Project work “development of physical qualities of students through outdoor games. Project on physical culture "outdoor games" Project plot games at a physical education lesson

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: almost all of them 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 which games the guys prefer to play in computer or mobile.

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

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?

• very rarely

  Once a week

  2-3 times a week

  More than 3 times per

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.

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- one of the most favorite and useful activities for children. They are based on physical exercises, movements, in the course of 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.

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.

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 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.

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 Treasure", "Sports Marathon", "We are Robinson".
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 and strength indicators on physical education lessons in middle school.

Outdoor games are the most accessible and effective method of influencing a child. Thanks to them, the ordinary becomes unusual, and therefore especially attractive. The game uses natural movement, mostly in an unobtrusive form of entertainment. The game is a companion of the child, and it meets the laws laid down in them by nature itself - an irrepressible need for movement. The main feature of outdoor games is the presence of active motor actions, due to which they are a recognized means and method of physical education and development. The use of outdoor games allows you to develop not only physical, but also intellectual qualities: observation, memory, logical thinking, quick wits. In games that have a story form, there is room for imagination and artistry, elements of dance and singing. In addition, games can be played with musical accompaniment. All this forms an aesthetic worldview. Being carried away by the game, children very clearly show character traits and other individual characteristics.

For children with a mental and physical retardation, play is a vital need, as it contributes to the development of understanding of instructions and orientation in space. Along with insufficiently formed general motor skills, there are deviations in the organization of fine motor skills, which provide fine, differentiated movements, for example, when modeling, constructing, writing, etc. Children with mental retardation have practically no ability to work out and consolidate motor actions. This takes a lot more time and repetition.

The most important result of the game is joy and emotional uplift. Thanks to this remarkable property, outdoor games, especially with elements of competition, more than other forms of physical education, meet the needs of children with mental retardation. In addition, outdoor games, selected taking into account age, state of health, the degree of their physical fitness, contribute to recovery, hardening, strengthening the body.

The game develops

When organizing outdoor games, it is necessary to carefully monitor the sanitary and hygienic conditions of the classes, in particular, the cleanliness of the gym and the air temperature. Equally important is the cleanliness of the body and clothing of the practitioners themselves. During the game, metabolism increases significantly, gas exchange and heat transfer increase. In this regard, children need to develop the habit of systematically washing their hands and feet, wiping the body with a damp towel and dousing with water, using the generally accepted rules of hygiene and hardening.

If the problem is solved in the lesson strength development, then it is very beneficial to include in his program auxiliary and lead-up games associated with short-term speed-strength tensions and the most diverse forms of overcoming the opponent's muscular resistance in direct contact with him. The main content components of such games include various tugs, pushes, holds, pushes, elements of wrestling, weightlifting, etc. Exercises with affordable weights are also very effective for solving this problem - tilts, squats, push-ups, lifts, turns, rotations, running, jumping with a load that is feasible for students. This should also include throwing various objects at a distance.

For speed development games should be selected that require instant responses to visual, sound or tactile signals and include physical exercises with periodic accelerations, sudden stops, rapid jerks, sprinting and other motor actions aimed at consciously and purposefully getting ahead of the opponent.

For development of dexterity use games that require precise coordination of movements and quick coordination of their actions with the actions of teammates, a certain physical dexterity.

For endurance development it is necessary to use games associated with a deliberately large expenditure of strength and energy, with frequent repetitions of exercises or with prolonged continuous motor activity, due to the rules of the game.

The game teaches

Outdoor games are best used in close relationship with other means of physical education through complex use with general developmental, leading and special exercises. When planning, you need to take into account the overall load of the lesson and determine the purpose, time and place among other exercises and learning activities used. The level of its difficulty and duration should be accessible to those involved and increase smoothly and gradually.
When conducting games, serious attention must be paid to strict observance of generally accepted norms and safety rules for both the players themselves and the spectators.

In gymnastics lessons

Keep your balance

Purpose of the game: development of coordination abilities, courage. It is used as an auxiliary exercise for teaching motor actions in balance.

Organization: the class is divided into equal teams, which line up in a column one by one behind the common starting line. The distance between the columns is 2–3 m. In front of each team there is a gymnastic bench with 3 stuffed balls on it, and 10 m after it there is a reversal stand.

