Outdoor games and their role. Development of strength abilities with the help of outdoor games and relay races in children of senior preschool age. The importance of outdoor games on child development

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

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

3.Basic concepts: outdoor game, variability, methodology for conducting outdoor games.

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

Theoretical questions.

Definition, specificity, classification of outdoor games for preschoolers.

Outdoor play is a conscious, active activity of a child, characterized by accurate and timely completion of tasks associated with rules that are mandatory for all players. According to P.F. Lesgaft’s definition, outdoor play is an exercise through which a child prepares for life.

The specificity of outdoor play is the child’s immediate response to the signal “Catch!”, “Run!”, “Stop!” and etc.

Outdoor games are classified according to different parameters:

According to the age,

According to the degree of physical activity (games with low mobility - e.g. "Bubble", games of medium mobility - e.g. "Geese-Swans", games of high mobility - for example, "Traps"),

In terms of motor content (games with running, jumping, climbing, etc.),

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

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

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

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

Outdoor games are a means physical education.

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

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

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

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

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

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

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

D.B. Elkonin, L.V. Zaporozhets, N.N. Poddyakov and others made a significant contribution to the creation of the theory of the game. The works of A.I. Bykova, M.M. Kontorovich, and others played an important role in the development of the organization and methodology of outdoor games. T.I.Osokina, E.Ya.Stepanenkova, M.A.Runova and others.

Variability of outdoor games.

The teacher should pay significant attention to options for outdoor games, which can not only increase interest in the game, but also complicate mental and physical tasks, improve movements, and improve the child’s psychophysical qualities.

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

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

Methods of conducting outdoor games; the role of the teacher in guiding the course of the game.

Play activity begins already in pre-preschool age. In the games of children, one can notice signs of imitation of adults. In younger groups, story games and the simplest non-story games such as “traps” are most often used. Children are attracted to the game mainly by the action process: they are interested in running, throwing, etc. It is important to teach a child to act exactly on a signal and obey simple rules. The success of the game in younger groups depends on the teacher. He must interest the children and give them examples of movements. For kids, games with text are recommended (“Hare”, “Bubble”, “Cap”, etc.).

By the middle group, children accumulate motor experience, movements become more coordinated. The teacher complicates the conditions for the game and distributes roles among the children. Children's passion for play makes it possible to solve educational problems in a complex manner.

In outdoor games for older preschoolers, tasks involving instant reaction, intelligence, and endurance are solved. Games with elements of competition are widely used.

In the pre-school group, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, the children making independent decisions, and creative self-expression.

The working conditions of each group influence the selection, planning and methodology for conducting outdoor games. To better understand the game plot, the teacher carries out preliminary work (organizes observations, reads works of art, prepares attributes, selects counting rhymes, thinks through game options).

It is important to organize the game correctly: introduce children to the plot and rules, assign roles, manage the course of the game, and summarize it. By directing the game, the teacher cultivates the child’s morality; It forms in him correct self-esteem and teaches him to overcome difficulties.

Thus, a well-thought-out methodology for conducting outdoor games helps to reveal the child’s individual abilities, helps to raise him as a healthy, active, cheerful, independent, creative person.

Practical task. Suggest options for the outdoor game “Traps”:

"Traps with ribbons."

Introduce a second driver into the game.

"Traps for houses"

Reduce the running area.

Increase the running area.

One “trap” casts a spell, the second one casts a spell, etc.

Natalia Kolmachenko
A set of outdoor games to develop dexterity in children of middle preschool age

Complex

outdoor games

For dexterity development

at children of middle preschool age

Explanatory note

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

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

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

Tasks complex:

1) development of dexterity in preschool children;

2) development motor activity, interest in performing game exercises together;

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

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

Complex compiled taking into account pedagogical principles:

Unity of goals, content and methods;

Transition from simple to more complex;

Accounting age and individual characteristics children.

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

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

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

Forms of activity: individual and group.

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

A set of outdoor games for developing dexterity in children of middle preschool age

№ 1 Outdoor game"Where it's hidden"

Target: Development of auditory attention, dexterity.

Material used: any object.

Progress of the game: children stand in a line facing the teacher. Children are asked to turn away and close their eyes. The teacher hides an object, at a signal the players look for the object, and the teacher directs with words "warm, cold".

№ 2 Outdoor game« "Bouncer"

Target: Develop agility, endurance.

Material used: ball

Progress of the game: Children stand in a circle, with several more players inside the circle. Those standing in a circle throw the ball to each other, but at the same time try to hit those standing inside with the ball. The one who was hit - "knocked out"- leaves the game.

№ 3 Outdoor game"Old bast shoes"

Target: Develop agility.

Used materials: balls.

Progress of the game: A line is drawn on one side of the site - this is the city where all the players are located. The space outside the city is a playing field. Children stand up to the line and roll the balls towards the field. Whose ball rolled farthest gets to drive. The balls remain on the playing field, only the driver takes one ball. He waits for the players to come out to get the balls, and tries to hit everyone who crosses the city line with the ball. When the driver misses, he catches up with the ball, and the players try to take their balls and run over the line. If the players are not disgraced, then they roll the balls again, and the driver in this case remains the same. If someone is insulted, then the insulted person becomes the driver.

№4 Outdoor game"From bump to bump"

Target: develop dexterity, strengthen long jump skills.

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

Progress of the game: All participants in the game are divided into two teams. Each team gets 2 "bumps". The task for the players is a swamp in front of you, you need to go through it. But you can’t just walk through a swamp, you could drown. You have magical hummocks along which you will get to the other side. Place one mound, stand on it, next to it put the second mound, jump over to it, then pick up the first one, move it forward, jump over to it, etc. until the turn and in the same order return to the starting line, the front bump for the next player. The team that completes the distance first wins.

