Synopsis. "Organization of outdoor games for preschoolers, in different types of activities." Methods for organizing and conducting outdoor games in kindergarten. Consultation for teachers "Techniques for effective management of a mobile game

Elena Ivantsova
Consultation for teachers "Techniques for effective management of an outdoor game"

Choosing a game, you must first turn to the Program. The program list of games is compiled taking into account the general and motor fitness of children of a specific age and is aimed at solving the corresponding educational tasks. Program requirements are also a criterion for the selection of folk and traditional for a given region. outdoor games, for varying motor tasks in familiar games.

Each game should give the greatest motor and emotional Effect. Therefore, you should not pick up games with movements unfamiliar to children, so as not to slow down game actions.

The motor content of the games must be consistent with the conditions of the game. Games with running for speed, with throwing in mobile the goal or the distance do not have effect in the room. It is also important to take into account the time of year and weather conditions.

Regulates the choice of the game and its place in the daily routine. More dynamic games are advisable on the first walk, especially if it was preceded by classes with significant mental stress and a monotonous body position.

On the second walk, given the general fatigue of the children by the end of the day, you should not learn new games.

Amusing game the plot evokes positive emotions in the participants and encourages them to repeatedly do certain things with unrelenting activity. tricks showing the necessary volitional qualities and physical abilities.

The competitive nature of collective mobile games can also step up action players.

The plot of the game determines the purpose of the actions of the players, the nature of development game conflict. It is borrowed from the surrounding reality and figuratively reflects its actions. (for example, hunting, labor, military, household) or custom made.

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

Motor actions in mobile games are very diverse. They can be: imitative, figuratively creative, rhythmic; performed in the form of motor tasks that require the manifestation of agility, speed, strength and other physical qualities. All motor actions can be performed in various combinations and combinations.

Methodology mobile games includes myself:

Gathering children to play, creating interest,

Explaining the rules of the game

The distribution of roles, the choice of the driver,

- game control,

- debriefing.

Gathering children to play the creation of interest. Older children love and know how to play. You can agree with them on the place and signal of the gathering long before the start of the walk. Children younger age do not accept such methods. Directly on game the playground of older children can be collected with the help of barkers (One, two, three! Play quickly run) Effective and surprise moments: those who manage to run under a rotating rope will play, who will be able to slide along an icy path, etc.

The organization of kids requires great resourcefulness from the educator, because they still need to be taught to play, to form an interest in outdoor games.

That's why supervisor attracting the attention of the kids, he himself must begin to play with enthusiasm, offers in a mysterious voice.

Throughout the game it is necessary to maintain interest. tricks creating interest are closely related to methods of collecting children. Sometimes it's the same. For example, an intriguing question to kids: "Do you want to be pilots? Run to the airfield."

Huge Effect has a play on attributes. For example, the teacher puts on a mask - cap: "Look, children, what a big clumsy bear has come to play with you."

in senior groups tricks interest creations are used mainly when the game is being learned. This is most often, poems, songs, riddles (including motor) on the topic of the game, examining footprints in the snow or icons on the grass, by which you need to find those hiding, changing clothes, etc.

Explanation of the rules. The explanation of the game should be short and clear, interesting and emotional. All means of expression - voice intonation, facial expressions, gestures, and in story games and imitation should be used appropriately in explanations in order to highlight the main point, create an atmosphere of joy and give purposefulness game actions. Thus, the explanation of the game is both an instruction and a moment of creation. game situation.

For young children, the explanation is carried out in stages, i.e. during game actions.

A preliminary explanation of the game for older preschoolers is to teach them to plan their actions. Subsequence explanations: name the game and its idea, briefly state the content, emphasize the rules, recall the movement (if necessary, distribute roles, distribute attributes, place players on the court, start game actions.

If there are words in the game, then you should not specifically learn them during the explanation, children will naturally remember them during the game.

If the game is familiar to children, then instead of explaining, you need to remember certain important points with them.

Distribution of roles. The leading role is always a temptation. Therefore, during the distribution of roles, various conflicts occur.

Children should perceive the choice for the main role as encouragement, as trust, as the confidence of the educator that the child will fulfill an important assignment. Lead role assignment is the most common reception. The choice of a teacher must be motivated. "Masha was the first to hear the barker and quickly ran. She will be an entertainer." All children basically want to be drivers, so supervisor must himself appoint them according to his ability. Drivers can also be assigned player, who won the previous game, encouraging him for not being caught, completing the task better than others, taking the most beautiful pose in the game, etc.

