the length of the child’s step - at a distance of 70-80 cm.

If the child has good coordination of movements, then jumping, as a rule, is performed with alternating steps in the correct rhythm and tempo. If coordination of movements is not sufficiently developed, then the child takes side steps, stops, and then jumps (steps over) over the object. The teacher should not immediately get children to clearly perform the exercise; this should be achieved gradually, through repeated repetitions.

To teach children to push off strongly when running and to raise their hips higher, use bars and cubes 6-10 cm high.

Running oncircle, just like walking, it teaches children to perform joint actions. However, in running it is even more difficult to maintain the circle shape: children either stretch very wide, break the circle, or are crowded towards the middle. At the beginning of training, guidelines are set, and running is performed at a slow pace for a short time. As the exercise is repeated, the children's movements become more purposeful and the circle takes on the desired shape.

Running while changing direction carried out in the same way as walking.

Balance exercises

Balance, one of the main types of movements, is an essential component when performing any exercise and maintaining any pose. The main goal of balance exercises is to teach children to maintain a stable body position in a variety of situations and quickly restore it.

Balance exercises require composure, concentration, attention and sufficiently developed coordination of movements. Before starting the exercises, the teacher needs to prepare the children for the upcoming task and be sure to use belay for the most difficult exercises.

In the middle group, the child must master the skills of walking on a limited area of ​​support: on the floor between the lines (the width of the distance between the lines is 15-20 cm), on a board placed on the floor (the width is 15-20 cm). The position of the hands changes: on the belt, to the sides, behind the head, etc.

When children master balance exercises on a reduced area of ​​support, the teacher moves on to teaching walking on increased support, that is, on a gymnastic bench, and then on a horizontal beam.

Jumping exercises

Jumping exercises strengthen and develop the muscles of the legs and abdominals, and promote the development of speed, agility, and coordination of movements.

For children in the middle group, the program offers the simplest exercises in jumping, bouncing, jumping forward, long jumping from a standstill, and over a short distance.

Bouncing. In the fifth year of life, the child has the ability to jump in place on two legs and move forward. To ensure that the period of maximum stress is followed by a period of relative rest, jumping on two legs is alternated with walking. The distance that children move when jumping should not exceed 2-3 m, since jumping carries a lot of physical stress. The main goal of the exercise is to teach you to energetically push off from the floor (ground) with both legs at the same time and land softly on bent legs.

Jumping from low objects(20-25 cm). The main thing in training is to land on bent legs and maintain stable balance. Children are explained that before jumping they need to bend their knees and jump slightly forward. The squat when landing should not be deep.

Standing long jump- one of the most difficult exercises for children of the fifth year of life. For standing jumps, the teacher shows the length: starting position - legs slightly apart, feet parallel; bend your legs to a half-squat and move your arms back; then, moving your arms down and forward, push off with both legs, land on half-bent legs, bring your arms forward and straighten up. In the middle group, children master the general structure of this type of jump. They are quite good at pushing off with both legs and swinging their arms. However, there is still no complete coordination in the movements of the arms and legs. When performing standing long jumps, the following mistakes are most typical: placing the feet tightly in the starting position, squatting too deeply and moving the arms far back and up, jumping on straight legs (only some children land on bent legs). When teaching children to stand long jump, the teacher should achieve the correct starting position, energetic push-off and soft landing.

Throwing exercises

Exercises in throwing, rolling, throwing a ball improve overall coordination of movements, help strengthen the muscles of the legs, torso, shoulder girdle and arms. In ball exercises, the child gets acquainted with various spatial concepts - high, low, top, bottom etc.), learns to control his movements.

When teaching middle group children how to roll, throw, and throw a ball, the skills they acquired in the younger group are consolidated and improved. At rolling balls children are taught to push objects symmetrically with both hands, giving the movement the desired direction.

Then ball rolling exercises are carried out in pairs. The guys are located at a distance of 1.5-2 m from each other. The starting position can be different: sitting, legs apart, kneeling, standing at full height (leaning forward and down). The teacher gives a command to start playing with the ball.