№ 5 Outdoor game« "Ball School"

Target: dexterity development, eye gauge.

Material used: Balls

Progress of the game:

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

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

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

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

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

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

№ 6 Outdoor game"Musketeers on Ice"

Target: dexterity development.

Progress of the game: Musketeers on Ice

In hockey, the game begins with the puck being thrown in. Both teams are trying to be the first to master it. In the game "Musketeers", "hockey players" form pairs, place two plastic hoops on the ice next to each other or draw two circles with a diameter of 0.5 - 0.7 m, in the center of which they place a puck. Then, at a signal, the players, crossing their sticks, try to knock the puck out of the opponent’s circle. A knocked-out puck is one point. Play to five points. If both opponents score four points, the one who wins by two points wins.

№ 7 Outdoor game"Slippers"

Target: Develop agility and reaction speed.

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

№ 8 Outdoor game"Penguins"

Target: Develop agility and endurance.

Materials: 2 balls of any size, chips or flags to indicate the turning point.

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

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

At the signal, the team players, one at a time, hold the ball between their legs and begin moving to the chip or flag, go around and return to the starting line in front of the ball to the next player. The team that goes the distance first wins.

№ 9 Outdoor game« "Find the ball"

Target: Develop children's powers of observation, dexterity.

Material: ball

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

№ 10 Outdoor game"Game of Colors"

Progress of the game: Everyone stands in a circle, with the leader inside. Someone from the circle asks: "What color?", and the presenter is loud shouts out: "Blue!". Everyone runs to touch any blue object, and having touched it, they remain standing near it. Whoever is last is eliminated or becomes the leader himself.

Development of dexterity in children of senior preschool age

Dexterity - the ability to cope with any motor task

Dexterity- a quality that allows a child to quickly learn new movements in their combination, depending on changing conditions, as quickly, correctly and resourcefully as possible.
A child who can quickly follow the rules of outdoor games and game tasks, taking into account changing conditions, can be considered dexterous.
Dexterity is needed when performing all basic movements, in outdoor games, and sports exercises

There are two ways to develop dexterity.

1.Dexterity increases when mastering new and varied movements
2. Dexterity increases if a complication is given, a new combination of familiar movements, and the usual conditions for performing the movement change.
Methodological techniques that increase the manifestation of motor coordination and dexterity
1.Use of unusual starting positions and rapid change of different positions.
2.Changing the speed and tempo of movements, introducing various rhythmic combinations, different sequences of elements.
3.Changing methods of doing exercises
4.Use of exercises with various objects, use of objects in basic movements. Items must be of different shapes, weights, volumes, textures.
5. Execution of coordinated actions by several participants
6.More complex combination of basic movements
7.Complicating the conditions of outdoor games.
Agility exercises are not carried out for a long time at the beginning of motor activity, since they require great clarity of muscle sensations and intense attention.
I bring to your attention outdoor games for the development of dexterity for pupils of senior preschool age

Outdoor games

"Sly Fox"

Target: development of agility, exercise in running in all directions
Location:
Game description:
The players stand in a circle at a distance of one step from each other. To the side, outside the circle, the house of the “fox” is indicated. At the instructor’s signal, the children close their eyes, and he walks around them from the outside of the circle and touches one of the players, who becomes the leader - the “sly fox.” Then the children open their eyes and ask in chorus 3 times (with a short interval) (at first quietly, then louder): “Sly fox, where are you?” After the third time, the player, chosen by the “sly fox,” quickly runs out to the middle of the circle, raises his hands and says: “I’m here! “All the players scatter around the hall,” and the “sly fox” catches them (touches them with his hand). After the “fox” catches 2-3 children and takes them to his house, the instructor says: “In a circle!” - and the game resumes. If the “fox” cannot catch anyone, then a new driver is selected.

"The Hunter and the Hares"

Target: Developing in students the ability to perform movements on a signal; exercise in throwing, running with dodging, jumping on both legs.
Equipment: balls.
Game description:
On one side of the site, a place is outlined for the hunter, appointed by the teacher. On the other side, the locations of the “hares” are indicated by circles. Each circle contains 2-3 hares. The hunter walks around the area, as if looking for traces of hares, then returns to his place.
The teacher says: “The hares ran out into the clearing.” The “hares” run out of their circles and jump on two legs, moving forward. According to the teacher’s word “hunter,” the hares run into circles, and the hunter, without leaving his place, throws a ball at them. The hare that the hunter hits with the ball is considered shot, and the hunter takes it home.
After two or three repetitions of the game, those caught are counted and another hunter is selected.
Rules of the game:
1. You can run out of the circles only after the teacher says “hares ran out into the clearing”, and return back only after the “hunter” signal.
2. The hunter must throw the ball at the feet of the runners (without leaving his spot).
Instructions for playing the game:
The instructor must ensure that children throw the ball with both their right and left hands. To complicate the game, you can introduce two hunters. In addition to hares, other animals can be included in the game: foxes, bears and others. In this case, the children are divided into several groups and placed in several places in the room: foxes in one place, hares in another, and so on. Those animals that the teacher names run out and make the appropriate movements.