For appointment to a leading role, counting rhymes are often used. They warn conflicts: whoever has the last word, he will drive. Truly counting rhymes are clear to the elders children: behind hand everyone is watching jealously. Therefore, it is impossible to divide words into parts. The counting machine must be impeccable in pedagogical sense.

You can assign roles with the help of a "magic" wand, all kinds of turntables (spinning tops, hoops, skittles, etc., with the help of interceptions, etc.

Game Guide. In general, control over the course of the game is aimed at fulfilling its program content. This determines the choice of specific methods and tricks.

teacher movement needs to be monitored. preschoolers: encourage successful performance, suggest the best course of action, suggest actions to the confused, give the necessary signals, avoid static postures (squatting, regulate physical activity, which should increase gradually, help by personal example. But a large number of comments about improper performance negatively affects the mood of the children.Therefore, comments should be made in a friendly manner.

The same goes for the rules. Overwhelmed by a joyful mood or image, especially in story games, children break the rules. There is no need to reproach them for this, especially to exclude them from the game. It is better to praise the one who did the right thing. Weakened children especially need the benevolent reactions of the educator. Some of them sometimes, having come up with a convenient excuse, need to be excluded from the game for a while (help the teacher - hold the second end of the rope)

The repetition and duration of the game for each age is regulated by the program, but the teacher must also be able to assess the actual situation. If children cough while running, it means they are tired and cannot catch their breath. You need to switch to another, more relaxed game.

An important point guides is the participation of the educator in the game. With young children, direct participation is mandatory. teacher in the game, which most often plays the main role.

Signals in games for children up to school age it is better to give not with a whistle, but with verbal commands, which contributes to the development of the second signal system, recitatives are also good.

Summing up. big educational value It has summarizing, evaluation of results, actions of children, their behavior in gaming activity. At summing up At the end of the game, the teacher marks those who showed dexterity, speed, and followed the rules. Names those who break the rules. The teacher analyzes how success was achieved in the game. The outcome of the game should be optimistic, short and specific. Kids need to be commended. Summing up The results of the game should be held in an interesting and entertaining way.

Variation and complication outdoor games. As children accumulate motor experience, games need to be complicated, but the sequence of actions and episodes remains constant. Changes must always be justified. In addition, complications make well-known games interesting for children.

By varying the game, one cannot change the idea and composition of the game, but Can:

- increase dosage (repetition and total duration of the game);

- complicate motor content (sparrows do not run out of the house, but jump out);

- change the placement of players on the court;

– change the signal;

- complicate the rules (in the older group, those caught can be rescued)

Children themselves can be involved in compiling game options, especially in older groups.

IN mobile games for older children preschool age more complex movements are used. Children are challenged to react instantly to change. game situation, to show courage, ingenuity, endurance, skill, ingenuity. Movable games become more complicated in content, rules, number of roles (up to 3–4, roles are distributed among all children; relay race games are used.

For most games the leader needs a bright, colorful inventory, since in children the visual receptor is still poorly developed, and attention is scattered. The inventory should be light, convenient in volume, and correspond to the physical capabilities of children. The walk must be planned mobile games and games exercises of varying intensity. During the month, 15-20 can be held outdoor games(including relay race games, while 3-4 new games have been learned.

The total duration of the game is 10-12 minutes.

1. Workshop for preschool teachers
2. "Organization of outdoor games for a walk"

1. Target :
2. expanding the knowledge of teachers about increasing the motor activity of children during a walk.

Organizer: Art. teacher Andronova A.V.

1. Workshop program:

1. BLitz survey
2. Display of outdoor games, analysis of the games.
3. Joint work of teachers - drawing up a script for a sports holiday.

1. Progress of the workshop.

1. Message Art. educator on the topic:Planning and organizing outdoor games with preschool children on a walk.

In the daily routine of each age group There are two walks: morning and evening.

The task of walking in the morning - restore strength after class, get the maximum positive charge.

A walk should give a child relaxation, relieve stress after classes and create a cheerful mood for him, which in turn provides an appropriate tone for the successful physical and mental development of the child in other conditions and activities.

