Sport games. Sports games Project story games at a physical education lesson

Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?

Playing together is a unique kind of cooperation. It is no coincidence that psychologists believe that truly democratic relations between adults and children are possible only in the game. And above all, games with rules, a traditional means of folk pedagogy, have a positive effect on their relationship.

In the methodology of physical education for elementary school many means have been developed with the help of which the harmonious development of the child's body is achieved. Games and exercises are used that develop dexterity and endurance, courage and speed, the ability to control one's actions. However, dance-rhythmic elements, elements of rhythmic gymnastics and plastics have not yet been given due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child's personality. Combining complex physical exercises with dancing, role-playing game in one lesson, you can achieve high results and a steady interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. Such a lesson is a holiday for children. One of the tasks of the plot-role-playing lesson is the knowledge of the new and the improvement of the past. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of educating children in a respectful attitude towards each other, manifesting such qualities as mutual assistance, solidarity in the implementation of the proposed tasks. In my plot lessons, I use oral folk art materials, local history material, show slides and films.

Role-playing lessons can consist of competitive programs, such as "Sports serpentine", "The best", "Forward to the Olympic medal".
Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation in children and an emotional mood. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical and ethical development of children is carried out. At role-playing lessons, children simultaneously feel the joint joy of knowledge, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in elementary grades, they are the basis of the initial stage of the formation of a harmoniously developed personality, combining spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed and strength indicators in physical education lessons in the middle grades.

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«Article "Plot-role-playing games at physical culture lessons"»

Tolkova Svetlana Viktorovna, teacher of physical education, secondary school No. 8, 446306, Samara region, Otradny, Orlova street, 20 kv.28, e-mail: [email protected], 89276937721

Role-playing games at physical culture lessons as a means of harmonious development of a child's personality.

A physical education lesson, more than any other lesson, is fraught with joy for a child: movement itself is a joy for a growing organism. And if the teacher clearly organizes the lesson, and the children do not sit, freezing, on the benches along the wall, then the physical education lesson is a great joy for them. That is how it should be. This corresponds to the physiology and psychology of the child, as well as the desire for everything new and unusual. I strive to ensure that in my lessons children experience the joy of movement, the joy of learning new things, the joy of discoveries.

Pupils of elementary grades are engaged in physical culture with great pleasure. Of particular interest to them are various types of games: ranging from folk games ending with sports - basketball, football, hockey, table tennis, badminton, etc.

Various types of games and exercises contribute to the improvement of the activity of the main physiological systems of the body (nervous, cardiovascular, respiratory), improvement of physical development, physical fitness of children, education of positive moral and volitional qualities. It is very valuable that playing games contribute to the education of positive character traits in primary school students, create favorable conditions for the development of friendly relations in the team, mutual assistance. They are held in summer and winter not only in the gym, but also in the open air, which is an effective means of hardening the child's body.

Outdoor games are one of the most favorite and useful activities for children. They are based on physical exercises, movements, during which participants overcome a number of obstacles, strive to achieve a certain, pre-set goal. Due to the wide variety of content gaming activity, they comprehensively affect the body and personality, at the same time, contributing to the solution of the most important special tasks of physical education, for example, the development of speed-strength qualities.

Gaming activity is always associated with the solution of certain tasks, the fulfillment of certain duties, overcoming various difficulties and obstacles. Overcoming obstacles strengthens willpower, cultivates endurance, determination, perseverance in achieving goals, faith in one's own strength.

All these developmental aspects are enhanced by the specifics of role-playing games.

That is why the competent use of role-playing games in physical education lessons is not only useful for children, but also extremely important, since the correct “inclusion” of game elements in the process of physical education actively contributes to the harmonious development and physical fitness of students. In my work, I actively use role-playing games in the process of physical education of primary school students. Taking into account the educational and developmental significance of games, the solution of a set of tasks of physical education is pursued:

strengthening health, improving posture, promoting harmonious physical development, hardening;

formation of knowledge and skills in the field of personal hygiene;

introduction to independent physical exercises, outdoor games;

education of discipline, responsiveness, honesty, courage;

development of children's creative abilities in physical education lessons.

In games, more than in other physical exercises, participants can perform various motor actions as they want, as their individual characteristics allow them. One of the unconditional factors of the attractiveness of games is the element of competition. They contain clearly expressed aspirations of the players to win: to quickly run around the circle, catch up with a partner or have time to run away from him. Games in which participants are divided into groups, teams, and where each group or team, each team member strives to achieve the best results, win, are even more clearly competitive.

While playing, children satisfy their inherent need for movement.
In the methodology of physical education for elementary school, many means have been developed by which the harmonious development of the child's body is achieved. Games and exercises are used that develop dexterity and endurance, courage and speed, the ability to control one's actions. However, dance-rhythmic elements, elements of rhythmic gymnastics and plastics have not yet been given due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child's personality. Combining complex physical exercises with dancing, role-playing game in one lesson, you can achieve high results and a steady interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. Such a lesson is a holiday for children. One of the tasks of the plot-role-playing lesson is the knowledge of the new and the improvement of the past. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of educating children in a respectful attitude towards each other, manifesting such qualities as mutual assistance, solidarity in the implementation of the proposed tasks. In my plot lessons, I use oral folk art materials, local history material, show slides and films.