Conduct: on a signal, the first numbers rush forward, run along the bench, jumping over the balls lying on it, then run to the rack, go around it to the left and return back, where they pass the baton to the second numbers by touching the outstretched hand, and they themselves stand at the end of the column. If a player loses balance while running and leaves the bench, he must resume movement from the beginning of the bench. If a player knocks the ball down, he must replace it. The team that finishes the relay first wins.

Crossing the narrow poles

Target: development of dexterity, vestibular apparatus.

Organization: the class is divided into equal teams, which line up in a column one by one behind the common starting line. The distance between the columns is 3 m. After 10 m in front of each team there are two inverted benches parallel and close to each other.

Conduct: on a signal, each team, holding hands, runs up to its crossing and begins to cross the river along the narrow rails of an inverted bench in a chain, without breaking their hands. The team that crosses the fastest without losing balance or breaking the chain wins.

Wrestling on the balance beam

Target: development of coordination abilities, perseverance and tactical thinking. It is used as a lead-in exercise for teaching motor actions on the balance beam.

Organization: the class is divided into equal teams, which line up in a column one at a time: the boys are in front, and the girls are behind them - from different ends of the log. Gymnastic mats are laid directly under the log and near it.

Conduct: on a signal, one player from each team climbs the log from their end and, converging in the middle, try to unbalance the opponent with the help of deceptive movements and push them off. The player who succeeds earns 1 point for his team. The team with the most points wins.

Acrobatic relay

Target: development of dexterity, speed, courage. It is used as an auxiliary exercise for teaching acrobatic elements.

Organization: the class is divided into three teams that line up in columns one at a time behind the starting line. At 2–3 m in front of the columns, three benches are installed 3 m apart from one another; behind each of them lay gymnastic mats. At a distance of 15 m from the start line, reversal stands are installed.

Conduct: on a signal, the first numbers run to their reversal stands, perform three long somersaults from a run through three benches standing in their way, run around the reversal stand and return back, where they pass the baton to the second numbers. The team that finishes the relay first wins.

Medicine ball medley relay

Target: development of dexterity, speed-strength qualities, flexibility. It is used as a lead-in exercise for teaching acrobatic elements.

Organization: the class is divided into two teams, which, in turn, are divided into two groups and line up in opposite columns at a distance of 10 m from each other. Each player assumes a wide stance position. The distance between the players is 70 cm. A gymnastic mat is laid in the middle between the columns. The captains (guides) of one of the subgroups receive a stuffed ball.

Conduct: on a signal, the captain passes the medicine ball overhead to his partner backwards, bending over. He, having received the ball, leans forward and gives it back between the legs of the third participant, etc. The last player, having received the ball, runs forward with it; having reached the mat, he does a somersault forward with the ball in his hands, then continues to run and passes the ball to the guide of the other column, and he steps aside. The players of the second column perform the same task. The team that completes the task first wins.

Don't let the hoop fall

Target: development of dexterity, speed. It is used as a lead-in exercise for teaching motor actions with a hoop.

Organization: the class is divided into teams that line up one after the other on the start line; the interval and distance between the players is 1 m. Three lines are drawn at 6, 8 and 10 m from the start line. Players in the first rank receive a hoop.

Conduct: The game is played in three rounds.

First tour. On a signal, the players of the first line should roll their hoop forward, and when it crosses the 6-meter mark, run out and catch it before it falls to the floor. A participant who does not have time to catch his hoop or runs out ahead of time is out of the game.

In second round the same task must be completed when the hoop reaches the 8-meter mark, and in the third - 10-meter. The team that retains the most players after the final round wins.

Ten rope jumps

Target: development of dexterity, speed, attention. It is used as a lead-in exercise for learning to jump rope.

Organization: The class is divided into four teams that line up in columns. The interval between students is 1.5–3 m. The first numbers receive a rope. The method of jumping is negotiated in advance.

Conduct: on a signal, the first numbers perform 10 jumps in place in the agreed way and pass the rope to the second numbers. The last participant, having completed the task, raises the rope above his head. The team that completes the task first wins.

Catching "frogs"

Target: development of agility, speed, strength. It is used as an auxiliary exercise for teaching vaults.

Organization: the class is divided into two teams that line up in two lines: one is on the starting line and takes emphasis crouching, the other is 1.5 m in front of them. At a distance of 10-12 m from the start line mark the finish line.

Conduct: on a signal, all participants in the game begin to jump in an emphasis, crouching relying on arms extended forward (“frog”), pushing off with their arms and legs. The task of the standing team behind is to catch up and knock down the players in front of the standing team until they reach the finish line. Then both teams return to the starting point and change places. The team whose members catch the most "frogs" wins.

