It is recommended to conduct outdoor games on different types movements during morning and evening walks or at home. Usually, outdoor games are played no more than 2-3 times with a child under two years old and about 4-5 times with a child over two years old, each game should be repeated about 2-3 times a week. In order for the child’s interest in the game not to fade, it is necessary to gradually complicate the game over time, adding movements, changing toys, and so on. An outdoor game that is included in physical education at home or in kindergarten, can be carried out additionally. This is necessary in order for the child to better understand the rules and the course of the game. We bring to your attention some options for outdoor games for children.
Mobile game "Find a toy" for children from 1 to 2 years old
It is necessary to place the toy in a conspicuous place in one of the corners of the room. Seeing her, the baby should approach her. Then you need to place 3-4 toys in the corner and name one of them. The child should bring the toy that you named. The next version of the game is to hide the toy that the child needs to find among other toys so that only some part of it is visible. Then name the toy, after which the baby begins to move, going in search of a toy. The toy can be replaced and the exercises can be done again.
Mobile game "Collect the balls" for children over 2 years old
An adult throws out balls of various sizes and colors from a basket and shows the child how to collect them. Then the child, with your help, should put them according to the rule: small ones - in a smaller box, large ones - in a larger box.
The game has three options:
The child folds the balls with the help of your prompts.
Folding the balls, the child calls their size (small ball, big ball).
Folding the balls, the child names their color.
The mobile game "Hide the toy" for children from 1 to 2 years old
It is necessary to hide the toy with the child. Then the child, picking up another toy, goes to look for the hidden one with the words, for example: "Nina's doll is looking for." The second version of the game is to hide the toy, and the child must find it on his own. The toy can be changed from time to time.
The mobile game "Little and Large" for children from 1.5 to 2 years old
Before you start playing this game, teach your child to perform movements, showing and calling them while doing so. For example, help him sit down, stand up, raise his hands, holding on to a hoop or stick. Then you need to ask the baby to perform the movements that you will name, for example: “Show how small you were?”, “Show how big you can become!”. The child must learn to perform movements without your help, as well as without the help of a hoop or stick.
The mobile game "Steam locomotive" for children from 1.5 to 2 years old
The adult stands in front, the baby behind him holds on to him. An adult begins to move with the sounds “Choo - choo - choo! Tu-tu!”. The game becomes more difficult by increasing the speed of movement, and then changing the places of an adult and a child.
The mobile game "Train" for children from 2 years old
An adult, together with a child, should sit on a chair and make circular movements with his hands in front of him, humming: “tu-tu!” and stamping their feet. Signal "Stop!" or "Arrived!" should mean that it's time to get off the train and pick berries or mushrooms while running around the room.
The mobile game "Roll down the hill" for children from 1 to 2 years old
Before starting the game, the child needs to be shown how to properly roll the ball from top to bottom down the hill and bring it. Then the child must start the action on their own at the request of the adult. It is good if the child rolls up large and small balls in turn. The game is complicated by the fact that the adult calls the color of the ball, and the child must roll that ball, the color or pattern of which was named.
33. Variability of outdoor games.
There are various types of mobile games. Variability makes it possible to use them more appropriately, taking into account the preparation of children. Mobile games can be made more difficult, but the changes must be justified. You can complicate motor tasks (increase the distance for running, jumping); introduce new movements (“Train”, “Which link is more likely to pass the flag”); change the form of building the game (just run, go around the hoop). You can change the pace of movement, increase the number of catchers, complicate the rules (run only in a certain direction). Or the role is played by the educator, then the child. You can limit the area, increase the distance. Children can be involved in compiling new versions of games. Games with elements of fantasy appear: children not only generalize game actions in words, but also transfer them to an internal imaginary plane.