Children of the fifth year of life are taught tossing and fishing ball individually and in pairs. When catching a ball, the child, as a rule, maintains a motionless posture. Children's ability to follow the flight of the ball is somewhat better developed than the ability to maintain the direction when throwing. They mainly catch the ball by holding it to their chest.

Throwing and catching exercises should be short-lived, as they require a certain concentration of attention, which is not yet sufficiently developed in children of this age.

Educate children throwing at a target and at a distance The teacher begins after they have mastered rolling the ball in different variations. When throwing and catching the ball, the main attention is paid to the starting position. When throwing at a target and at a distance, it is suggested to put your foot back, move the arm of the same name that makes the throw to the side, that is, if the throw is made with the right hand, then the right leg is put back, and vice versa. Your legs should be slightly apart and your knees should be slightly bent.

Crawling and climbing exercises

Some elements of crawling and climbing resemble walking (alternate movement of arms and legs at the moment of support, etc.). Climbing exercises develop strength, agility, courage and coordination of movements, and contribute to the formation of correct posture. Horizontal posture helps to unload the spine. Crawling develops and strengthens the muscles of both large muscle groups (shoulder girdle, back, abdomen) and small muscles of the arms, forearm and foot.

Crawl carried out in the same and different ways. The most common exercise at the beginning of the year is crawling on all fours using your hands and knees. In subsequent classes, children practice crawling on a reduced area of ​​support: on a board, on a gymnastic bench, and at the end of the exercise, they should offer straightening and stretching (clap your hands above your head, lift the ball up in straight hands, ring the bell).

When children perform exercises in crawling under a cord, in an arc, the teacher pays main attention to the ability to group (“form into a ball”, crawl without touching an object.

In the middle group, children are trained in climbing a gymnastic wall and teach the correct grip of hands on the slats. Climbing on a gymnastic wall is performed with an additional and variable step.

Planning physical education activities

Selection and alternation of the main types of movements in a physical education lesson are of great importance for the successful mastery of the necessary motor skills. In the middle group of kindergarten, at least two types of movements are planned for each physical education lesson.

It is advisable to use the following system of repetition of basic movements: in the first week of each month, children are taught balance and practice jumping, in the second week they are taught jumping and practice throwing, in the third week they are taught throwing and practice climbing, in the fourth they are taught climbing and practice balance. .

When selecting the first basic movement, use a sequence similar for all age groups, proposed by the program: exercises in balance, jumping, throwing and climbing.

The second type of movement acts as an additional one and can serve to increase or decrease physical activity. The exercises should be familiar to children; they are offered for repetition and consolidation of previously covered material.

This principle of selecting basic movements throughout the entire period of children’s education in the middle group allows for the harmonious development of various motor qualities in accordance with the basic pedagogical principle - from simple to complex.

Approximate content of physical education classes

September - October - November

September

Lesson 1

Tasks. Exercise children in walking and running in a column one at a time; learn to maintain stable balance on a reduced support area; practice energetic push-off with both feet from the floor (ground) and a soft landing when jumping.

Part 1. Forming in a line, checking alignment (usually some kind of landmark is used - cords, squares, etc.)

The teacher is given a signal to walk (to the beat of a tambourine or musical accompaniment) in a column, one after the leader, around the hall. At the next signal, a run is performed. Walking and running exercises alternate. To prevent walking in a column one at a time from turning into walking in a circle, it is advisable to place landmarks in the corners of the hall (area) - cubes, skittles, medicine balls.

To perform general developmental exercises, children line up in three columns. The teacher appoints leaders and invites each column to follow the leader one by one to the designated place (landmarks - cubes, skittles or other objects). The teacher checks the distance between children.

Part 2.General developmental exercises.

2. I. p. - stand with your feet shoulder-width apart, hands on your waist. Turn right in, move your right hand to the side, return to the starting position. The same in the other direction (3 times).