In athletics lessons

Downhill running

Target:

Organization: on a free meadow with a slope of up to 10–12 °, the class lines up in one line behind the common starting line. Ahead, after 20 and 50 m, two control lines were drawn.

Conduct: on a signal, all players run forward downhill, and for the first 20 meters they must run evenly, without overtaking each other, but when they reach the first control line, start racing. The winner is the participant who first crosses the 50-meter line without violating the rules. The scores for boys and girls are separate.

Relay race with obstacles

Target: development of speed and agility. Used as an introductory exercise for learning to pass the baton.

Organization: the class is divided into two teams that line up in a column one behind the starting line. The interval between the columns is 3 m. The first numbers receive a baton. A reversal stand is set 15 meters from the teams, and a hoop is placed in the middle of the distance, in the center of which a small white circle is drawn with chalk.

Conduct: on a signal, the first numbers run to the reversal counter, having reached the hoop lying on the way, climb through it, then put it in place so that the white circle is in the center, and run further, run around the reversal counter and return back, climbing through the hoop again, after which they pass the wand to the second numbers. The team that finishes the relay first wins.

Jumping on one leg

Target: development of strength, agility, jumping ability. It is used as an auxiliary exercise for teaching long jumps.

Organization: the class is divided into two teams that line up in columns one at a time behind the start line.

Conduct: on a signal, the first numbers, standing on one leg, perform 5 jumps in a row as far as possible and stop. The second numbers begin the execution of the same task from where the first ones stopped, and so on. The winner is determined by the total length of jumps of all team players.

jump over the stream

Target: development of speed, jumping ability. It is used as an auxiliary exercise for teaching long jumps.

Organization: the class is divided into two teams that line up in columns one at a time behind the start line. After 8 m from the starting line, two parallel lines indicate a conditional stream 2 m wide, and after another 8 m, reversal racks are installed.

Conduct: on a signal, the first numbers run to the reversal counter, jump over the stream with a run, run around the counter, come back, overcoming the stream in the same way, and pass the baton to the second numbers. If the player could not jump over the stream, then the team is awarded 2 penalty seconds. The team that finishes the relay in the shortest time, including penalty seconds, wins.

Accurate throwing

Target: development of dexterity. It is used as an auxiliary exercise for learning to throw at a target.

Organization: the class is divided into pairs, who receive a small ball and a gymnastic mace. The players of each pair stand facing each other at a distance of 8 m from each other, marked with intermediate lines 1 m apart. Maces are placed in the middle between the players.

Conduct: on a signal, the players in pairs take turns throwing the ball into the mace, trying to knock it over. The participant who succeeds moves it one line closer to him, and the game continues. The winner is the one who, as a result, moves the mace closest to himself.

Dodge the ball

Target: development of speed and dexterity, operational thinking. It is used as a lead-in exercise for learning to throw the ball at a target.

Organization: the participants of the game disperse around the site, in the center of which is the leader with a tennis ball in his hands.

Conduct: on a signal, the players begin to randomly move around the court, dodging the ball that the driver throws at them. The participant who was hit by the ball goes into the support group of the driver and, together with him, tries to knock down the players; ball passes can be used. The winner is the player who does not have time to knock down.

Throwing with the ultimate rebound

Target: development of dexterity, strength. It is used as an auxiliary exercise for learning to throw a ball and a grenade at a target and at a distance.

Organization: 8 m from the basketball backboard, a control line is drawn, after it, every meter - parallel lines indicating the footage. The class is divided into two teams that line up in a column one behind the control line. The first numbers get the ball.

Conduct: on a signal, the first numbers throw the ball at the shield so that it bounces as far as possible, then they pick it up and pass it to the second numbers. The further the rebound, the more points the participant brings to his team. The number of points corresponds to the footage of the applied lines. The team whose players score the most points wins.

catch up with the front

Target: development of speed, agility and attention. It is used as a lead-in exercise to complete training tasks for practicing low or high start techniques.

Organization: The class is divided into two teams, which line up in two lines. The distance between the lines is 2–3 m. A control line is drawn 30–40 m in front of the first line.