To increase the working activity of children, their moods, I often use musical accompaniment, for which they use folk, classical and modern music. Unusual plot lessons - improvisation and dancing. No matter how difficult the learning material is, dance is an integral part of the lesson. Various types of movements are used in dances: rhythmic gymnastics, rhythmics, plastics, elements of theatricalization. The guys love to dance. Through dance there is an acquaintance with Russian culture and the culture of other peoples and countries. Dancing has a positive impact on the aesthetic feelings of children, brings up organization and discipline, makes the plot lesson meaningful and complete. The plot lesson is a performance, and the children on it are artists. The task of the teacher is to reveal the creative and physical potential of children, to give each child the opportunity to express themselves and be happy for themselves and others. Role-playing lessons are a special organization of a physical education lesson, in which the set educational tasks are solved in a creative, playful way using a previously conceived plot in conjunction with the performance of various roles.

On the one hand, role-playing lessons give children momentary joy, on the other hand, these lessons should be directed to the future, they should simulate any fairy-tale or life situations. Examples of role-playing lessons are the games "Journey to the Jungle", "Find the Treasure", "Sports Marathon", "We are Robinsons".
Role-playing lessons can consist of competitive programs, such as "Sports serpentine", "The best", "Forward to the Olympic medal".
Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation in children and an emotional mood. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical and ethical development of children is carried out. At role-playing lessons, children simultaneously feel the joint joy of knowledge, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in elementary grades are the basis of the initial stage of the formation of a harmoniously developed personality that combines spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed-strength indicators on physical education lessons in middle school.

PROJECT ON

« Outdoor games"

1. Introduction

The prehistory of the game goes far back centuries. Play is inextricably linked to childhood. The world of childhood cannot be imagined without play. Play is the leading form of activity. It encourages the player to use certain efforts to overcome difficulties. With the help of the game, children strengthen not only dexterity, endurance, but also learn to think logically, develop speech, form diction. During the game, children experience and support each other, try not to offend and understand their comrades. The game serves to form and unite the team. That's why we all love to play so much!

The structure of games allows players to be involved in interaction. Children themselves regulate relationships, resolve controversial issues, find a way out of a conflict situation. Games are a unique tool for instilling initiative, independence and organization in children.

In the conditions of modern civilization, the computer has actively entered the life of every schoolchild. There have been many interestingcomputer games. As a result, schoolchildren spend more and more time at the computer both at school and at home, without thinking about the harmful effects on health. My parents take care of my health and therefore advise me to play more outdoor games on the street.

I haveproblem outdoor activities, as it is impossible to call the guys outside: they almost all sit at computers.

I decided to convince my peers to play outdoor games when doing this work.

2. Goals and objectives of the project

The purpose of my research work was to find out what games the guys prefer to play in computer or mobile games.

To achieve this goal, it is necessary to perform a number of tasks:

Conduct a study among students in my class on their preference for types of games; To do this, create a questionnaire and interview my classmates

To study the history of Russian outdoor games.

Play some "forgotten" games with classmates,

show that these games are fun and exciting. To interest children in outdoor games; create a card index of outdoor games for the children of our class.

Hypothesis:

I assume that the guys prefer computer games. Research methods: observation, questioning, literature study, survey, games.

Object of study:

Ancient Russian outdoor games and modern games for children.

3. From the history of Russian outdoor games. Types of games

From the literature, I learned that many branches of knowledge have been and are engaged in the study of games: history, pedagogy, theory and methodology of physical education.

For many centuries, the game has been the main method of education and was the preparation of the child for adulthood. In Russia, it was believed that childhood is the time allotted for games. This is how the tempering of the future character took place, this is how the child learned to overcome pain, to remain calm in emergency circumstances, learned to forgive insults and respect the opponent. In addition, the game developed physical strength, dexterity, resourcefulness, as well as the ability to sing and dance, tell stories, imitate the singing of birds and the habits of animals.

Russian children had a variety of games:

finger,

competitive,

dramatic,

round dance.

Finger games were intended for the smallest: the basis was the movement of the child's fingers, accompanied by the pronunciation of short verses.

adversarial games are outdoor games, the purpose of which is to achieve superiority over the others, to show one's physical strength, dexterity, and resourcefulness.

dramatic - these are whole plays, dialogues

round dance accompanied by dances, songs, pantomime.

Most of their time the children of the peasants spent on the street. Therefore, they knew much more street games than those intended for indoors. Only in severe winter frosts did they sit in the hut, and then it was time to play with toys. True, the peasants severely limited their children in the number of toys. Toys were extremely rarely bought: older children made them for themselves, grandparents made them for the little ones.

During adolescence, children also devoted all their free time from household chores to games. Among the games, the most popular were different types of traps, tags, hide and seek, hide and seek. There were many games in which balls, harnesses, ropes were used. In winter, children went skating and sledding, played snowballs, and stormed snow fortresses. There were often races on ice on sleds, which were very similar in design to Finnish sleds. AT street games there were always many children involved - so the village games were, as a rule, massive.

There are currentlycomputer games - games behind a computer, game consoles, tablets and other electronic devices.

4. Questioning children.

To explore what games my classmates play, I conducted a survey. I included the following questions in the survey:

Which games from the list are familiar to you?

What are your 2-3 favorite games?

After I conducted a survey of 25 classmates and received answers, I collected the results and deduced the percentages.

It turned out that when asked what games do you prefer, 68% (17 people) - computer games, 40% (10 people) - outdoor games (ted, blind man's bouncer, bouncer) 24% (6 people) like board games and 36% reported sports games such as football, tennis, basketball, and 16% (4 people) do not know any games.

It's a pity that my classmates like to play computer games more than with friends. But the fact that a little less than half of the guys love moving

games are wonderful.

When asked which games from the list you are familiar with, the guys almost all know such wonderful games as tag, catch-up, hide-and-seek, bouncer, blind man's blind man's, checkers, chess, football. A little less guys know dominoes, telephone, computer.