35. Methods of teaching children to play football, hockey.
The basis of sports games are natural types of movements and their combination. Therefore, learning sports games, a lot of attention is paid to D / C. Sports games strengthen large muscle groups develop psychophysical qualities: strength, speed, agility, endurance. In sports games, the child's mental activity increases, orientation in space, intelligence develops, speed of thinking, awareness of one's own actions occurs. The child learns to coordinate his actions with the actions of his comrades; restraint, self-control, responsibility, will and determination are brought up in him; his sensorimotor experience is enriched, creativity develops. Elements of sports games are used, leading children to more complex game actions. Teach children of the senior doshk-th age. start on a specialized (thematic) zan-ii, the structure of the cat. should be similar to the structure of a traditional physical education class. The only difference is in the choice of means for each of its parts.
Football. Doshk-ki are trained in a simplified version of the game. Players have the right to dribble the ball with their feet, pass it to a partner in the game, score into the goal. Free kicks, free kicks, corner kicks, offside positions that are inaccessible to children are not used in the game. Of the technical football techniques for doshk-s, it is advisable to teach kicking the ball with the foot, stopping the ball with the foot. Children move by walking or running in different directions: in a straight line, zigzag, arc, etc. Kicks on the ball are performed by the middle of the instep, the inner and outer part of the instep, the inner side of the foot, the toe of the foot. Receptions of the ball are carried out with the sole, thigh, toe, chest or head. Children learn to dribble around the court with the toe of the foot, the inside side of the leg lift. The goalkeeper catches the ball, beats it back, protects the gate, throws the caught ball on | field. In order to learn how to control the ball, children need to exercise a lot: roll the ball with their foot forward - backward, to the sides, knock the ball with a leg lift; toss the ball with your hands, kick and catch; pick up the ball with your toe and toss it up. Over time, children master the ability to roll the ball with their right and left feet in a certain direction, hit the pin, roll into the goal. Preschoolers learn to hit the ball against the wall several times in a row (hold the ball with their foot and hit it again), pass the ball to each other, rolling it on the ground. Strikes are performed with the inner side of the foot. Having mastered necessary techniques; preschoolers can play football. The game is played by 2 teams of 5-7 players. They play 2 halves of 15 minutes. There is a 5-minute break between them. The game starts from the center of the field. Players try to bring the ball to the opponent's goal and score a goal. All actions with the ball are performed only with the feet, the goalkeeper touches the ball with his hands. During the game it is forbidden to push the opponent, hold him with your hands.
Basketball is a team game. It includes - running, jumping, throwing a ball, a cat. are performed with the opposition of a partner. The teams include a certain number of participants, the duration of the game is limited in time. At the first stage, it is important to teach the child to hold the ball correctly: at chest level with both arms bent at the elbows, the hands lie behind the side of the ball, the fingers are widely spaced. The child learns to catch the ball with both hands, approximately at chest level. He straightens his slightly relaxed arms towards the ball, grabs it with his fingers, dampens the speed of the flight, pulls the ball to his chest and assumes a basketball player's stance. The technique of playing basketball consists of two types of actions. For the 1st of them movements are characteristic, a cat. are performed without the ball or with the ball in hand without passing it to a partner. These include: a basketball player's stance, moving around the court, stops, turns, jumps, false movements. The 2nd type includes actions with the ball: catching, passing, dribbling and throwing balls into the basket. O.S. basketball player: legs bent at the knees, shoulder-width apart, one of them is set half a step forward, the body is directed forward, its weight is distributed evenly on both legs. The arms are bent at the elbows and are near the body. Moving around the site is carried out by running in combination with walking, jumping, turning. While running, the child must roll from heel to toe. It is necessary to teach children to stop in the following sequence: stop after walking, after running at a slow pace, after running at a fast pace, unexpected stop.