Conduct: on a signal, both teams from a high (low) start run to the control line. Players in the back rank strive to catch up and, with a touch of the hand, tarnish those running in front. Players who have been tarnished before the control line must stop and raise their hand. Their number is counted. Then the teams change places. The team that manages to tarnish more players from the other team wins.

penguins

Target: development of speed and agility, jumping ability. It is used as a lead-in exercise for long jump training.

Organization: the class is divided into two teams that line up in a column one behind the starting line. At 15 m from it, reversal racks are installed. The first numbers take a basketball and pinch it between their legs.

Conduct: on a signal, the first numbers in long jumps, holding the ball between their knees, rush to the bar, go around it and return to their teams, where they pass the ball to the second numbers, etc. The player who lost the ball must pick it up, return to the place where he dropped it, and continue from there. The team that finishes the relay first wins.

Throw the ball higher

Target: speed development. It is used as an auxiliary exercise for learning to run short distances.

Organization: participants line up in one line in front of a circle with a diameter of 3 m, in which lies a small ball. The treadmill starts from the circle. Two judges are appointed: one at the circle, the other at the treadmill. The second referee has flags of different colors in his hands.

Conduct: on a signal from the line, the first participant enters the playing circle, takes the ball and throws it up. While the ball is flying, the player accelerates along the treadmill, trying to run as far as possible during the flight of the ball. At the moment the ball lands, the judge at the circle says loudly: “Stop!” - and the judge at the track puts a flag in front of the place where the runner was at the time of landing. Then the same task is performed alternately by all participants. The winner is the one whose flag will be farthest from the circle.

Running with obstacles

Target: development of speed, jumping ability and attention. It is used as an auxiliary exercise for learning to overcome vertical and horizontal obstacles.

Organization: the class is divided into 2-3 teams, which line up in a column one at a time on the start line at a distance of 5 m from one another. At 20 m from them, reversal racks are installed, and on the way to them at an equal distance there are two barriers, between which a gymnastic mat is placed.

Conduct: on a signal, the first numbers run to the racks, jumping over the barriers along the way, run around the racks and come back, jumping over the mat with a run, then with a touch of the hand they pass the baton to the second numbers, etc. For each mistake - for example, if the player did not jump over the barrier or the mat - 2 penalty seconds are added. The team that completes the task in the shortest time, including penalty seconds, wins.

Caterpillar

Target: development of speed, dexterity, tactics of joint actions.

Organization: the class is divided into two teams that line up in a column one at a time at the start line. A stuffed ball is placed 10 meters in front of each team.

Conduct: all participants take a gray-haired position, bending their legs. Each player grabs the partner sitting behind him by the ankles. Thus, the whole column resembles a caterpillar. On a signal, both teams, alternately moving either their legs or their buttocks, move to stuffed balls, go around them and come back in the same way. The team that completes the task first without disengaging wins.

Handicap Pursuit

Target: development of speed, agility and attention.

Organization: With an interval of 3–4 m, two parallel lines are drawn from one another - A and B. The finish line C is drawn at a distance of 8–10 m from line B. The players are divided into two teams and line up in two lines on lines A and B, respectively. The participants of the second team occupy an uncomfortable position - crouching emphasis, lying emphasis, sitting down, standing with their backs in the direction of movement, etc.

Conduct: on a signal, the participants rush to line C, and the players standing on line A try to catch up and spot the players who are on line B. 1 point is awarded for each tagged one. Then the teams change places. The team with the most points wins.

In the lessons of sports games

ball flight

Target: development of speed and agility. It is used as a lead-in exercise for learning to catch and pass the ball in basketball.

Organization: the class is divided into several teams that perform the task in turn. The game is played in several rounds.
The team lines up in one line at a distance of 1 m from a cord with flags stretched across the hall, the height of which is 2.5 m. Each player has a ball in his hands.

Conduct: on a signal, the members of the first team must throw the ball over the cord and, quickly running under it, catch the ball on the other side. A player who does not have time to catch the ball before it lands is out of the game. Then the second team does the same task. In the second round, the distance increases to 1.5 m, in the third - up to 2 m, and so on. The team with the most players left after the final round wins.

Race balls in a circle with side steps

Target: development of speed, agility and attention. It is used as an auxiliary exercise for learning to dribble and pass the ball in basketball.

Organization: the class is divided into two teams that line up opposite each other on the front lines of the basketball court. At 2 m in front of each line, a circle with a diameter of 6 m is drawn with chalk. The first numbers receive a basketball.