"Wolf in the Moat"

Target: Developing in pupils courage and dexterity, the ability to act on a signal, exercise in running long jumps.
Equipment: two lines or two cords.
Game description:
In the middle of the site, two parallel lines are drawn at a distance of 80-100 cm from one another - this is a “ditch”. Along the edges of the site, at a distance of one to two steps from its border, a “goat house” is outlined. The teacher appoints one player to be a “wolf”; the rest depict "goats".
All goats are located on one side of the site (house). The wolf stands in the ditch.
At the teacher’s signal “wolf in the ditch,” the goats run to the opposite side of the site, jumping over the ditch, and the wolf at this time tries to catch (touch) them. He takes those caught (to the right or left) to the goal of the ditch. Then the teacher says again: “The wolf is lying,” the goats run to the other side, jumping over the ditch.
After three to four runs (according to the condition), all the caught goats return to their home and another wolf is appointed (selected) (but not from among the captured goats).
Game duration is 5-7 minutes.
Rules of the game:
1. Goats run out of the house at the signal “wolf in the ditch.”
2. A wolf can only catch goats in a ditch.
3. A goat is considered caught if the wolf touches it at the moment when it jumps over the ditch, or if it gets into the ditch with at least one leg.
Instructions for playing the game:
1. The duration of the game is set depending on the number of runs (that is, the number of jumps made by the goats, approximately 12-16 jumps).
2. The lines forming the ditch may not be parallel, that is, on one side, so that children who have difficulty jumping can still jump over.
3. To make the game more difficult, you can choose two instead of one wolf.

Game options:
There are not one, but two wolves in the ditch. Two ditches are drawn (the distance between them is 3-4 meters), each with one wolf.

Don't stay on the floor (on the ground)

Target: Developing in students endurance, dexterity, the ability to act on a verbal signal, quickly navigate the environment (find a free elevation and climb onto it); exercise in running, deep jumping, and catching.
Game description:
In various places of the playground (room), closer to its borders, objects 25-30 cm high are placed, which children must climb: stairs with steps, boards placed on a raised platform, low boxes, benches (at least 25 cm wide). A trap is selected. They put a bandage on his arm. Children are placed in different places on the playground.
To the beat of the tambourine, children walk, run or jump around the playground, depending on the tempo and rhythm given by the teacher. The trap takes part in the general movement. At the teacher’s signal “catch,” all children climb onto the placed objects (elevations). The trap catches those who did not have time to jump onto the dais. Those caught sit to the side.
After the game is repeated 2-3 times, those caught are counted and a new trap is selected.
The game resumes with a new trap.
The total duration of the game is 5-7 minutes.
Rules of the game:
1. You can’t run around the room after the word “catch” - you have to climb onto an elevated platform.
2. You can occupy any place.
3. You need to catch only after the word “catch”.
Instructions for playing the game:
1. The teacher makes sure that the children jump off the platform with both feet and land softly, bending their knees.
2. It is necessary that children scatter throughout the playground away from objects that they must climb on.
Game options:
Children line up in a circle. A trap appointed by the teacher stands in the center of the circle. At the teacher’s signal “Run!” children run around the room. The trap runs after the players, trying to stain them. You cannot stain someone who, while running away, stands on a gymnastics bench or, raising his feet, sits on the floor, that is, those whose feet are not on the floor. The one whose hand the trap touches becomes the trap. He must stop, raise his hand and say: “I am a trap!” The new catcher is not allowed to immediately touch the old one with his hand. If the trap cannot stain anyone for a long time, then the teacher says: “One, two, three - quickly run into the circle!” The children line up in a circle, the teacher assigns a new trap, and the game resumes.

"Migration of Birds"

Target: development of dexterity in students; strengthening the ability to climb and navigate in space.
Location: The game is played in the gym, on the playground.
Game description:
Children stand scattered at one end of the playground (room). They are birds. At the other end of the site there is a climbing tower or a gymnastic wall with several flights, a pyramid, or a double ladder.
At the teacher’s signal: “The birds are flying away!” - birds fly with their wings spread (children, raising their arms to the sides, run around the playground). On the signal: “Storm!” - birds fly to the tower - they hide from the storm in the trees. When the teacher says: “The storm has stopped,” the birds descend from the tower and fly again.
The teacher should be near the climbing equipment to help the children if necessary.
If the gymnastic wall has few spans, children can climb onto benches, boards placed on chairs, or other climbing devices

"Traps - Christmas trees"

Target:
Location: The game is played in the gym, on the playground.
Game description:
Children are randomly located on the playground, the trap is in the middle. At the signal: “One, two, three - catch” - everyone scatters around the site, dodging the trap. The guys try to help each other out, since the trap cannot be stained by those children who will face each other and, with their arms extended downwards, will depict a Christmas tree.

"Owl - owl"

Target: development of dexterity, listen carefully to the signal, stand still for a while.
Location: The game is played in the gym, on the playground.
Game description:
On one side of the hall the “owl’s nest” is designated. The driver, the owl, is placed in the “nest”. The rest of the players depict birds, butterflies, beetles, mice, etc.
They scatter throughout the hall. After a while, the instructor says: “Night!” The players stop in place in the position in which the night found them. The “owl” flies out of its “nest”, flaps its wings and looks to see who has moved. The one who moves is taken to his nest. The instructor says: “Day!” “Butterflies”, “bugs”, “birds” come to life, wake up and run and fly again. After “2 hunting trips” the number of those caught is counted. Another “owl” is selected.

"Swan geese"

Target: development of dexterity, listen carefully to the signal; running exercise with dodging.
Location: The game is played in the gym, on the playground.
Game description:
At one end of the site a line is drawn - the “house” where the geese are located; at the opposite end there is a shepherd. To the side of the house is the “wolf’s lair.” The rest of the place is “meadow”. The teacher appoints one as a shepherd, another as a wolf, the rest pretend to be geese. The shepherd drives the geese out to graze in the meadow. Geese walk and fly across the meadow. The shepherd calls them “Geese, geese.” The geese answer: “Ga-ga-ha.” “Do you want to eat?” "Yes Yes Yes". “So fly.” "We are not allowed. The gray wolf is under the mountain and won’t let us go home.” “So fly as you want, just take care of your wings.” The geese, spreading their wings, fly home through the meadow, and the wolf runs out, blocks their path, trying to catch the geese (touch them with his hand). The wolf takes the caught geese home. After 3-4 runs, the number of those caught is counted, then a new wolf and shepherd are appointed.
Rules: Geese can fly home, and the wolf can catch them only after the words “So fly as you want, just take care of your wings.” The wolf can catch geese in the meadow up to the border of the house.
Options: Increase distance. Introduce the second wolf. There are obstacles on the wolf's path that must be jumped over.