When answering a question:

How often do you play outdoor games? It turned out that less than half of the guys play outdoor games more than 3 times a week, and 14% play 2-3 times a week. AT computer games still play more - 32% 2-3 times a week, and 46% more than 3 times a week

Among my classmates, computer games turned out to be the most favorite. A third of the guys named the bouncer, dogs, pioneer ball, potatoes, checkers as their favorites.

My research shows that guys love computer games.

Of course, sorry!

Recently, they have been talking not only about the benefits of a computer, but also about the dangers, because children use it more for playing .. Those who spend a lot of time at a computer may deteriorate their eyesight, bend their spine. Mobile, sports games bring only benefits.

In order to interest my classmates in outdoor games, I created a card file of games, such as Burners, Brook, Shtander, Lame Fox. "Third wheel".

We have played these games. Everyone liked it. We played together and had fun. I hope that now we will play outdoor games more often, and I will constantly replenish the card index with outdoor games.

6.Conclusion

During my research, I discovered. That the current generation prefer to spend their free time at the computer. Slightly less than half of the guys love outdoor games, but they do not know them enough. It is good that children play board games, checkers, loto. But still, children need to play more outdoor, sports games, develop physically

We, the children, are the best distributor and promoter of games. And in order for the games to live, you need to talk about them. They need to be played!

Bibliography:

Byleeva L.V. Games of the peoples of the USSR / Comp. L.V. Byleeva, V.M. Grigoriev. - M .: Physical culture and sport, 1985. - 269 p.;

Keneman A.V. Children's outdoor games of the peoples of the USSR: a manual for kindergarten teachers / Ed. ed. T.I. Osokina. — M.: Enlightenment, 1988. — 239p.: ill.;

Kuznetsova Z.M. Folk games at the lessons of physical culture / Z.M. Kuznetsova. - Naberezhnye Chelny, 1996. - 160 p.;

Yakub S.K. Let's remember the forgotten games / S.K. Yakub. - M .: Children's literature, 1988.

Annex 1. Questioning classmates

Number of respondents - 25

What games do you prefer: computer, board, mobile or others?

Computer 17- 68%

Mobile (tags, hide-and-seek, hide-and-seek) 10 - 40%

Board games (checkers, chess) 6 - 24%

Sports (football, pioneer ball, volleyball) 9 - 36%

Mark the games that you are familiar with?

Brook

Qty

Salki

hide and seek

catch-up

Townships

Lapta

dodgeball

Zhmurki

ringlet

Chizhik

Classics

rubber bands

12 sticks

Telephone

edible-inedible

Burners

knives

Dominoes

Chess

Checkers

Lotto

Volleyball

Football

Hockey

Tennis

Fanta

How often do you play outdoor games?

Qty

very rarely
Once a week

2-3 times a week

More than 3 times per

State autonomous educational institution

additional professional education

"Institute for the Development of Education of the Republic of Tatarstan"

Project work

Topic: "The use of outdoor games as a means of increasing students' interest in physical education"

Completed by: Knyazeva I.Yu. - FC teacher

MBOU secondary school No. 69 of the Privolzhsky district of Kazan,

Kazan - 2016

Content

Introduction.

Purpose and objectives of the project.

Expected Result.

Terms of development and implementation of the project.

Project resources.

Conclusion.

Literature.

1. Introduction.

In our unstable time, associated with new economic and political transformations in the country, physical education teachers have a huge responsibility for the health of children. The lack of motor activity entails sad consequences - a decrease in working capacity, rapid fatigue, a general deterioration in well-being. Over the years, the risk of acquiring various kinds of diseases increases, so the problem of health and a healthy lifestyle is especially important in childhood and adolescence, when the knowledge and skills of a person's physical culture are laid and formed. Another danger awaiting our children lies not only in the weakening of health, but also in the destruction of the personality of the child, in the loss of life principles. To preserve a full-fledged personality, it is necessary to instill in students a sense of goodwill, tolerance, striving for improvement in all spheres of life. All this proves that the moral health of children is the basis of the overall health of children and leads to the need for a unified approach to both the physical and moral education of the child.

Physical education of the younger generation is an integral part of personality education. The main tasks of physical education at school are: health promotion, promotion of proper development, teaching students vital skills, education of physical and moral qualities.

The solution of these problems is actively promoted by the game, which acts as a means of strengthening health and a method of physical and moral education. The game is a natural kind of live and direct activity, the love and habit for which is laid from early childhood. The great Russian teacher K.D.Ushinsky, speaking about the game, noted that all aspects of the human soul are formed in it: his mind, heart, will. The game not only expresses the inclinations of the child and the strength of his soul, but the game itself has a great influence on the development of children's abilities and inclinations, and consequently on the future destiny. A game is a type of child's activity that represents a conscious, initiative activity aimed at achieving a conditional goal voluntarily set by the players. The game satisfies the physical and spiritual needs of the child, it forms his mind, strong-willed qualities. The only form of the child's activity is play, which in all cases corresponds to his organization. In the game, the child seeks and often finds, as it were, a working platform for educating his moral and physical qualities, his body requires an outlet in activities that correspond to his internal state. Therefore, through the game it is possible to influence the children's team, excluding direct pressure, punishment, excessive nervousness in working with children.

The game has a great influence on the mental development of the student. Acting with objects, the child begins to operate in a conceivable, conditional space. Gradually, play actions are reduced, and the child begins to act in the internal, mental plane. The child moves to thinking in images and ideas. The environment in which the child lives should develop and educate, encourage interaction with its various elements, cause a desire for movement, provide an opportunity for multi-variant games, and be comfortable.

From all of the above, the relevance of the topic I have chosen is visible.

The use of outdoor games increases the interest of students in physical education.