Conduct: on a signal, the first numbers begin to dribble the ball with side steps in a circle, making the first turn with the right side forward, and the second with the left side, after which they pass the ball to the second numbers and step aside. The team that completes the task first wins.

Interception of the ball

Target: development of speed, agility and operational thinking. It is used as an auxiliary exercise for learning to catch and pass the ball in basketball.

Organization: The participants in the game receive the ball and line up in a circle. A ball interceptor is selected that goes to the center of the circle.

Conduct: on a signal, the players begin to pass the ball, and the interceptor, running in a circle, tries to intercept it in flight, on the floor or pull it out of the hands of the participants. Having mastered the ball, he takes the place of the player who lost the ball. Players who have not made a single mistake in catching and passing the ball win.

Throws into the basket from the spot

Target: development of dexterity, attention and accuracy. It is used as an auxiliary exercise for teaching basket shots in basketball.

Organization: The class is divided into two teams. Team members occupy their half of the basketball court and line up in a column one by one behind the free throw line. The first numbers - on the ball.

Conduct: on a signal, the captains throw into the ring, then run to the backboard, pick up the ball and pass to the second numbers, and they themselves return and stand at the end of the column. The team with the most balls in the basket within the time limit wins.

Volleyball pass relay

Target: development of speed, accuracy of movements, attention. It is used as a lead-in exercise for teaching ball passes in volleyball.

Organization: The class is divided into two teams. The members of each team line up on their half of the volleyball court in two opposite columns on opposite sides of the net behind the attack lines. The captains get the ball.

Conduct: on a signal, the captains pass the ball with both hands from above through the net to the guide of the opposite column of their team and run to the end of their column. The one to whom the ball is addressed sends it through the net to the next player in the same way, and so on. The team that finishes the relay first wins.

Single combat at the shield

Target: development of speed, dexterity, attention. It is used as an auxiliary exercise for learning to fight for the ball in basketball.

Organization: the class is divided into two teams, which line up in a column one by one behind the middle line of the basketball court and are calculated in order. The distance between the columns is 2–3 m.

Conduct: the teacher throws a basketball at the backboard and calls any number of the participant in the game. Players of both teams under this number run out of formation and rush to the ball, trying to take possession of it before the opponent. The one who succeeds brings his team 1 point and immediately makes a long pass to the leading player of his column, and he, having received the ball, quickly passes it with both hands back along the column from hand to hand to the last player in the ranks, who, having received the ball , lifts it up. The participant who lost the fight for the ball runs with side steps to his original place in the column, trying to overtake the ball, which is passed over the heads of the players of the opposing team. If the runner with side steps is in his place earlier, then his team is awarded 1 point; if not, the opposing team gets 1 more point. The team whose players score the most points wins.

In ski lessons

On one ski

Target: development of repulsion force with sticks, balance, attention. It is used as a lead-in exercise for learning to move with a sliding step.

Organization: The class lines up in one line. The interval between students is 2 m. Each participant builds a ski track for himself, and the teacher marks the start and finish lines at a distance of 20–50 m from one another.

Conduct: on a signal, all participants in the game try to slide as quickly as possible along their ski track to the finish line on one ski, lifting the other top and pushing off with sticks. A player who touches the snow with a raised ski is out of the game. The winner is the one who finishes first.

Now on the right, then on the left

Target: development of repulsion force with sticks, balance, speed, dexterity. It is used as an auxiliary exercise for learning to move on skis with a sliding step.

Organization: The class lines up in one line at the start line. The interval between students is 2 m. After 20–30 m from the start line, the turn line is marked.

Conduct: on a signal, the players, pushing off with sticks, slide to the turning line on the right ski, and back on the left. The winner is the one who completes the task first, never stepping on the snow with his free foot.

Down the snow slope

Target: development of dexterity and courage. It is used as an auxiliary exercise for learning to ski.

Organization: on a hill with a slope of 15–18 °, the class is divided into two teams.

Conduct: on a signal, the players of both teams alternately ski down the slope in a high stance, trying not to fall. For each fallen team a penalty point is awarded. The team with the fewest penalty points wins.

Descent together

Target: development of dexterity and courage, attention. It is used as a lead-in exercise for learning to ski.

Organization: on the slide, the class is divided into two teams that line up in a column two behind the starting line. Each pair of participants has one pair of skis.

Conduct: on a signal, the players, trying not to fall, alternately slide down the slope, standing together on one pair of skis. The partner standing behind holds the front partner by the belt. A pair that makes a descent without falling brings their team 1 point. The team with the most points wins.

summit assault

Target: development of agility and speed. It is used as a lead-in exercise to teach skiing technique.