3. I. p. - stand with your feet as wide as your feet, arms down. Sit down, bring your arms forward, clap your hands in front of you, stand up, return to the starting position (5-6 times).

4.I. p. - stand with your legs apart, hands behind your back. Raise your arms to the sides: lean forward and touch the floor between your toes. Straighten up, arms to the sides, return to the starting position (5 times).

5.I. p. - stand with your feet as wide as your feet, hands on your waist. Jumping on two legs in place, alternating with walking (3 times).

Main types of movements.

1. Balance exercises - walking and running between two lines (width 15 cm, length 3 m). When walking, place your hands on your belt. When running, the arms balance freely and freely. Alternate walking and running: the main thing is not to step on the cords.

2. Jumping - bouncing on two legs in place, turning in a circle to the right and left, alternating with a short pause (3-4 times).

Children stand in two lines, one opposite the other (the distance between the lines is at least 3 m). In front of each line, the teacher lays out paths of cords and explains the task - do not rush while walking along the path, keep your head and back straight, and after walking, go to your line. After the children complete the exercise 2 times, they start running along the track.

At the end of the balance exercises, the teacher removes the cords and invites the children to run in different directions.

In a scattered formation, children perform jumps on two legs in place, imitating bunnies, turning in a circle in both directions, alternating with a short pause between a series of jumps. Jumps are performed to the beat of a tambourine or musical accompaniment.

Outdoor game “Find yourself a partner”. To play, you need handkerchiefs of two colors (according to the number of children) (half of the handkerchiefs are one color, the rest are another). Each player receives one handkerchief. At the teacher’s signal, all children scatter, trying to occupy the entire area of ​​the hall (playground). To the words “find a pair!” or the beginning of a piece of music, children with handkerchiefs of the same color stand in pairs. If the child cannot find a partner, the players say: “Vanya (Kolya, Olya), don’t yawn, quickly choose a pair!” The game is repeated 2-3 times.

3 Part. Walking in a column one at a time, waving a handkerchief over your head.

Class 2*

Main types of movements.

1. Walking between two lines (20 cm wide). It is carried out in two columns in a continuous manner one after another. After all the children have passed between the two lines, a signal is given to run, and so on in alternation 3-4 times.

2. Jump on two legs, moving forward to the cube (pins), at a distance of 3-4 m. Repeat 2 times.

Class 3**1

Tasks. Exercise children in walking and running in a column, one at a time and scattered; in the ability to act on a signal; develop dexterity and eye when rolling the ball with both hands.

Part I. Walking in a column one at a time, alternating with running; walking and running in all directions. Formation in 3-4 circles.

Part 2.Game exercises.

"Don't miss the ball." Children form 3-4 circles (circles are drawn on the ground or laid out from cords). In the center of each circle there is one driver with a ball (large diameter) in his hands (at a distance of about 2 m from the players). The starting position for all players is to stand with their feet apart. At the teacher’s signal, each driver rolls the ball to one of the players, he bends down and with both hands, folding them into a “scoop,” rolls the ball back. Then the driver rolls the ball to the next player, etc. After some time, other drivers are appointed. The teacher monitors the children’s actions and compliance with the rules - do not step beyond the designated line, accurately direct the ball to a partner.

“Don’t touch me.” Jumping on two legs between objects (cubes, skittles, medicine balls) placed in one row (40-50 cm from one another). Distance 3-4 m. The game task is performed in two columns (2 times).

Outdoor game "Cars". Each player receives a steering wheel (cardboard or plywood). At the teacher’s signal (the green flag is raised), the children scatter in all directions so as not to interfere with each other. At another signal (a red flag is raised), the cars stop. The game repeats itself.

Part 3. Game "Let's find the little sparrow."

Lesson 4

Tasks. Teach children to push off energetically from the floor and land on bent legs when jumping up, reaching for an object; practice rolling the ball.

Part I. Walking and running in a column one at a time, stopping at the teacher’s signal. The teacher explains the task; while walking he says: “Bunnies!”, the children stop and jump on two legs in place, then continue walking. After walking, switch to running. Walking and running in alternation. Reorganization in three columns.