The main attention should be paid to the technique of holding and performing actions with the ball. It is important to teach the child to hold the ball correctly. I.P. - hold the ball at chest level with both hands. At the same time, the arms should be bent, the elbows should be lowered down, the hands should lie behind the side, the fingers should be widely spaced. When catching the ball, it is necessary to draw the attention of children to the fact that the ball must be met with hands, to monitor its flight. The ball should not be held in the hands for a long time, you need to act quickly. At the same time, children are taught to pass the ball first with two hands, and then with the right and left (in place and in motion). When passing, the ball must be held at chest level. One of the most important actions with the ball is yavl. his conduct. At first, children dribble with a high rebound. Such a vede does not require a low stance, the child learns to keep his sleep correctly, not to lean towards the ball, to see the court. Children should not hit the ball, but push it down, lead forward - from the side, and not directly in front of them, look forward, and not down at the ball. It is advisable to use a preparatory exercise: hitting the ball with both hands (in turn) on the spot. After that, the children move on to dribbling by moving in steps, and then while running (the ball is dribbled in a straight line, with a change of direction, and also with the opposition of another player). The success of the game also depends on the accuracy of hitting the ball into the basket. Movements when passing the ball and throwing it into the basket yavl. are identical in structure, so children are taught to throw the ball with two hands from the chest and one hand from the shoulder. At 1st reb-k way with the ball describes a small arc to the body down on himself and, straightening his arms up, throws the ball into the basket. With the 2nd - the ball is in the palm of the arm bent at the elbow joint and adheres to the other. The slightly bent leg is straightened, at the same time the hand with the ball is carried forward and upward and the ball is sent to the basket with a push of the brush. The distance to the basket at first is 1 m, then 2-2.5 m. The teacher monitors the duration of the game. During the break, he can invite children to play a game of low mobility, replace tired children. If the ball flies over the sideline, the game stops. The ball is returned to play by the opposing team. With the ball in hand, the child can take no more than three steps, after which he must dribble the ball, pass it to another player or throw it into the basket. It is forbidden to: dribble the ball with both hands at the same time, run with it in your hands, push children, hold them by their clothes, hands.
TO outdoor games children show special interest. They attract them with their emotionality, a variety of plots and motor tasks, in which there is an opportunity to satisfy the desire for movements characteristic of children.
In outdoor games, various movements are performed: walking, running, bouncing, jumping, crawling, throwing, throwing, catching, etc. Fascinated by the game, children repeat the same movements many times without losing interest in them. This is important condition development and improvement of movements. At the same time, the active motor activity of children significantly stimulates the work of a wide variety of muscle groups, increases blood circulation and respiration, and improves metabolism. All this leads to the most complete physical development and improvement of the whole organism of the child.
In outdoor games, favorable conditions are created for the development of such motor qualities as dexterity, speed. This is facilitated by the actions of children in constantly changing game situations (the need to dodge in order not to be caught, to run as fast as possible in order to catch the escaping, etc.).
Outdoor games differ in content, in the nature of motor tasks, in the ways of organizing children, in the complexity of the rules.
The following can be distinguished large groups mobile games:
1. Story games - in which the actions of children are determined by the plot and the role they play. Simple rules are binding on all participants and allow you to regulate the behavior of children. IN story games can participate different amount children - from 10 to 25 people.
2. Games without a plot - games like various traps - are most often based on running with catching and dodging. The presence of these elements makes games especially mobile, emotional, requiring special speed and dexterity of movements from children.
The same group should also include games that are held using a certain set of benefits, objects and are based on throwing, throwing, hitting the target. These games can be played with small groups of children - 2 - 4 people.
3. Game exercises are based on the performance of certain motor tasks (jumping, throwing, running) and are aimed at exercising children in certain types of movement.
Play exercises can be organized for a small group of children. The movements can be performed simultaneously or sequentially. It is convenient to carry out such exercises with individual children.
4. Games with elements of competition, simple relay games are also based on the performance of certain motor tasks and do not have a plot, but they have an element of competition that encourages great activity, to the manifestation of various motor and volitional qualities (speed, dexterity, endurance, independence). In this they differ significantly from plotless games.