Organization: the class is divided into two teams that line up in one line in front of the slide.

Conduct: on a signal, all players rush forward, trying to climb to the top of the snowy mountain as quickly as possible. The team wins, all the players of which will gather at the top before the other.

Vacancy

Target: development of speed, coordination abilities and attention. It is used as a lead-in exercise to teach the technique of turning on skis.

Organization: in the clearing, the class lines up in two circles. The interval between students is 2 m. Girls are in one circle, boys are in the other. The distance between the circles is 10 m. In each circle, a leader is chosen.

Conduct: on a signal, the drivers begin to detour their circle from the outside and, having chosen one of the players standing in it, touch it with their hand, while they themselves continue to move. The tanned skiers immediately turn around and run in the opposite direction, trying to go around the circle as quickly as possible and take their former (vacant) place. The driver is trying to do the same, moving in his previous direction. The player who did not have time to take a place becomes the driver.

Descent with snowball throwing

Target: development of dexterity, courage. It is used as an auxiliary exercise for learning to ski.

Organization: the class is divided into two teams, which line up in a column one at a time on the top of the mountain behind the starting line. All players prepare two snowballs. At the end of the descent, 5 m to the side of the finish line, a portable shield measuring 1 × 1 m is installed.

Conduct: on a signal, the players take turns rolling down the slope and, passing by the shield, throw two snowballs at it. For each snowball hitting the target, the team is awarded 1 point. The team whose players score the most points wins.

Pick up the flag

Target: development of coordination abilities. It is used as an auxiliary exercise for learning to ski.

Organization: the game is played without sticks on a small slope. The class is divided into two teams, which line up in a column one at a time. On one of the sections of the descent, a control flag is placed on the right side, a judge with spare flags is also located here.

Conduct: on a signal, the players of the first team one by one with an interval of 10 seconds. start from the hill and try to pick up the flag on the descent without delaying the next participants. The judge immediately replaces the taken away flag with a new one - for the next participant. After the task is completed by the first team, all flags are returned to the judge. Then the second team does the same task. The team whose players pick up the most flags wins.

Don't get behind the gate

Target: development of coordination abilities and courage. It is used as a lead-in exercise for learning to ski.

Organization: The game is played on a long gentle slope, along which gates made of ski poles are placed. Opposite the gate are judges. The class is divided into two teams that line up in a column one behind the starting line.

Conduct: on a signal, the players take turns skiing down the slope, trying to pass through all the gates in the way, crouching so as not to hit them. For each gate that is hit or overturned, a penalty point is awarded. The team with the fewest penalty points wins.

Mutual Pursuit

Target: development of speed endurance, coordination abilities. It is used as a training exercise in preparation for passing training standards in cross-country skiing.

Organization: the class is divided into two teams that line up opposite each other in lines, the distance between which is 100 m. A reversal flag is set to the left of each player.

Conduct: on a signal, the players rush forward to the flag of the opposing player of the oncoming team, and, bypassing the flag on the right, turn back, trying to catch up with the opponent and touch him with his hand. The one who manages to do this in the time indicated by the teacher brings his team 1 point. The team with the most points wins.

Tatiana Kreminskaya,
physical education teacher, Special correctional boarding school No. 11, Mezhdurechensk, Kemerovo region

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 healthy lifestyle life 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 by students.

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 varied. 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 one-sided power 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 mastering 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 physical 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 enthusiastic 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

Role-playing game "Journey by car".

In a physical education lesson from grade 1, the teacher should teach children to walk and run in a column, keeping a distance.

For children who have physical and mental defects, this is a very difficult task. For this purpose, I use the plot role play"Journey by car", one of the options developed by me, the game "Traffic Light".

Purpose of the game:

Running technique training;

Learning to move in a column, observing a given distance and speed;

Since the guys, moving in the role of a car, run (drive in) to the specified stations and perform exercises, many physical and mental qualities are developing, namely, spatial and temporal orientation, development of the vestibular apparatus, coordination of movements, strength, dexterity, flexibility and others;

There is an adjustment of the shortcomings of mental activity (fear, high self-esteem, inadequacy in complex motor situations.)

The game has a recreational purpose.

Cultivates endurance, the desire to win.