"The Snow Queen"

Target: development of dexterity and speed of movement.
Location: The game is played in the gym, on the playground.
Game description:
The Snow Queen is chosen. Children are running all over the hall. Whoever the Snow Queen touches is considered frozen. It is the child who must remain in place (freeze). After some time, the game stops and the number of losers is counted. After a short pause, the game resumes. Children choose the Snow Queen using a counting rhyme.

"Homeless Hare"

Target: development of dexterity; running exercise with dodging.
Location: The game is played in the gym, on the playground.
Equipment: circles or hoops
Game description:
From among the players, a “hunter” and a “stray hare” are selected. The rest of the children - hares - are located in houses (circles drawn on the ground). A homeless hare runs away from a hunter. A hare can escape by running into someone’s house, but then the hare standing in the circle becomes a homeless hare and must run away immediately. After 2-3 minutes, the teacher changes the hunter.

"The Bear and the Bees"

Target: development of dexterity; strengthening climbing skills and the ability to act on a signal
Location: The game is played in the gym, on the playground.
Equipment: wall, bench, low log
Game description: Children are divided into two equal groups, one is bears, the rest are bees. At a distance of 3 meters from the bees’ house, a forest is outlined, there are bears. On the opposite side, at a distance of 8-10 meters, there is a meadow. The bees are located in their home - on an elevated surface (wall, bench, low log). At the teacher’s signal, they fly to the meadow for honey and buzz. At this time, the bears climb into the hive and feast on honey. At the signal from the teacher “Bears,” the bees fly to their hives and sting (touch) those bears that did not manage to escape into the forest. The bees then return to the hive and the game resumes. When repeating the game, children change roles.

"The Kite and the Mother Hen"

Target: development of dexterity, teaching basic types of movement in a playful way
Location: The game is played in the gym, on the playground.
Game description: 8-12 students can take part in the game. A “kite” and a “hen” are selected, and the rest are “chicks”. A circle with a diameter of 1.5-2 m is drawn on the side of the playground. This is the “nest” of the “kite”. He goes to his nest, and the “mother hen” takes the “chicks” for a walk on the playground. They walk in a chain: holding each other (by the hands or by the belt). At the teacher’s signal, a “kite” flies out of the nest and tries to grab the last “chick” in the chain. The “mother hen”, with her arms spread, does not allow the “kite” to approach the “chicks”
Rules of the game: neither the “kite” nor the “hen” use force. The “kite” must try, by running around, to deceive the “hen”, grab and carry the caught “chicken” to his house. If the “kite” grabs the “chicken”, then he must follow him.

"Classes"

Target: consolidation of long jump skills, development of agility
Location: the game is played on the playground.
Game description: Classics (5 - 6) are painted on the asphalt.
The child takes a flat pebble and throws it into the first class. Then he jumps on two legs to the first class, picks up a pebble and jumps back. He throws a pebble into the second class, and he himself jumps first into the first class, and from there into the second. He also picks up a pebble and jumps through the first class. Then he throws it into third grade and so on until he goes beyond the class line. After this, the rest of the children begin to jump. When it’s the first child’s turn again, he takes his pebble and throws it into the class he didn’t get into before. All the children play this way in turn. The child from the group who completes all classes first wins.

"Mousetrap"

Target: development in students of endurance, dexterity, and the ability to coordinate movements with words; exercise in running and squatting, forming in a circle and walking in a circle.
Location: The game is played in the gym, on the playground.
Game description: The players are divided into two unequal groups. The smaller one forms a circle - a “mousetrap”, the rest of the “mice” - they are outside the circle. The players, depicting a mousetrap, hold hands and begin to walk in a circle, saying: “Oh, how tired the mice are, they gnawed everything, ate everything. Beware, you cheaters, we will get to you. We’ll set mousetraps for you and catch everyone now.” Children stop and raise their clasped hands up, forming a gate. Mice run in and out of the mousetrap. According to the teacher: “clap”, the children standing in a circle lower their hands and squat - the mousetrap slammed shut. Players who do not have time to run out of the circle are considered caught. Caught mice move into a circle and increase the size of the mousetrap. When most of the mice are caught, the children change roles.
Rules: Lower your clasped hands using the word “clap.” After the mousetrap has slammed shut, you must not crawl under your arms.
Options: If there are many children in the group, then you can organize two mousetraps and the children will run around in two.

Relay "Dexterous ball"

Target: development of dexterity, speed of movement
Location: The game is played in the gym, on the playground.
Equipment: ball
Game description:
Players in teams are lined up one at a time, the distance between players is one or two steps (depending on the method of passing the ball). The starting position of the participants is a wide stance, legs apart. The ball is in the hands of the guide. At the signal, the ball is passed from hand to hand in a determined manner and is returned in the same way. The relay is performed several (4-6) times in a row. The team that finishes the pass first wins.
You can use large inflatable balls (basketballs, volleyballs, etc.) in the game.
Ways to pass the ball:
a) with two hands from above, tilting back, the last player, having received the ball, rolls it along the floor guide between the legs of the participants;
b) in the same way, the ball is passed back from hand to hand from below, between the legs;
c) with two arms at the side (left and right) with torso turns.
Option with dash.
Teams are lined up in columns one at a time, the distance between players is 1 m. The ball is in the hands of the guide. At a signal, the ball is passed from hand to hand in a determined manner to the end of the column. The last player, having received the ball, quickly runs forward and, standing in front of the column, continues passing the ball and so on.
The game ends the moment the first number returns with the ball to the guide's place.