A lesson marked with two asterisks (**) is held on the site (or indoors, depending on weather conditions)INform of game exercises.

2 Part.General developmental exercises With flags.

1. I. p. - stand with feet as wide as your feet, flags down. Raise the flags forward, up, look at the flags, lower them, return to the starting position (5-6 times).

2. I. p. - leg stand at the width of the foot, flags at the shoulders. Sit down, touch the floor flags with the chopsticks, stand up, return to the starting position (5-6 times).

3. I. p. - stand with feet shoulder-width apart, flags down. Turn right (left), flags to the sides, return to the starting position (5-6 times).

4. I. p. - sitting, legs apart, flags at the chest. Bend forward, touch the floor between your toes, straighten up, return to the starting position (5-6 times).

5. I. p. - legs slightly apart, flags are folded and lie at the toes. Jumping on two legs in place, alternating with walking (count 1-8), repeat 3 times.

Main types of movements.

1. Jumping “Get to the object” - jumping in place on two legs. Performed by a series of jumps 3-4 in a row, then a pause and jumps again at the teacher’s signal (3-4 times).

2. Rolling balls to each other (distance 2 m). Method - kneeling, sitting on your heels (10-12 times for each group).

The teacher places two stands and pulls the cord along the hall so that all the children complete the task at the same time. Children are positioned on both sides of the cord; perform jumps in turns at the command of the teacher. The teacher explains the task in advance: “You need to approach the cord, wave your arms, push off vigorously, jump and reach the ribbon (ball, bell) with your hand.

Children stand in two lines at a distance of 2 m from one another; children in one line have balls in their hands. At the teacher’s command: “Let’s go!” - children, with energetic movements of their hands, roll the balls to the opposite side several times in a row.

Outdoor game "Planes". Children stand in several columns on different sides of the hall. The place for each column is indicated by an object (cube, pin, medicine ball). The players portray pilots. At the teacher’s signal: “For flight!” - children perform circular movements with bent arms in front of the chest - “start the engines.” At the next signal: “Let's fly!” - children raise their arms to the sides and run - “fly” in different directions throughout the hall. At the signal: “Landing!” - “airplane” children find their place (at their cube) and line up in columns.

3 Part. Walking in a column one at a time.

Program content:

1. To develop children's coordination and throwing power while throwing a bag into the distance with their right and left hands.
2. Improve your ability to crawl under an arch, arch your back, and avoid touching the floor with your hands.
3. Strengthen the ability to maintain posture and balance when walking on a reduced support area /on a bench/ with an object in your hands.
4. Activate speech activity. Develop the relationship between speech activity and movements, general and fine motor skills.
5. Evoke an emotional response in children to participate in a gaming activity.

Preliminary work: looking at illustrations about winter, reciting and memorizing nursery rhymes.

Equipment: 2 gymnastic benches, bags (cotton balls) according to the number of children, 2 arches, a hat for a snow woman.

Progress of the lesson

Introductory part:

Educator:

White snow lies all around,
The fence and the house became white.
Even the roof is gray
All white from snow!

- Children, when does this happen? ( in winter)

“It’s getting cold outside, but we’ll still go for a walk, just dress warmer.”

Hand and foot massage (coordination of speech with movements).

We bought Varenka (stroke your right hand, then your left hand)
Mittens (from fingers to wrist)
And felt boots (simultaneous stroking the legs from bottom to top).
Let's put on a warm fur coat (imitation of movements)
And let's go for a walk soon.

Educator: We can go for a walk.

Like on thin ice (walking in a column one at a time)
A little white snow fell.
Ah, winter, winter,
Snow White has arrived.

So as not to trample the snowball (walking on toes, hands on belt),
We need to stand on our toes.

Not enough snow (walking forward)
Under the snow the ice glistens timidly.
We'll slide on the snow
Deftly and skillfully.

It started snowing.
Everyone is very happy about snow.
We'll go catch snowflakes (walking in a circle, alternately pointing forward),
We'll go catch some fluff (right, left hand).