Games of this type can be played without division into links, teams, when each child, playing for himself, strives to complete the task as best as possible. These games can also be played with division into links, teams, where the overall result depends on the dexterity, ingenuity of each player and the coordination of the actions of the participants of the entire link.
5. independent group represent games of a sports nature: badminton, games such as basketball, volleyball, football, etc. These games use simple elements of the technique and rules of sports games that are accessible and useful to older children. preschool age and will be necessary for practicing these types of games at older ages.
Thanks to a wide variety of outdoor games, it is possible to purposefully and versatilely influence the development of the child.
Important educational functions are the rules of the game. They are available even in the most simple games. The rules create the need to act in accordance with the role: run away from the driver as quickly as possible, jump easily and high, like bunnies or balls, etc. The implementation of simple rules in outdoor games organizes and disciplines children, teaches them to act in concert, to subordinate their desires general rules, yield to a friend, help each other. If the rules are not followed, the game loses its meaning, ceases to be interesting for children.
In their organization, outdoor games are most often collective, they can unite from 2 to 25 children. Collective games are especially valuable in educational attitude. Playing in a team of peers is an important condition for educating the ability to coordinate one’s movements and one’s behavior with the movements and behavior of other children, to find one’s place in a column, in a circle, without interfering with others, to quickly change place on a signal. playground or in the hall, etc.
Outdoor games provide a wide opportunity for children to communicate with each other. In games, their relationships are formed and manifested, their attitude to various motor tasks, etc. Often in games, children pronounce poems, counting rhymes, which contributes to the development of children's speech.
Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sports games) .
In theory and methodology physical education adopted the following classification of games.
Mobile games with rules include story and non-story games. For sports games - basketball, towns, table tennis, hockey, football, etc.
Plot outdoor games reflect a life or fairy-tale episode in a conditional form. The child is fascinated by game images. He is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.
Story-driven games contain motor game tasks that are interesting for children, leading to the achievement of the goal. These games are divided into games such as running, traps; games with elements of competition (“Who will run to his flag sooner?” Etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, cerso, skittles, etc.). In working with the youngest children, fun games are used (“Paladushki”, “Horned Goat”, etc.).
The methodology for conducting outdoor games includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful didactic guidance of the game.
Of particular importance are professional training educator, pedagogical observation and foresight. Stimulating the child's interest in the game, captivating him with game activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes by separate strokes) real changes in knowledge, skills and abilities. It is important to help the child to fix positive traits and gradually overcome the negative ones. Pedagogical observation, love for children allow the teacher to carefully choose methods for managing their activities, correct the child's behavior and his own; create a joyful, friendly atmosphere in the group. Children's joy that accompanies the game contributes to the formation of the physical, mental, spiritual, aesthetic and moral qualities of the child.
The technique of conducting an outdoor game is aimed at educating an emotional, consciously acting child to the best of his ability and owning a variety of motor skills. Under the benevolent, attentive guidance of the educator, creative thinking person who can navigate environment, to actively overcome the difficulties encountered, in: to show a benevolent attitude towards comrades, endurance, self-control. and A prerequisite for the successful conduct of outdoor games is to take into account the individual characteristics of each child. Behavior in the game also largely depends on the available motor skills, typological features of the nervous system. Active motor and activity trains nervous system child, helps to balance the processes of excitation and inhibition.
The selection of outdoor games depends on the working conditions of each age group: general level physical, mental development children, their motor skills; the state of health of each child, his individual typological characteristics, the time of year, the daily routine, the place where the games are held, the interests of the children.
When selecting story-based outdoor games, one should take into account the formation of children's ideas about the plot being played. A prerequisite for preparing a teacher for outdoor games is the preliminary learning of movements, both imitation and exercise, actions that children perform in the game. The teacher pays attention to the correct, uninhibited, expressive performance of motor actions. For a better understanding of the game plot, the teacher conducts preliminary work: reads works of art organizes observations of nature, animals, human activities various professions(drivers, athletes, etc.), watching videos, films and filmstrips, conversations. The teacher pays considerable attention to the preparation of the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).