The concept of gaming activity.

The game is a relatively independent activity of children and adults. It satisfies the need of people for rest, entertainment, knowledge, development of spiritual and physical strength.

Mobile play refers to those manifestations of play activity in which the role of movements is clearly expressed. An active game is characterized by active creative motor actions motivated by its plot. These actions are partially limited by the rules (generally accepted, established by the leader or the players) aimed at overcoming various difficulties on the way to achieving the goal.

In pedagogical practice, collective and individual outdoor games are used, as well as games that lead to sports activities. Collective outdoor games are games in which both small groups and whole classes simultaneously participate, and in some cases a much larger number of players. Individual (single) outdoor games are usually created and organized by children. In such games, everyone can outline their plans, set interesting conditions and rules for themselves, and change them at will. According to personal desire, ways are also chosen for the implementation of the planned actions.

Games leading to sports activities are systematically organized outdoor games that require stable conditions and contribute to the successful mastery of elements of sports equipment and the simplest tactical actions in certain sports.

The activity of various analyzers, vividly expressed in outdoor games, creates favorable opportunities for training the functions of the cerebral cortex, for the formation of new temporary, both positive and negative connections, and for increasing the mobility of nervous processes. This has a positive effect on the assimilation of individual sports and technical techniques and their combinations, creates prerequisites for a more successful mastery of tactical actions, and also confirms that outdoor games contribute to the development of will, endurance, discipline in various sports. The peculiarity of the selection and conduct of outdoor games in relation to the specifics of athletics, ski training and sports games.

The plot of the game determines the purpose of the actions of the players, the nature of the development of the game conflict. It is borrowed from the surrounding reality and figuratively reflects its actions (for example, hunting, labor, military household) or is created specifically, based on the tasks of physical education, in the form of a confrontation scheme for various interactions of players (for example, in modern sports games) The plot of the game is not only enlivens the integral actions of the players, but also gives purposefulness to individual techniques and elements of tactics, makes the game exciting.

Rules - mandatory requirements for the participants of the game. They determine the location and movement of the players, clarify the nature of the behavior, the rights and obligations of the players, determine the methods of playing the game, the methods and conditions for accounting for its results. At the same time, manifestations of creative activity and the initiative of the players within the framework of the rules of the game are not excluded.

Motor actions in moving frames are diverse. They can be, for example, imitative, figuratively creative, rhythmic, performed in the form of motor tasks that require the manifestation of dexterity, speed, strength, and other physical qualities. In games, there may be meek dashes with sudden changes in direction and delays in movement, various throwing at a distance and at a target; overcoming obstacles by jumping, resistance by force; actions acquired in the process of physical training and others. All these actions are performed in a variety of combinations and combinations.

2.Goal and objectives of the project

Target:

To increase students' interest in physical education through outdoor games.

With the help of outdoor games to teach students motor actions (running, jumping, throwing, throwing, catching, passing the ball, etc.).

Tasks:

Strengthen the health of those involved, promote their proper physical development;

To promote the mastery of vital motor skills, abilities and improvement in them;

To educate in children the necessary moral-volitional and physical qualities;

To instill in students organizational skills and the habit of systematically playing games on their own.

3.Expected result.

Improving the health and physical development of students.

Acquisition of vital motor skills and abilities.

Mastery of moral-volitional and physical qualities.

Systematic and independent organizational skills and habits of playing games.

Improving academic performance in physical education.

4. terms of development and implementation of the project

Project duration 10 (ten) months

Istage - preparatory - 1 month (October 2011)

Studying the range of interests in physical culture and sports among students through questionnaires and interviews.

IIstage - implementation of the main activities of the project - 8 months (November-June 2012)

Creation of a good material base for outdoor games in physical education lessons.

Conducting physical education lessons using outdoor games.

Organization and conduct of outdoor games during physical education lessons, at breaks and after school hours.

Conducting a wide range of school sections in various sports.

Organization of advisory assistance for students focused on their physical development and health promotion.

IIIstage - final 1 month (July 2012)

Collection and processing of analytical material, correlation of the tasks set with the results achieved.

Summarizing best practices through methodological seminars.

5. Project resources.

1. General educational games.

2. Folk games.

3. Militarized games.

4. Games leading to sports activities (preparatory and special games).

6. Outdoor games in pedagogical practice.

In pedagogical practice, social life and in everyday life, there are two main forms of organizing outdoor games: classroom and extracurricular. In the lesson form of outdoor games, the leader plays the leading role, who solves the following tasks:

1) wellness

2) educational

3) educational

Improving tasks of outdoor games.

With the correct organization of classes, taking into account age characteristics and physical fitness, those involved in outdoor games have a beneficial effect on the growth, development and strengthening of the bone and ligament apparatus, the muscular system, on the formation of correct posture in children and adolescents, and also increases the functional activity of the body.

In this regard, outdoor games are of great importance, involving various large and small muscles of the body in a variety of dynamic work; games that increase mobility in the joints. Under the influence of physical exercises used in games, all types of metabolism (carbohydrate, protein, fat and mineral) are activated. Muscular loads stimulate the endocrine glands.

When playing games, it is necessary to ensure that the physical activity is optimal. With systematic playing games, intense loads can be allowed so that the body gradually adapts to them. This is of great importance in life and work. However, it is not permissible to bring the participants of the game to overwork. Games with active, energetic, repetitive motor actions, but not associated with prolonged unilateral force stress (especially static), have a beneficial effect on the body of children and adolescents. That is why in games there should not be excessive muscle tension and prolonged breath holding. Outdoor games should have a positive effect on the nervous system of those involved. To do this, the leader must optimally dose the load on the memory and attention of the players, build the game so that it evokes positive emotions among the students. Bad organization games leads to the appearance of negative emotions, disrupts the normal course of nervous processes, and students may experience stress. Outdoor games should have strict and clear rules, which helps to streamline the interaction of participants and eliminate unnecessary excitement.