Let's run to catch snowflakes (running in a circle).
Let's run to catch fluff.

Educator: We caught a lot of snowflakes, let's make snowballs.

Movement exercise “Snowballs”

We sculpt, we sculpt snowballs walking with clapping
Snow pies. imitation of movements
These are the snowballs - snow pies.

Children take “snowballs” (balls made of cotton wool) or throwing bags.

Main part:

ORU “Let's play with snowball”

1. “We want to play with the snowball, hold it cold, in one palm, then in the other, we’ll hold our snowball”
   I.P.: o.s. B: 1 – pass the snowball over your head and one hand to the other.
   2 – i.p. Repeat 6–8 times
2. “Look at the snowball, and be careful not to drop it.”
   IP: feet shoulder-width apart, hand with snowball extended forward.
   B: 1 – turn the body to the right with your hand, 2 – i.p., shift the snowball
   in the left hand, 3 – turn to the left, 4 – i.p. Repeat 6-7 times in each direction
3. “We’ll play with the snow, put it on the ground and pick it up.”
   I.P.: – feet shoulder-width apart, snowball in both hands.
   B: 1 – bend over, put the snowball on the floor, 2 – straighten up.
   3 – bend down, take a snowball, 4 – i.p. repeat 6 – 8 times
4. “Now let’s go squat, come on, have fun, guys!”
   I.P.: O.S., snowball in hands. B: 1 – sit down, stretch your arms forward, 2 – i.p. Repeat 6–8 times
5. “We’ll jump around a little and warm our feet.”
   I.P.: o.s., snowball on the floor. B: jumping in place, hands on the belt, alternating with walking. Repeat 3 times for 15–20 jumps
6. “Our feet are moving, we’ll warm them up a little.”
   B: walking around a snowball

ATS: “1, 2, 3, 4, 5 – we will throw snowballs.”

1. Throwing a bag (cotton ball) into the distance with the right and left hands.

“We’ll take the snowballs and walk across the bridge”

2. Walking on a bench while holding a snowball”

“We’ll pass under the gate and carry the snowball”

3. Climb under the arc, without touching the floor with your hands, a snowball in your hands.

Educator: Children, what else can you make out of snow? ( children's answers)

– I want to teach you how to sculpt a bunny and a snow woman.

Finger game “Making a bunny” (coordination of speech with movements)

We made a snowball (imitation of movements)
The ears were made later showing (“ears”)
And just instead of eyes (index fingers touch the corners of the eyes)
We found some coals.
The bunny came out as if alive! (Bring your arms to your chest, hands down)
He has a tail and a head! (Show your tail, then put both hands on head)
Don't pull your mustache - (wag a finger)
They're made from straws!
Long, shiny (spread your hands from your nose to the sides)
Definitely real! (Shake head)

Outdoor game “Snow Woman” (coordination of speech with movements)

Children stand in a circle. The snow woman stands in the center of the circle.

Today from a wet ball (walk in a circle, rolling an imaginary snowball)
We made a snow woman near the house.
Carrot nose and broom in hand (imitation of movements, according to the text)
A large bucket on her head.
Snow woman play now (clap hands)
And quickly catch up with our guys (the children run away, the snow woman catches up with them).

The final part.

Educator: How nice we had a walk on the street today, but it’s time for us to go back to kindergarten.

Let's say goodbye to the snow woman:

- You stand by the green Christmas tree, snowy woman.
- Well, our kids are returning home. (Calm walking in a circle)

Lesson objectives: to develop motor improvisation skills in children; mastery of basic actions using the ball; cultivate personal qualities.

Equipment: balls with a diameter of 15 cm, music center.

The lesson is held in the gym.

Planned result.

Children develop: basic physical qualities (dexterity, jumping ability, balance); need for physical activity; ability to act independently.
- Independence and activity are formed; the ability to listen and hear, make voluntary movements to music in accordance with the nature of the melody; navigate in space.