Through the stream.

Target: Development of dexterity; exercise in jumping on both legs, in balance.
Equipment: two cords
Game description:
All players sit on chairs or on the grass. Two cords are placed 5-6 steps from the players, the distance between which is 1 ½ - 2 m - this is a stream. Children must cross the pebbles (planks) to the other side “without getting their feet wet.” The planks are laid in such a way that children can jump with both feet from one pebble to another.
At the teacher’s word “let’s go,” 4-5 children cross the stream, the rest watch them.
The one who stumbled moves aside to “dry his shoes.”
After all the children have crossed the stream, the game resumes.
You can repeat the game 2-3 times.
Rules of the game:
1. The loser is the one who steps foot into the stream.
2. You can cross the stream only if the teacher says “let’s go.”
Instructions for playing the game:
3. Instead of boards, you can draw circles on the site.
4. Planks should be placed across the stream so that 4-5 children can cross the stream at the same time.
Game options:
After repeated repetitions of this exercise, you can draw several streams, one wider than the other. . In this case, children jump first over a narrow stream, then over a wider one, and finally over the widest one. If one of the children did not jump over the first or second stream, he should try to jump over it again and only then approach the next one.

"Who is faster"

Target: Development of dexterity; exercise students in running in different directions; strengthening the ability to form a column
Location: The game is played in the gym, on the playground.
Equipment: 3-4 checkboxes
Game description:
Children are divided into 3-4 groups with the same number of players: each group is given flags of one color. At different ends of the site or on one side, 3-4 flags of the same colors are placed on stands. Each group lines up in front of a flag of its own color. When the players line up, the teacher hits the tambourine, and the children begin to walk, run, and jump around the playground in different directions. The movements change depending on the rhythm and tempo given by the teacher. At the signal “Get to your places!” - children run to their flag and line up in a column (facing the flag). The teacher notes which group lined up first.
After two or three repetitions of the game, at the moment when the children are running and jumping, the teacher says: “Stop!” At this signal, all players stop and close their eyes. Meanwhile, the teacher changes the places of the flags and says: “In place!” The children open their eyes and rush to line up in a column opposite their flag. It is noted which column was built first. The origins of outdoor games go back to ancient times. The history of the appearance of games allows us to understand their educational significance. Many types of folklore confirm the assumption of scientists that the origins of outdoor games lie in the primitive communal system, but there is almost no information about this. On this occasion, E. A. Pokrovsky wrote that, unfortunately, there is little information about the children's games of primitive peoples. Data on the development and life of a child, his games at the early stages of social development are extremely poor. Almost none of the ethnographers set themselves the task of such research. Only in the 30s of the 20th century did special studies by Margaret Mead appear on the children of the New Guinea tribe, which contained materials about the lifestyle of children and their games1.
The game has been a companion of man since time immemorial. In it, the cultures of different peoples demonstrate similarities and great diversity. E.A. Pokrovsky argued that games were inevitable at all times and among all peoples. Many of the games were very original, depending on the properties and lifestyle of the people. Many games of different nations had great similarities with each other, for example, games with a ball, dice, etc.
N.S. Volovik’s opinion that the purpose of ancient games is not entertaining, but practical is also correct. Through the actions of the game and the words of the song, people tried to ensure their future success in upcoming works. The ancient game is a magical ritual in which the desired is depicted as real, the present is projected onto the future. Since man depended on nature, the animal and plant world became the main subject of depiction in game songs.
An in-depth analysis of pedagogical and psychological literature on the issue of the historical origin of the game was carried out by D. B. Elkonin, who noted that “the question of the historical origin of the game is closely related to the nature of the education of younger generations in societies at the lower levels of development of production and culture.”
In the earliest historical periods of society, children lived a common life with adults. The educational function was not yet identified as a special social function, and all members of society, raising children, sought to make them participants in socially productive labor, to pass on to them the experience of this work, gradually including children in the forms of activity available to them.
Already in the earliest ethnographic and geographical descriptions of Russian travelers, there are indications of the training of young children to perform labor duties and their inclusion in the productive work of adults. Thus, G. Novitsky, in a description of the Ostyak people (dating back to 1715), wrote that all games had in common the catching of birds, fish, and hunting of animals. In order to feed themselves, children learned to shoot a bow, catch birds and fish.
The employment of mothers and the early inclusion of children in the work of adults led to the fact that in primitive society there was no sharp line between adults and children, and children very early became truly independent. Almost all researchers emphasize this. With the increasing complexity of means and methods of labor and its redistribution, there was a natural change in the participation of children in various types of labor. Children have ceased to take direct part in complex and inaccessible forms of labor activity. Younger children were left with only certain areas of household labor and the simplest forms of production activity.
In relation to the most important, but inaccessible to children, areas of work, they are faced with the task of mastering the complex tools of such work as early as possible. Smaller tools of labor appear, specially adapted to children's capabilities, with which children practice in conditions that are close to the conditions of real activity of adults, but not identical with them. The tools depended on which branch of labor was the main one in a given society.