Educational tasks of outdoor games.

The game has a great impact on the formation of personality: it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Engaging in games contributes to the development in children of the abilities for actions that are important in everyday practical activities, in the practice of games themselves, as well as in athletics, ski training and sports games. The rules and motor actions of an outdoor game create for the players the correct ideas about the relations between people existing in society.

Of educational importance are games that are similar in structure and nature of movement to motor actions that are studied during athletics, sports games, and ski training. Elementary motor skills acquired in games are easily rebuilt during subsequent, more in-depth study of the technique of movements and facilitate its mastery. The game method is especially recommended for use at the stage of initial mastery of movements. Repeated repetition of motional actions during the game helps to form the ability of the trainees to economically and expediently perform them in a finished form. It is necessary to teach the players to use the acquired skills in non-standard conditions. Outdoor games develop the ability to adequately assess spatial and temporal relationships, simultaneously perceive a lot and respond to what is perceived. In outdoor games, participants have to play various roles (driver, referee, assistant referee, game organizer, etc.), which develops their organizational skills.

Educational tasks of outdoor games.

Outdoor games to a large extent contribute to the development of physical qualities of speed, agility, strength, endurance, flexibility, and, importantly, these physical qualities are developed in a complex. Most outdoor games require speed from the participants. These are games built on the need for instantaneous responses to sound signals, visual, tactile signals, games with sudden stops, delays and resumption of movements, overcoming small distances in the shortest possible time.

The constantly changing environment in the game, the rapid transition of participants from one movement to another contributes to the development of dexterity. For the education of strength, it is good to use games that require the manifestation of moderate in terms of load, short-term speed-strength stresses. Games with repeated repetitions of intense movements with constant motor activity, which causes significant expenditure of strength and energy, contributes to the development of endurance.

Improving flexibility occurs in games associated with frequent changes in the direction of movement.

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

A mobile game that requires a creative approach will always be interesting and attractive for its participants. The competitive nature of collective outdoor games can also intensify the actions of players and cause a manifestation of determination, courage and perseverance to achieve the goal. However, it must be borne in mind that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while at the same time being passionate about the game, disciplines students.

The leader must be able to correctly distribute the game roles in the team in order to accustom the players to mutual respect during the joint performance of game actions, to be responsible for their actions.

The mobile game has a collective character. Peer opinions are known to have a great influence on the behavior of each player. Depending on the quality of the performance of the role, one or another participant in an outdoor game may earn encouragement or, conversely, disapproval of his comrades, as children are accustomed to working in a team.

The game is characterized by the opposition of one player to another, one team to another, when the players face a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the environment as soon as possible, choose the most correct actions and perform it. So outdoor games contribute to self-knowledge.

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

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

The value of outdoor games in physical education lessons.

An important place in the lessons of physical culture is occupied by the game method, which allows you to distract students from the sometimes continuous monotonous work in the lesson, increase the emotionality of classes and add variety to them. Our task is to choose from a variety of outdoor games, in an appropriate way, exactly those games that helped in the shortest possible time to improve the technique - tactical training of students.

And we decided to improve tactical training with the help of outdoor games. Using a special set of outdoor games during lessons, it is possible to increase the cognitive interest of students in physical education lessons.

The role of outdoor games in physical education lessons cannot be overestimated. In essence, here we are talking about using the most effective gaming method under these conditions. Its high merit lies in the fact that it makes available the study of complex technical exercises. At the same time, the use of the game provides a comprehensive improvement of motor activity, where, together with motor skills, physical strength is formed and developed.

Learning and improving in a playful environment gives skills a special stability and flexibility.

That's what mobile games are for. The mobile game helps to revive and diversify the lesson. Emotional switching carries the effect of active rest - it helps to restore strength, directly during the lessons and facilitates mastering the material.

The game is a recognized means of general and special physical, tactical and technical training of students. Therefore, it takes the place of compulsory, auxiliary exercises for students. It is only desirable that the selected outdoor games be similar to those exercises that underlie the sport being studied. The invaluable advantage of games is that they can be used in any conditions and at any stage of the lesson. With the help of outdoor games, you can successfully solve all types of special training: physical, technical, tactical and psychological. In the game, as a rule, physical qualities are developed in a complex way. But if necessary, they can be improved and selectively. Games are valuable as a means of mastering all the baggage of vital motor skills. Mastering the technique of sports movements fully takes place only with the systematic use of outdoor games. Initially, in the simplified versions of the games, the trainees get acquainted with movements that are similar in structure and selected for study. At this stage, such games play the role of lead-up exercises. To consolidate special exercises, game competitions are used. This is, as a rule, a task for the correct execution of the studied. Thus, the skill is stabilized.

A specially selected complex of outdoor games allows you to quickly get acquainted with the basics of any sports game and teach them. The use of outdoor games as means and methods of sports training allows us to solve the problems of mental and moral preparation. The constant overcoming of various obstacles, acting in complicated conditions, forms the moral basis of the behavior of those involved. Here the traits of a sports character are brought up, which are distinguished by their purposefulness and the ability to fully mobilize in necessary situations.

Games for solving the problems of the lesson are selected mainly from among those that are well known to students. But this, of course, does not exclude the use of other, specially selected games.

The choice of outdoor games aimed at improving technical and tactical techniques in ski training lessons.

Mastering technique and tactics begins with the first steps, i.e. with leading games and special game exercises.