Approximate course of a physical education lesson

№	Content	Dose- roving	Organizational methodological instructions
Introductory part		4 min
1.	Formation, greeting	30 s	In one line
2.	General developmental exercises in motion. Walking on toes, on heels, on the outside of the foot, with hip lifting, bending over, squatting, running, walking to restore breathing	3 min	With poetic accompaniment: We walk on our toes And now on your heels, Everyone checked their posture and squeezed their shoulder blades together. The clumsy bears went through the forest, The clubfoot bears did not find any cones. We're walking, we're walking, We raise our legs higher, We go like horses We carry our heads straight. The goats went out for a walk, Pinch some fresh grass, We looked left, right, They sang a sonorous song. Geese are a type of poultry They walk proudly in a line. Geese, geese! Ha, ha, ha. Do you want to eat? Yes, yes, yes. The monkeys ran No one was overtaken And now we're back on our feet, They ran after each other
3.	Construction for the main part of the lesson	30 s	Take a specially designated place
Main part		12 min
1.	Rhythmic gymnastics	2 min 30s	Musical accompaniment - the song “True Friend” (lyrics by M. Plyatskovsky, music by Savelyev)
	I.p. - left foot on toe, right arm bent; 1 - change; 3 - change;	4 times	I.p. - starting position. Perform the exercise rhythmically, with the heel high off the floor
	I.p. - standing, hands on waist; 1 - half squat, head down; 3 - half squat, head back; 5 - half squat, head to the right; 7 - half squat, head to the left;	4 times	Spring movements, back straight, elbows to the sides
	I.p. - o.s.; 1 - raise your shoulders; 3 - raise your right shoulder; 5 - raise your left shoulder;	8 times	O.S. - basic stance (legs together, arms down), shoulder blades connected, back straight, legs together
	I.p. - o.s.; 1 - half squat, hands on the belt; 2 - straighten your legs, turn to the right, arms to the sides; 3 - half squat, hands on the belt; 4 - straighten your legs, turn to the left, arms to the sides	4 times	Back straight, legs together
	I.p. - legs apart, hands on the belt; 1 - half squat; 2 - straighten your legs, tilt to the right; 3 - half squat; 4 - straighten your legs, tilt to the left	4 times	Tilt as low as possible, exactly to the side
	I.p. - legs apart, arms up into the lock; 1 - bend forward, arms down; 2 - i.p.	8 times	Legs straight
	I.p. - standing, hands on waist; 1 - raise your hands up; 3 - squat, arms forward; 5 - bend forward, touch the floor with your hands; 7 - squat, arms forward;	4 times	When squatting, keep your back straight; when bending, try not to bend your legs.
	I.p. - stand with your legs apart, arms bent at the elbows in front of you; 1 - swing with the right leg bent in the knee; 2 - the same with the other leg and hand	4 times	Back straight, swing leg as high as possible, support straight
	I.p. - o.s.; 1 - right hand swing, clap under the foot; 2 - the same left	4 times	The swing leg is as high as possible, the supporting leg can be slightly bent
	I.p. - o.s.; 1 - jump legs apart, arms on the belt; 2 - jump o.s.; 3, 4 - the same at an accelerated pace	8 times	Jumps are performed at an increasing pace
	I.p. - right leg forward, left leg back, hands on the belt; 1 - change position with a jump; 2 - jump o.s.	8 times	On socks, easy. Finally, walking in place with breathing restored
	I.p. - o.s.; 1 - rise on your toes, arms up; 2, 3 - lower the hands and elbows one by one; 4 - lower your arms, bend your knees, arch your back	4 times	1 - stretch out as high as possible on your toes; 2, 3 - maintain an extended position; 4 - relax
2.	A set of exercises with a ball	9 min	With poetic accompaniment fairy tales "Kolobok"
	Hand ball rolls: I.p. - standing, ball in hands; 1 - roll the ball in a circular motion with your right hand on your left palm; 2 - the same with the other hand; 3 - simultaneously with both hands		The old woman baked it on Wednesday Grandfather Kolobok for lunch... Grasp the ball, fingers slightly apart, elbows to the sides, back straight