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

Interesting research on the origin of the game was carried out by N. Filitis. He believed that not so long ago the theory of rest adopted by Guts-Muts, Lazarus and Schaller was very popular. According to this theory, games exist so that the child can relax in familiar, joyful, easy, exercises that do not require much effort, allowing him to restore the forces of a different order necessary to maintain life. Play is a break from serious work to recuperate. N. Filitis notes that Guts-Muts made a mistake that is often made by adults when they judge a child’s play: the psyche of an adult, mature organism is transferred to the psyche of a developing child’s organism. If we often observe that an adult plays after work, then, on the other hand, every day we see healthy children, just rested after a long sleep, who play, full of energy, without needing any rest.
One cannot but agree with N. Filitis that no matter how ingenious this theory in itself is, it does not explain games to us in their entirety. Let us again take a closer look at the games of children, who can indulge in them without interruption until they are completely exhausted. It seems that the child no longer has the strength; he barely moves, but still exerts his last efforts to continue the game; He had just been ill and was bedridden by illness, but as soon as he was able to move freely, he immediately took up the game. In these cases, it should be noted that the child exercises accumulated strength through play. One can agree with N. Filitis that this theory does not fully explain the origin of the game.
According to the theory developed by K. Gross, games serve as a means for exercising various physical and mental powers. If you observe the games of young animals and the games of children, then this fact appears with complete clarity: games everywhere serve as a means for exercising and developing the organs of movement, sensory organs - especially vision - and at the same time for developing attention, observation, frequent thinking. Childhood lasts until we are completely ready to independently fight for existence, and if this preparation, this development of all physical and mental forces is carried out with the help of games, then games are not only very important, but also central. place... Gross rightly characterizes his theory of play as themological.
We should also consider the thoughts on the emergence of outdoor play by P. F. Kapterev: first of all, we must remember that play is a very broad phenomenon; not only children, but also adults play; Not only people play, but also animals. Young animals - puppies, kittens, bear cubs - love the game just as passionately as our children: it gives them no less pleasure than children.
P. F. Kapterev believes that all human activity stems from sources of two kinds: natural-organic and socio-cultural. Man is a complex organism, consisting of many organs with unique functions. Each organ requires corresponding activity. Failure to satisfy this requirement entails disorder and destruction of the entire organism. The natural demands of human activity are simple and are satisfied relatively easily, but socio-cultural needs are complex and are difficult to satisfy. So, for example, the organic demand for food and drink, and at the same time for activity, is relatively small and leaves a lot of energy unspent. However, the socio-cultural needs in relation to the same objects are very significant and require exhausting work from a person, leaving him neither time nor energy for pleasant activities.
Children live much more by natural-organic needs than by socio-cultural ones. They are accustomed to the latter through education. Left to their own devices, children willingly shed their cultural shell and become closer to nature. Satisfaction of organic needs and requests is very easy for children, since they, as a rule, are provided by their parents with everything they need. Until adulthood, children must be provided with all their needs, otherwise they cannot develop normally. As a result, children are left with a lot of free strength and energy, which is not spent on work to satisfy their needs. These forces and energy require an outlet, encourage activity, and cause a variety of exercises. This children's activity is in the nature of a game, i.e. directly enjoyable activity.
The educational and artistic values ​​of outdoor play have been preserved to this day.
In the pedagogical history of Russia, outdoor games were given great importance. They were considered as the basis of physical education. In the second half of the 19th century. works by the most prominent teachers N.I. Pirogov, later E.N. Vodovozov, P.F. Kapterev and others appear. They emphasize the paramount importance of outdoor play as an activity that meets the age-related needs of the child.
The founder of the Russian system of physical education, P.F. Lesgaft, devoted a large place to outdoor play. Defining play as an exercise with the help of which a child prepares for life, P.F. Lesgaft noted that in play, independent motor activity, initiative is developed and the moral qualities of the child are cultivated.
P.F. Lesgaft pointed out the presence of a specific goal in outdoor play. The form of the game must correspond to the goal. Actions in the game should correspond to the child’s ability to control himself and cause an “uplifting feeling of satisfaction.” The movements used in the game are first mastered by the child through systematic exercises.
P.F. Lesgaft recommended gradually complicating the content and rules of the game. For this purpose, new exercises, conditions, actions are created, i.e. game options are introduced. The use of a variety of game options allows you to repeat actions familiar to the child with higher requirements, helping to maintain his interest in the game.
The game is played through self-government. Lesgaft provides the distribution of roles and actions to the players. At the same time, he pays considerable attention to compliance with the rules of the game. They are the law to which the players obey consciously and willingly.
P.F. Lesgaft considered outdoor games as a means of multifaceted education of a child’s personality, development of his honesty, truthfulness, endurance, self-control, and camaraderie. He recommended using games to teach the child self-control, “to restrain his divergent feelings and thus teach him to subordinate his actions to consciousness.”
According to P.F. Lesgaft, systematically conducting outdoor games develops the child’s ability to control his movements and disciplines his body. Thanks to the game, the child learns to act deftly, expediently, quickly; follow the rules, value camaraderie.
The ideas of P.F. Lesgaft were successfully implemented by his followers and students (V.V. Gorinevsky, E.A. Arkin).
V.V. Gorinevsky considered outdoor play as a means of developing a child’s personality. He attached great importance to the health-improving nature of the positive emotions that a child experiences in play. He considered joy and fun to be a prerequisite for gaming activity; without them, the game loses its meaning. Positive emotions heal the child’s body. : V.V. Gorinevsky made serious demands on the educational value of the plot of the game and the methodology for its implementation. He demanded from the teacher emotionality, aesthetics of movements, an individual approach to the child, and strict adherence to the rules of the game. V.V. Gorinevsky attached great importance to nurturing the expressiveness and grace of a child’s movements in play. He considered it appropriate to introduce elements of competition into games that would be accessible to children. At the same time, he excluded excitement, excitement, and ill will of children towards each other. If there is the necessary guidance from the teacher, competition, according to V.V. Gorinevsky, can be used to instill positive moral qualities in children in order to awaken their interest in the game and emotional state.
E. A. Arkin considered outdoor play to be an indispensable means of child development, the main lever of preschool education. He saw the benefits of the game in its emotional richness, attractiveness, mobilizing the child’s strength, giving him joy and satisfaction.
The game promotes the work of large muscle groups; the variety of movements in it prevents fatigue; it develops personal initiative, psychophysical qualities; courage, resourcefulness, discipline; trains analyzer systems.
E. A. Arkin assigned a significant role in the effectiveness of the game to the teacher, his art of getting the child interested, correctly explaining the game, assigning roles, summing up; if necessary, the teacher can successfully connect to the game.
So, based on the analysis of scientific and methodological literature devoted to the game, the following conclusions can be drawn:

1. The origins of outdoor play are the modeling of adult activities that are inaccessible to a child.
2. Games were created with the aim of preparing the younger generation for life and work.
3. Games arose to test readiness for life (a rite of passage).
4. Games were created with the goal of developing and improving basic types of movement.

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

This material is about the influence of outdoor games on child development will allow not only physical education teachers, but also teachers of extended day groups, primary school teachers to properly organize the activities of children. Understand when to change educational activities to physical activity. This work will be useful for children aged 7-10 years.

IN influence of outdoor games on child development

Many outstanding teachers have come to the conclusion that lack of movement not only negatively affects children’s health, but also reduces their mental performance, inhibits overall development, and makes children indifferent to their surroundings. Movements are the first sources of courage, endurance, determination of a small person, and for older people - a form of manifestation of these important human qualities.A high need for movement is genetically inherent in the human body.

During the lesson, the teacher has the opportunity to influence the class and each student individually through outdoor games that increase the child’s physical activity. Physical activity is a natural healthy need of a developing body. Physical activity in childhood is a prerequisite for mental development.

Influence outdoor games for child development

Outdoor games reduce the feeling of fatigue, tone the nervous system, improve the emotional state, and increase the performance of schoolchildren.

Games are highly emotional, carry a great charge of energy, and are not only a means of physical development, but also spiritual education. In games there are always ample opportunities for personal qualities and initiative. They bring pleasure, evoke positive emotions, create a good mood, and help strengthen friendship and mutual understanding. They demonstrate joint actions to achieve a goal.

In play, children experience the joy of struggle, overcoming, labor stress, and the joy of confidence in their team and in themselves. Games create a friendly atmosphere and adjust the positions of each individual in the team. Preferably organized conducting outdoor games, which makes it possible to regulate the emotional state and motor load of children.

Even a small victory in the game generates a positive emotion of inspiration, which strengthens the student’s need to achieve the goal, thereby positive emotions compensate for the lack of unmet needs that lead to stagnation and degradation, to stopping the process of self-movement and self-development. Mobile people learn the language of communication, mutual understanding and mutual assistance. Bringing students together to play together contributes to further personal enrichment.

To find the optimal way to organize a healthy climate in the classroom, more often use a playful pedagogical position. The educational significance of the game and its comprehensive influence on the development of the child cannot be overestimated. Play is organically inherent in childhood and, with skillful guidance from adults, can work wonders. She can turn a lazy person into a hard worker, a ignorant person into a knowledgeable person, and an incompetent person into a craftsman. Like a magic wand, a game can change children’s attitude towards what sometimes seems too ordinary, boring, and boring to them.

The game will help the teacher unite the children's team and include withdrawn and shy children in active activities. Games instill conscious discipline; children are taught to follow rules, justice, the ability to control their actions, and correctly and objectively evaluate the actions of others. Play for children is an important means of self-expression and a test of strength.

In games, a teacher can get to know his students, their character, habits, organizational abilities, creative abilities, which will allow him to find the most correct ways to influence each of the children. And, what is also very important, games bring teachers and children closer together and help establish closer contact with them.There are different games: active, plot-based, imitative, musical, didactic, etc.

All of them are very necessary and useful for children in their own way; all should be used by the teacher in his work. But outdoor games occupy a special place among them. As shown by special studies. Schoolchildren spend 85% of their waking hours in a sitting position, and this has a detrimental effect on their health. Outdoor games are the best cure for children from motor “hunger” - physical inactivity.

Many of them have existed since time immemorial and are passed down from generation to generation. Time makes changes to the plots of some games, filling them with new content that reflects modern life. Games are enriched, improved, many more complicated variants are created, but their motor basis remains unchanged.

An important advantage of outdoor games is that in their totality they essentially exhaust all types of natural movements characteristic of humans: walking, running, jumping, wrestling, climbing, throwing, throwing and catching, exercises with objects - and therefore are the most universal and an indispensable means of physical education for children.

A characteristic feature of outdoor games is not only the richness and variety of movements, but also the freedom to use them in a variety of gaming situations, which creates great opportunities for the manifestation of initiative and creativity. Outdoor games have a pronounced emotional character. While playing, the child experiences the joy of exerting the physical and mental strength necessary to achieve success.

A physical education teacher or primary school teacher has the opportunity to teach children many games, instill a love for them, and ensure that they become firmly established in children’s everyday life. The necessary conditions are created for this. should enter the life of every children's group, boldly combined with other types of activities.

It is appropriate in many cases. If children are tired from classes and need relaxation, if they are naughty and need to be calmed down, if they need to make some task or work process interesting - in these and in many other cases, a game can be an indispensable teacher's assistant. In our school, primary school teachers conduct physical education minutes, physical education breaks during lessons, morning exercises before classes, dance movements and outdoor games during breaks and holidays. (Games: knock down the pin, guess who?, paint, stream, hopscotch, bilboke, who is faster, etc.)