The realization of the principle of consciousness and activity in the study of the technique of skiing consists in the realization of the goal, tasks, the result of performing a separate exercise and the ability to independently control and evaluate one's motor actions.

The most complex elements of ski training technique (moves, transitions, turns in motion, jumps) are recommended to be studied in three stages:

initial study;

In-depth learning;

Consolidation and improvement of skills.

At the stage of initial study, we learn the elements of technology, then we master the method of movement as a whole. The features of this stage of study are as follows: insufficient accuracy of movements in space and time, inaccuracy of muscle efforts, instability of the rhythm of movements, the presence of movements. At the same time, students spend a lot of extra effort and at the same time perform movements with a general tension of all or most of the muscles of the body. All this causes increased fatigue, insufficient performance.

To do this, you need to conduct outdoor games that improve coordination of movements and speed.

Games that improve the balance and coordination of the skier should be carried out in the first half of the main part of the lesson. When choosing a game, one or another, one should take into account age, physical fitness, and the conditions for the game.

These qualities can be developed in such outdoor games as “Laying a railway”, “Train”, “Fan”, “Snake”, “Centipede on skis”, “Salki”.

"Laying the railway" students line up with side steps in a line sideways in the direction of movement with an interval of 1 m. They move with side steps, laying " railway". The winners are those who have a smoother and clearer ski track on the snow.

At the second stage of training, three tasks must be solved:

Deepen understanding of the patterns of the studied movements;

To add the development and refinement of the details of the technique of the studied mode of movement;

To add a clear, free and unified way of movement in general.

At this stage of learning, the role of consciousness and activity of students increases. To do this, it is necessary to give as complete information as possible about the laws and conditions for the application of various actions, to encourage a deep analysis of technology and the results of one's work. It is advisable to master the elements of technology against the background of the holistic implementation of the studied method of movement. At the same time, the attention of students switches from important actions to secondary ones, from large to small ones.. It should be added that the student learns to analyze his movements and identify mistakes, and the teacher guides him on the right path.

Stage of consolidation and improvement. The purpose of the stage is to convert the skill and skill and develop the ability to apply the mastered method of skiing in various conditions and in combination with other methods. The learning process at this stage includes two stages of motor skill development:

The stage of skill refinement in the main variant of the action;

The stage of formation of skills and abilities in additional variants of action.

The learning objectives for the third stage are:

To fix the basic technique of skiing, continuing to refine the details;

To teach expediently to perform learned actions in various conditions, including competitive and in combination with other actions;

To enrich the technique with new details in accordance with the individual characteristics of those involved and taking into account the improvement in their physical fitness.

The skill, first of all, is to master the “feeling of skis and snow”: learn how to control skis, push off the skis from the snow and transfer body weight from one leg to another. At the same time, one should not forget about the need to develop the ability to maintain balance - the ability to confidently glide on two skis, and especially on one. When solving these problems, you can do lead-up exercises and apply the most simple ways skiing: repeatedly take a different position of a skier on the spot; alternately raise your legs with the skis in place, bending them, as in normal walking; alternately raise the toes of the skis without lifting the heel from the snow and move the ski up and down, right and left; make flips, stepping on the spot around the heels and toes of the skis, achieving a parallel position of the skis when attaching the ski; do jumps in place up from two legs and alternately from the right leg to the left and vice versa, while transferring body weight; take side steps to the side for two and four counts; do, standing still, swinging sliding movements of the leg with the ski back and forth, etc.

With the help of these exercises, motor skills are developed that are similar to the elements of the technique of the main ways of skiing (ski moves, transition, turns in motion).

You can also use game exercises - sliding (the one who slides the distance between the flags, taking fewer steps, is the winner); roll forward (who will roll further in 10 steps); races (legs are tied above the lower leg, only in a straight line 50-100m, who is faster). These exercises develop speed.

Power qualities are developed in skiing games that require the application of powerful efforts with legs, arms and torso to achieve the result. To do this, they select the appropriate game tasks or change the conditions in which the games are played. For example, if you play the game "Fast skier", "Catch-up", etc. on a slight rise or, conversely, on deep snow, then they will contribute to the development of strength.

"Catchers".The starting lines are marked in four diametrically opposite places of the circular track. 4 students participate in the race at the same time. At the start, the students start the race. Everyone strives to quickly overtake the student running ahead. As soon as one of the skiers catches up with the one running in front, he becomes the winner. The race ends. (Venue: 200m circular track with changing terrain. The game is played in a classic way. It is forbidden to use push-offs with sticks or, conversely, movement is allowed only with the help of both sticks, you can significantly increase the power load on one or another muscle group.

For example, in games with overcoming a full lift with a simultaneous or alternate stepless move (using repulsion with sticks), the muscles of the arms and torso receive a large power load, and when using alternating or skating without sticks, the load falls on the muscles of the legs.

Games that develop endurance are held on segments from 400m. and more. The load decreases or increases due to changes in the length of the segments to be overcome, rest pauses between individual game tasks, the number of stages in relay races and starts in tasks, and the duration of the game.

You can conduct such games: "Race to Survival". On a closed circular track, 5-8 students start at the same time. The start line is the finish line. After completing each lap, the last skier at the finish line is eliminated from the game. For example, 5 skiers started, and after the completion of the first lap, the race continues 4, after the second - 3, etc.

"Fox hunting"."Foxes" - 2-4 students go deep into the forest at 200-300m. "Hunters" - all other participants - after 5 minutes go out to search for "foxes". "Foxes" run away, hide behind trees, in bushes, change direction, confuse tracks. "Hunters" are trying to find and catch them. At the signal, the game ends and the players return to the gathering place.