It is important to properly organize the game in relation to the content, the sequence of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, the location of the movements. Thinks over ways to gather children for the game and introduce game attributes.
Familiarization of children with a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5-2 minutes. An explanation of the subject mobile game, as already noted, is given after preliminary work on the formation of ideas about game images.
Theme of story-driven outdoor games diverse: it can be episodes from people's lives, natural phenomena, imitation of the habits of animals. During the explanation new game a game goal is set for children, which contributes to the activation of thinking, awareness of the game rules, the formation and improvement of motor skills. When explaining the game, a short figurative plot story is used. It changes in order to better transform the child into a playful image, to develop expressiveness, beauty, gracefulness of movements, fantasy and imagination. The plot story is similar to a fairy tale that evokes a recreating imagination in children - visual perception all game situations and actions that stimulate them to emotional perception.
The plot of the story, its content should be clear to children, so the use of this technique requires the teacher to plan and think through the previous work so that the children have an idea of the plot being played out. The teacher conducts observations in nature, a living corner of the behavior of birds and animals; is reading fiction, shows filmstrips, videos, movies, making up the presentations necessary for the successful conduct of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the method, and sometimes even less. educational effect from such an explanation is high - children develop a recreating imagination, fantasy. The plot story contributes to the entry into the image, the development of expressiveness of movements. The rules, the signal, are woven into the explanation of the game.
Plot stories are used in all age groups. It is often difficult for a teacher to come up with an explanation for a game. To facilitate the task, you can use verses. For example:
The chicken came out
She has yellow chicks with her.
The hen quacks:
"Ko-ko, don't go far."
Children - "chickens" walk on the lawn, collect grains for the driver, drink some water from the puddle. Approaching the driver - “cat”, “chicken” (teacher) says:
On the bench, by the path.
The cat lay down and dozes.
The "chickens" come close to the "cat", the "chicken" says:
The cat opens its eyes (Meows: “Meow-meow.”)
And the chickens are chasing.
Explaining a non-plot game, the teacher reveals the sequence of game actions, game rules and a signal. It indicates the location of the players and game attributes using spatial terminology (in junior groups with a focus on the subject, in the seniors - without it). When explaining the game, the teacher should not be distracted by comments to the children. With the help of questions, he checks how the children understood the game. If they understand the rules, then the game is fun and exciting.
Explaining games with elements of competition, the teacher also clarifies the rules, game techniques, and the conditions of the competition. Expresses confidence that all children will try to cope well with the performance of game tasks, which involve not only high-speed, but also high-quality performance (“Who will run to the flag faster”, “Which team will not drop the ball”). Proper execution movements gives children pleasure, causes a sense of confidence and a desire for improvement.
By uniting those playing in groups, teams, the teacher takes into account the physical development and individual characteristics children. In teams selects guys who are equal in strength; to activate insecure, shy kids combines them with bold and active guys.
Children's interest in games with elements of competition increases if they put on a uniform, choose team captains, a referee and his assistant. For the correct and quick completion of tasks, teams receive points. The result of the calculation determines the assessment of the quality of the tasks and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams that promote friendliness and camaraderie in the relationship of children.
Management The educator of an outdoor game also consists in the distribution of roles. The teacher can appoint a driver, choose with the help of a counting rhyme, or invite the children to choose the driver themselves and then ask them to explain why they entrust the role to this particular child; can take a leading role or choose someone who wants to be a leader. In the younger groups, the role of the leader is initially performed by the educator, doing it emotionally, figuratively. Gradually, the role of the leader begins to be entrusted to children.
During the game the teacher pays attention to the children's compliance with the rules, carefully analyzes the reasons for their violation. A child can violate the rules of the game if he did not understand the teacher's explanation accurately enough, if he really wanted to win, was inattentive, etc. The teacher must monitor movements, relationships, workload, emotional state children in the game.