The plot role-playing game can be carried out from 1st to 4th grade. With age, the exercises that are performed at the stations become more difficult. The child easily joins the game, observing the rules of the game, without suspecting it, learns and develops.

Required equipment for the game:

Traffic light (green, yellow, red sheet of cardboard). Pictures of cars of various brands that can be attached or hung around the neck. Cards with the name and pictures of stations (loading, unloading, lubrication, refueling). 6 tokens per student.

Introductory organizational part.

Construction.

A complex of articular gymnastics in alternation with breathing exercises.

Main part.

The teacher announces to the students that today they are going to travel by car along the road that is on the edges of the gym. To move on the road and not make an accident, you must follow the rules traffic, such as distance, between cars, overtake only on the left side, when stopping, keep your distance. The guys choose what kind of car they will be ("Zhiguli", "Moskvich", etc.).

The children are given emblems with drawings of the car, which are attached.

The hall is a platform around the perimeter, which is the road. The road has curbs along the edges. Stations are located on the road at regular intervals. (Station "Loading", station "Unloading", station "Refill", station "Lubrication").

Station "Loading":

Equipment: dumbbells weighing 1 kg.

Students perform exercises with dumbbells. 5-6 exercises, for the development of muscle strength. You can tell the children that we are stopping by this station to load. We load power for our body through exercises with dumbbells. Exercises are performed from the starting position, standing, sitting and lying down.

Unloading station.

After we loaded our car, it must be unloaded.

Relaxation exercises. 3-4 exercise. 8-10 times.

These can be exercises from autogenic training or exercises from the game "Wooden rag dolls" (wooden doll muscles are tense, rag muscles are relaxed). I.P. lying and sitting.

Motor actions are absorbed better if the student knows how to relax the muscles. Possessing voluntary relaxation, you can quickly and well master the technique of new movements.

Between assignments, I play games with children in the lessons in which children master the muscle feeling, these are games such as “Wooden, rag dolls”, “People and robots”.

Refueling station.

The car was running and needed to fill up. Since we are not real machines, we do not refuel with gasoline, but with oxygen, which is taken from the air. Oxygen feeds our muscles and the whole body. Therefore, the more it is, the better. At this station, children perform breathing exercises, 3-4 exercises.

Lubrication station.

After refueling, the machine needs oil for lubrication. But we are living machines and we lubricate our engine and all parts with movements in the joints.

Articular gymnastics exercises. Exercises are performed on all large joints. 5-6 exercises.

Stations are located along the "road" at the same distance from each other. Above each station is attached a card with the name and description of the station.

In order for students to move from station to station without delay, it is necessary to calculate in advance the time for performing exercises at different stations. It should be about the same.

For children to better understand that they need to run with a soft spring in the foot, you can compare the leg with a spring in a car, which softens shocks and shocks. If the springs are bad or they are broken, then the car rattles and wears out quickly, so the body must be protected and so that it does not shake, it is necessary to put the foot softly, springy on the toe. From station to station, children move at a slow pace.

Low speed and pace of running create optimal conditions for learning the correct positioning of the head and torso, for adjusting the work of the arms and legs. The position of the body during running depends on the position of the head. The tilt of the head leads to an increase in the tilt of the body, and the whole running technique largely depends on the position of the body. Therefore, from the very beginning, you need to learn to keep your head straight, look ahead, keep your torso straight, not lean forward.

As the game progresses, the teacher gives commands, for example:

KamAZ for loading, Niva for unloading, Zhiguli for lubrication, etc.

The guys-cars move along the road, keeping their distance, carefully looking at the traffic lights.

Red stop, yellow, attention, color change, green move.

The "Roadside" command is the vehicle to which this command is given. Drives to the side of the road, stops, waits for the “Movement” command.

Rules of the game: move along the road, keeping a distance of 2-3 steps. Follow traffic lights. When moving, listen to commands. Execute the command immediately.

It is forbidden - to overtake on the right, run into a comrade in front of you, stop.

The game begins with movement along the road.

Over time, as students prepare, stations are connected.

A token will be charged for breaking the rules.

Tokens are issued at the beginning of the game, 6 tokens per player.

Whoever has the most tokens at the end of the game wins.

The game is used in the introductory part of the lesson. She organizes the guys, prepares the body for the upcoming load. Distracted from the thought of the result, schoolchildren master the technique of movement much faster.

The teacher throughout the game takes the most advantageous place - the location in the gym and plays the role of a "traffic light", "traffic police", and a leader.