The value of outdoor games and game exercises lies in the fact that in them the work on consolidating and improving the technique of skiing and educating physical qualities is interesting, emotional and, as it were, not noticeable to students.

7. Conclusion.

Having reviewed and studied a number of literature on the methodology of outdoor games and their application in our work at physical education lessons, we can conclude that the use of outdoor games at physical education lessons increases students' interest in physical education. Increases their technical and tactical training for a particular sport. Outdoor games unchain students, positive energy accumulates, which they will show throughout the lesson. Students have an incentive to perform this or that exercise, they perform it with pleasure, with interest, without automatism. Students develop moral and volitional qualities, friendship, conscience, mutual assistance, kindness, justice and many other qualities.

8. Literature

Byleeva L.V., Korotkov I.M. "Mobile games" - M. 1992

Geller E.M., Korotkov I.M. "Merry Starts" -M. 1998

Osokina T.I. "Children's outdoor games" M. 1989

Portnykh Yu.I. "Sports and outdoor games" - M. 1998

Ramenskaya T. I. "Special training of the skier" - M 2001.

Glyazer S. "Winter games and entertainment" - M 1993

Daria Oznobikhina
Project "Outdoor games as a means of increasing interest in physical culture among children of senior preschool age"

Municipal budgetary preschool educational institution

kindergarten of a general developmental type No. 93 in Tomsk

Project theme:

"Sports games as a means of increasing interest in physical culture among children of senior preschool age"

By dominant activity: social - communicative

By the number of participants - group

The nature of contacts - among children of the same group

Duration - short term

Formulation of the problem: During physical education classes and conversations with them, I realized that children at home do not engage in outdoor games at all.

An analysis of the work practice of preschool institutions shows that recently a lot of preschool institutions have been working on new comprehensive programs, but unfortunately they are limited to the framework of physical education, aimed mainly at developing the basic qualities of movements in children. Often, parents do not instill in their child the need for healthy way life. However, this is not enough.

Project relevance: In modern conditions, there is a sharp deterioration in the health of children.

Modern children experience “motor deficit”, i.e. the number of movements they make during the day is below the age norm. It is no secret that in kindergarten and at home, children spend most of their time in a static position (at tables, watching TV, playing quiet games at the table). This increases the static load on certain mouse groups and causes them to become fatigued. The strength and performance of skeletal muscles are reduced, which entails a violation of posture, flat feet, a delay in age-related development, speed, agility, coordination of movements, endurance, flexibility and strength. Physically weakened children are subject to rapid fatigue, their emotional tone and mood are reduced, which in turn negatively affects the nature of their mental performance.

In our opinion, outdoor games occupy the leading place in meeting the biological needs of a preschool child in movement. It is in outdoor games that a child gets a unique opportunity to maximize his own activity and creativity, eliminate the lack of movements, realize himself and assert himself, get a lot of joyful emotions and experiences.

Project activity object: Sport games

Subject of project activity: rules of sports games

Objective of the project: Strengthen the health and improve the performance of children through the organization of outdoor games and games with elements of sports.

Tasks:

1. Develop and implement a project plan for the formation of relationships between older preschool children using outdoor games.

2. To teach children the rules of outdoor games and the ability to use them in independent motor activity.

3. To develop the ability of children to interact with members of the children's team, to provide mutual assistance.

4. To form in children the skills of adequate, respectful and benevolent behavior when interacting with each other.

5. Raise interest in physical education and sports.

Hypothesis: if you use sports games, then the interest of older preschool children in physical culture increases.

Project resources:

1. Physical culture corners in the group.

2. Sports hall.

3. Physical culture equipment and sports equipment.

4. Methodological tools (card file of outdoor games, abstracts of conversations, classes, etc.).

5. A selection of methodological literature “Physical culture and health improvement of preschool children”.

Project stages:

Stages Teacher's activities Children's activities Interaction with parents

organizational A selection of games

Inventory Desire to take part in outdoor games

Basic Learning words in the game.

Creation of drawings about outdoor games. Exhibitions of drawings and design of the album "Our Creativity". Active participation in the implementation of the project: participation in conversations, joint activities with parents on the topic: “Outdoor games at home”

Participation in creative activities in the preparation of a collective work Memo for parents about "Mobile games in the family"

"Through the Brook"

"Get the bag in the circle"

"aircraft"

"Find where it's hidden"

"At the bear in the forest"

Final Design of the exhibition of children's and parent's works

Sports games on the street

"Zimushka-Zima" Active participation in winter games on the street

Educational areas Joint educational activities of a teacher with children, taking into account educational areas Organization of a developing environment for independent activities of children Interaction with parents

Group, subgroup

Physical development Development of speed, dexterity, coordination of movement Outdoor games

"At the bear in the forest"

"aircraft"

"Lovishka" Memos to parents about the benefits of outdoor games at home

Artistic and aesthetic Listening to music, looking at paintings, illustrations Looking at illustrations about outdoor games

Speech development Learning chants from outdoor games

“I take mushrooms and berries from the bear in the forest.

The bear caught a cold

Frozen on the stove!

Learn poetry with parents

Expected results:

1. Increased emotional, psychological, physical well-being.

2. The formation of a hygienic culture.

3. Improvement of somatic indicators of health

4. Presence of needs for a healthy lifestyle and opportunities to ensure it

Project product:

1. Exhibition of drawings about your favorite outdoor game

2. Memo to parents "Play outdoor games with your child at home"

3. Sports games on the street "Hello Zimushka - Winter"

Criteria for evaluating diagnostic results

Low - the child's movements in outdoor games are not confident, in his free time in a group and on a walk he does not play outdoor games. Shows no interest in the game. Does not know the rules of conduct during the game.