Children attending extended day groups (despite impossible homework) are sure to play games in the fresh air: “The Bear is in the Forest”, “Pine Cones, Acorns, Nuts”, “Wolf in the Moat”, “Sparrows, Crows”. "The third wheel", etc. For the comprehensive development of schoolchildren, it is extremely important to timely master various movements, primarily the basic types - running, walking, jumping, throwing, climbing, without which it is impossible to actively participate in outdoor games, and in the future to successfully engage in sports.

Children’s mastery of the skills of these movements, mastering the correct ways to perform them enriches the motor experience necessary in play activities, various life situations, work and everyday life. Exercises expand the range of children’s motor abilities and make it easier for them to subsequently master the school physical education curriculum. Intensive work of a larger number of muscles when performing movements places high demands on the main functional systems of the body and at the same time has a training effect on them.

The variety of basic movements and their variations makes it possible to develop and improve speed, strength, endurance, and flexibility. Children develop mental abilities, perception, thinking, attention, spatial and temporal concepts. The child must master the movement shown to him and be able to act in accordance with the image as deftly, quickly, and technically correctly.

While children perform movements, the teacher actively shapes their moral and volitional qualities: determination, perseverance, endurance, courage, honesty. When performing movements, the emotional state of children is enriched. They experience a feeling of joy and elation from the demonstrated motor actions.An important means of developing movements are outdoor games.

The emergence of outdoor games goes back to the distant past. Each nation created its own national games. In Russian villages and cities, active games were common among young people. Regular participation of children in outdoor games leads to significant positive changes in such natural types of movements as walking, running, and jumping. Also, the development and improvement of children is facilitated by the use of various objects (flags, balls, hoops, etc.)

Outdoor games are mainly collective, so children develop the ability to navigate in space, coordinate their movements with the movements of other players, find their place in a column, in a circle, without disturbing others, quickly run away or change their place on the playground when given a signal. The role of active children in increasing the physical activity of children is very important. They are of particular importance for increasing physiological stress on the child’s body.

The influence of outdoor games on the development of children's movements depends largely on how long this game lasts. The longer and more active the child is in the game, the more he practices in one or another type of movement. In outdoor games there is a motor task. Her child can approach the correct independent decision through trial and error and through a conscious, purposeful choice of action and method of performing it. By solving a motor problem and trying different movements, the child may come across an effective solution.

Outdoor games are divided into 2 groups:

• games to accumulate motor experience;
• games for strengthening movements.

In the first group of games, that is, in games to accumulate motor experience the teacher suggests to the children ways of various solutions to the motor task, since the movements are unfamiliar and complicate the child’s difficulties. In games to reinforce movements, the role of the teacher is reduced to indirect guidance, that is, the teacher uses reminders, gives instructions, etc.

Therefore, when selecting games at different stages of learning, it is necessary to take into account the uniqueness of these two groups. This can be seen during the game "Run and Jump". Children are taught to do a running long jump, that is, motor experience is accumulated in the process of this game. Then the teacher can introduce a new game, “Wolf in the Moat,” where children can independently solve a motor problem, since this game focuses on consolidating and improving the running long jump technique.

That is, the child is placed in a game situation where he needs to perform the main movement, independently choosing the path to solve the motor task based on this game situation. It is advisable to vary outdoor games. However, options are needed not only to add variety to maintain children’s interest in the game, but also to solve pedagogical problems - improving movements, developing physical qualities, when performing more complex game actions, rules.

In order to work on the quality of basic movements during outdoor play, the teacher must carefully consider the methodological techniques for guiding outdoor play. When choosing an outdoor game, you should take into account: the age of the children, their level of capabilities, the number of players, the appropriateness of joining a group (team), the place for the game, the time of year. But in the process of outdoor play, the teacher must constantly monitor the quality of the children’s basic movements, focusing their attention on the correct execution of one or another element of the movement.

At the first stage of training, the teacher introduces children to the rules of the game, focuses attention on the execution of a particular movement and the quality of execution. At the second stage, when the basic movements are improved in the process of outdoor games, the teacher gradually complicates the games, introduces game options, thereby consolidating children’s skills in various situations and conditions.

It is very important that children get used to performing movements accurately when playing. included in it. The conditions of the game and its rules should encourage children to perform basic movements efficiently. If in games errors in performing basic movements do not have consequences, then in the future children stop correlating violations in performing basic movements with the failure of their actions.

It is also necessary to pay great attention to organizing children’s independent motor activity throughout the day. It is also necessary to use preparatory and various game tasks to develop various muscles. The systematic and consistent use of such exercises and games helps to achieve good results in teaching children various types of basic movements.

Children 7-10 years old are independent and active. Their movements become more accurate, fast, dexterous, they are better oriented in space, and they act more confidently in a team. Despite sufficient motor experience, independence and activity, children of this age need the help and guidance of an adult when organizing outdoor games, relay races, and exercises. During outdoor games and exercises, they must be taught to follow certain rules, because this will save time on organization and increase the duration of the game.

Children must learn:

• start and stop games at the teacher's signal
• quickly and clearly take places to start the game
• play honestly, without cheating; if you are caught or caught during the game, quickly go to a certain place
• When fishing, do not hit your comrades, do not grab clothes, but lightly touch them with your hand
• do not bump into others while running, be able to easily dodge, and if someone accidentally bumps into you, do not be offended
• do not run beyond the boundaries of the site
• if during the game someone slipped or fell, do not laugh at him, but, on the contrary, run up and help your friend get up
• play together, don’t get arrogant when you win, but don’t get discouraged after a loss.

Add a comment