	Ball rolls by hand: I.p. - standing, arms forward, ball lying down on palms facing up; 1 - roll the ball towards you; 2 - blow on the ball and roll it back		And cool it down a little I put it on the window... Hands are straight, next to each other, fingers raised up
	Hitting the ball on the floor: I.p. - standing, ball in hands; 1 - release the ball with a light hit about the ground; 2 - catch the ball		Kolobok did not wait long, He jumped down and galloped... Hold the ball at mid-abdomen level, fingers slightly apart, elbows to the sides, back straight
	Ball rolls by hand: I.p. - standing, ball in right hand, hand to the side, roll the ball onto your chest with your left hand, intercept the ball with your right hand and roll it down your left hand on the palm. Same thing in the other direction		Along the path through the meadow He rolled, he saw, suddenly... Roll the ball along your outstretched arm from bottom to top, fingering it with your fingers, back straight
	I.p. - o.s., the ball is on the floor. Jump around the ball on two legs, then jump forward over the ball		Bunny hops from a bush... Taking off in jumps is performed with both legs at the same time. Landing on your toes with a smooth descent onto your heels
	I.p. - standing, hands on the waist, the ball pressed to the floor with the right foot. Roll the ball back and forth with your foot in a circular motion. Same with the left foot		He says: “Wait, my friend! Where are you going alone? Answer me, why are you silent? I am a ruddy Kolobok, I have a baked side. My path is close, is it far?! I can easily leave you... Back straight, hands on waist, try to maintain balance
	I.p. - lean forward, ball on the floor. Use your hands to roll the ball over your legs from bottom to top and in the opposite direction.		Along the path straight into the forest It rolls, suddenly, hears a crash... When bending forward, try not to bend your knees, keep your feet together
	I.p. - squat, ball in hands in front by yourself;1 - stand up, move your hands with the ball to the right;2 - i.p.;3 - stand up, move your hands with the ball to the left;4 - i.p.		Wolf (comes out of the thicket): “Are you scared?” Well, of course! I got you at the right time, I was just hungry...
	I.p. - standing, holding the ball in your knees. Jumping with advancement		The gingerbread man started to run, What was the strength... Try to hold the ball with your feet, hands on your waist
	I.p. - standing, holding the ball on the floor with your feet. Bend forward, turning left and right		The wolf fell behind, but ahead, A bridge is visible on the way... Use your right hand to imitate a visor, lean forward and look into the distance
	I.p. - standing, holding the ball on the floor with your feet; 1 - lift the ball with your right foot; 3 - lift the ball with your left foot;		The Bear is standing on the bridge, He says to Kolobok... Try to hold the ball, back straight, hands on waist
	I.p. - standing, holding the ball on the floor with your feet. Walking back and forth		“That’s good luck, wait, wait. I'll take you with me. It will be a nice dinner for me..." Kolobok is gone... Imitate the movement of a bear, without releasing the ball
	I.p. - squat, ball on the floor; 1 - roll the ball around you to the right; 3 - roll the ball around to the left;		He rolled towards the river, Look, the Fox is sitting on a stump... The back is straight, while squatting, lift your heels off the floor
			Fox. Oh, what a blush, Sit down with me and sing a song... Try not to bend your arms, palms turned up - “plate”, perform a spring movement with your legs, back straight
	I.p. - standing, ball in outstretched arms; 1 - half squat, lower your arms; 2 - throw the ball forward and upward; 3 - half squat, lower your arms; 4 - throw the ball forward and up		Kolobok has forgotten, He jumps on the fox's nose, And I got caught in the teeth. Perform the throw with outstretched arms, palms turned up, assisted by the spring movement of the legs
Final part		4 min
1.	Outdoor game. Free running to music	2 min 30 s	“One, two, three... find your place.” Music sounds, children run freely around the hall. After the instructor turns off the music, children must find their place.
2.	Summing up, leaving the hall	1 min 30 s	One at a time in a column