Average - the child's movements in outdoor games are confident but not always, in his free time in a group he does not always play games. listens to the instructor, but does not always follow the rules of the game. Shows interest in the game through time.

High - the movements of the child in outdoor games are confident and dexterous. In his free time in a group and on a walk, the child organizes outdoor games with other children. Follows all the rules of the game, shows interest in the game. Listens to the instructor, quickly learns speech accompaniment.

Project presentation

1. Exhibition of drawings on the theme "Favorite outdoor game"

2. Presentation of the project

3. Sports entertainment "Hello Zimushka - Winter"

Reflection: as a result of the work of my project, the children learned how important it is to engage in outdoor games, what is the use of it. Children understand that games must be played by the rules. During the game, such physical qualities as speed, dexterity, coordination of movement are developed. Children learned to choose and play outdoor games on their own.

Forecast of possible negative consequences, methods of correction

Negative consequences Correction methods

Some children did not show interest in the game Pick up masks, musical accompaniment

Did not follow the rules of conduct in the game Before the game, tell about the rules of conduct in the game

Children do not engage in outdoor games at home Distribute memos with games to parents

Literature:

1. Berestova Z. I.; Healthy baby: a program for the improvement of children in a preschool educational institution /. - M. : TC Sphere, 2004.

2. Voloshina L. N., Kurilova T. V. Games with elements of sports for children aged 3–4 years. The program "Play for your health" and the technology of its application in preschool educational institutions. - M .: Publishing house "GNOM and D", 2004.

3. Internet resources

4. Litvinova M. F. "Russian folk outdoor games", Iris Press M.: 2003, 192p.

Related publications:

Fitball-gymnastics as a means of increasing motor activity and improving the health of preschool children Fitball-gymnastics contributes to the development of motor qualities (strength, coordination, flexibility, balance function, vestibular apparatus).

Formation of a sustainable interest of children of senior preschool age in physical culture and sports Municipal budgetary preschool educational institution "Child Development Center - Kindergarten No. 15" From the experience of a senior teacher.

Project Method as a Means of Ecological Education of Senior Preschool Children My pupils are very fond of educational activities in environmental education. Systematic observations of nature, stories.

Non-standard equipment as a means of increasing children's interest in physical activity Consultation for teachers. Good health is the foundation for a comprehensive and harmonious overall development. It is in childhood that they are laid.

The method of experimentation as a means of developing cognitive interest in children of senior preschool age Master class "The method of experimentation as a means of developing cognitive interest in children of senior preschool age during familiarization.

Master class "Games and experiments as a means of environmental education of children of senior preschool age" Municipal Educational Institution "Ynyrginskaya secondary school" Kindergarten "Sun" "Games and experiments,.

Master class in physical culture for educators "Mobile games with fitballs" At the master class - I want to introduce you to how to organize fitball games. After all, we all know that the game is the most accessible.

Seminar "Developing games as a means of forming mental processes in children of senior preschool age with mental retardation" The relevance of this work lies in the fact that in children with mental retardation, upon admission to school, deficiency is detected.

D. S. Likhachev. : The culture of mankind moves forward not by moving in the "space of time", but by accumulating values. In everything.

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Image Library:

Annotation: The article presents the practice of work on the harmonious development of the child through the use of role-playing games in physical education lessons in primary school general education school.
Key words: role-playing game, harmonic development of personality, physical culture lesson.

Pupils of elementary grades are engaged in physical culture with great pleasure. They are especially interested in various types of games: from folk games to sports - basketball, football, hockey, table tennis, badminton, etc.

Outdoor games- one of the most favorite and useful activities for children. They are based on physical exercises, movements, during which participants overcome a number of obstacles, strive to achieve a certain, pre-set goal. Due to the wide variety of the content of play activities, they comprehensively affect the body and personality, at the same time, contributing to the solution of the most important special tasks of physical education, for example, the development of speed-strength qualities.

All these developmental aspects are enhanced by the specifics of role-playing games.

Taking into account the educational and developmental significance of games, the solution of a set of tasks of physical education is pursued:

strengthening health, improving posture, promoting harmonious physical development, hardening;
formation of knowledge and skills in the field of personal hygiene;
introduction to independent physical exercises, outdoor games;
education of discipline, responsiveness, honesty, courage;
development of children's creative abilities in physical education lessons.

Co-op play- a unique type of cooperation. It is no coincidence that psychologists believe that truly democratic relations between adults and children are possible only in the game. And above all, games with rules, a traditional means of folk pedagogy, have a positive effect on their relationship.

While playing, children satisfy their inherent need for movement.

In the methodology of physical education for elementary school, many means have been developed by which the harmonious development of the child's body is achieved. Games and exercises are used that develop dexterity and endurance, courage and speed, the ability to control one's actions. However, dance-rhythmic elements, elements of rhythmic gymnastics and plastics have not yet been given due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child's personality.

Combining complex physical exercises with dancing, role-playing game in one lesson, you can achieve high results and a steady interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. Such a lesson is a holiday for children. One of the tasks of the plot-role-playing lesson is the knowledge of the new and the improvement of the past. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of educating children in a respectful attitude towards each other, manifesting such qualities as mutual assistance, solidarity in the implementation of the proposed tasks. In my plot lessons, I use oral folk art materials, local history material, show slides and films.

Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation in children and an emotional mood. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical and ethical development of children is carried out. At role-playing lessons, children simultaneously feel the joint joy of knowledge, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in elementary grades are the basis of the initial stage of the formation of a harmoniously developed personality that combines spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed and strength indicators on physical education lessons in middle school.

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