Considerable attention should be paid to the options of outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, improve the psychophysical qualities of the child.
Initially, the teacher invents the options for the game himself or selects from collections of outdoor games. At the same time, the rules should be gradually complicated. For example, the teacher intonation varies the signaling interval: “One, two, three, catch!”, “One-two-three-catch!” etc.; it can change the location of children and physical education aids in the game; choose several drivers; include rules in the game that require restraint, self-control, etc. from the child.
Gradually, children are also involved in the compilation of options, which contributes to the development of children's creativity.
Leading the game, the teacher forms the correct self-esteem, friendly relationships, friendship and mutual assistance, teaches children to overcome difficulties. Overcoming difficulties P. Kapterev called moral hardening, linking it with the formation of a high spiritual potential. Proper pedagogical guidance of the game helps the child to understand himself, his comrades, ensures the development and implementation of his creative forces, has a psychocorrectional, psychotherapeutic effect.
Summing up the game, the teacher marks the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.
Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that the next time the guys will try and play better.
Variants of outdoor games can be created by the educator himself, taking into account the level of mental and physical development children of their group and providing for a gradual increase in the requirements for them.
Children themselves can be involved in compiling new versions of the game, especially in older groups.
And so, the systematic use various options games contributes to the education in children of the possibility of versatile application of the skills of movements acquired by them, improvement physical qualities, skills of handling objects, development of attention, observation of spatial orientations.
The mobile game contains unlimited possibilities for the formation of children's orientation in space, which is important in life. In outdoor games, the child solves a variety of indicative tasks: determines the direction of movement, the location of various objects around him, learns to measure his movements in the environment. In the mobile game, the orientation activity of children requires independent decision motor tasks: they learn to choose a route of movement if it is not indicated by the rules, quickly respond to a change in the game situation, sound signals, move in a group of children, coordinating their movements with the actions of their peers.
Such games are very useful because they have a beneficial effect on the vestibular apparatus, promote the development of coordination of movements, concentration of attention on a specific object, and even strengthen the cardiovascular system of the body. Apart from great benefit for health, all outdoor games bring joy to the baby. "Movement is life", and it is important not to forget about it.
It is recommended to conduct outdoor games for different types of movements during morning and evening walks or at home. Usually, outdoor games are played no more than 2-3 times with a child under two years old and about 4-5 times with a child over two years old, each game should be repeated about 2-3 times a week. In order for the child’s interest in the game not to fade, it is necessary to gradually complicate the game over time, adding movements, changing toys, and so on.
Some options for outdoor games for children.
Mobile game "Little and big" for children from 1.5 to 2 years old
Before you start playing this game, teach your child to perform movements, showing and calling them while doing so. For example, help him sit down, stand up, raise his hands, holding on to a hoop or stick.
Then you need to ask the baby to perform the movements that you will call, for example: "Show how small you were?", "Show how big you can become!". The child must learn to perform movements without your help, as well as without the help of a hoop or stick.
The mobile game "Steam locomotive" for children from 1.5 to 2 years old
The adult stands in front, the baby behind him holds on to him. The adult begins to move with the sounds "Choo-choo-choo! Tu-tu!". The game becomes more difficult by increasing the speed of movement, and then changing the places of an adult and a child.
Mobile game "Train" for children from 2 years old
An adult, together with a child, should sit on a chair and make circular movements with his hands in front of him, humming: "tu-tu!" and stamping their feet. Signal "Stop!" or "Arrived!" should mean that it's time to get off the train and pick berries or mushrooms while running around the room.
The mobile game "Roll down the hill" for children from 1 to 2 years old
Before starting the game, the child needs to be shown how to properly roll the ball from top to bottom down the hill and bring it. Then the child must start the action on their own at the request of the adult. It is good if the child rolls up large and small balls in turn. The game is complicated by the fact that the adult calls the color of the ball, and the child must roll that ball, the color or pattern of which was named.