Speaking about planning a walk, you need to remember that there is a generally accepted structure for a walk.

If before the walk there was a physical education or music lesson, then the walk will begin with observation.

If there were calm activities, then the walk will begin with mobile activities.

When planning content educational work on a walk, the teacher providesuniform alternation of calm and motor activity of children,proper distribution of physical activity throughout the walk, adhering to next approximate structure of the walk:

• calm, independent activities of children (games, observations);
• then outdoor games with elements of sports, sports entertainment;
• labor activity of children.

Planning work on the development of movements on a walk should contribute toconsolidation, improvement of games and physical exercises, increase the physical activity of children. It is important to choose the right time for games and exercises.

It is impossible to allow organized motor activity to be carried out at the expense of the time of independent activity of children.

The duration of mobile activities is 60-70% of the total duration of the walk,at the same time, the independent activity of children should not be infringed.

Outdoor games.An important place in the walk is occupied by an outdoor game in which all the children of the group take part. To this end, the teacher arouses children's interest in the game, makesher fascinating. Only the unconstrained active participation of children in the game creates in them
joyful mood and provides its pedagogical effect.

The number of outdoor games - from one to three.
When choosing outdoor games, it is necessary to pay attention to the type of basic movements. INwarm seasonmore outdoor games should be giventhrowing, crawling, climbing.
In cold weather -running, throwing, jumping.

The educator organizes and conducts the game, who not only leads, but also participates in the game, taking on the most responsible role.The duration of one game is 3-5 minutes, 7-10 minutes.
(depending on the age of the children and the state of health).

It is important that all pupils of the group take part in outdoor games. To this end, onwalks are planned onlygames familiar to children.

With new games kids meet in physical education.

Games help solve important tasks of upbringing, teaching children, the ability to listen, be attentive, properly manage their movements, get used to discipline and a conscious attitude to classes.

The use of outdoor games requires compliance with the following methodological principles:

Taking into account the age characteristics of children: the older the children, the more difficult the games become, the more important the plot, role-playing drawing is, the rules gradually become more complicated,
the role of personal initiative becomes more significant.

Compliance with the physiological laws of adaptation to stress.

A clear explanation of the rules of the game and the distribution of roles.

In the selection of outdoor games and competition elements, it is necessary to take into account the individual characteristics of the physical development and health of children.

Games, being a specific type of child's activity, are widely used in physiotherapy exercises to solve the set medical problems.

Let me remind you that the choice of timing and exercises
on a walk depends on the previous work in the group.

If a physical education or music lesson was held in the morning, then it is desirable organize games and exercises in the middle or end of the walk, and at the very beginning to provide children with the opportunity to play on their own, exercise with a variety of benefits.

On other days, it is advisable to organize the motor activity of children at the beginning of the walk, which will enrich the content of their independent activity.

On the days of physical educationone outdoor game and some physical exercise (sports exercise or exercise in the main type of movement) is organized with children.On other days when the lesson is not held, an outdoor game, a sports exercise and an exercise in the main type of movement (jumping, climbing, throwing, throwing and catching a ball, etc.)

When conducting exercises, the main types of movements, you should use different methods of organization (frontal, subgroup, individual). The most appropriate is mixed use different ways organizations.

It is advisable to organize the exercises of children in the main types of movements into subgroups, depending on the degree of mobility of children.

During the walk, outdoor games and game exercises of varying degrees of intensity (sedentary, medium activity, high physical activity) should be planned.

During the month, 15-20 outdoor games (including relay race games) can be held, while 3-4 new games are learned.

Let me remind you that the total duration of the game is 3-5 minutes, 7-10 minutes.

The healing effect of a walk largely depends on the properly organized motor activity of preschoolers. When planning a walk, the teacher provides for individual work with children in physical education. Individual work on physical education should be planned daily and with those children who have problems in mastering the basic movements. Please note that there are children with varying degrees of mobility. Individual work can take place in an entertaining game form, sports games and entertainment.

For example, recommended for older groupsports exercises and elements of sports games: badminton, table tennis, basketball, football, hockey, gorodki.

Sport games.Sports games and exercises are carried out daily during walks or in the gym.

Basketball. Passing and throwing the ball to each other with two hands, throwing into the basket with two hands from behind the head. Mastering the game according to simplified rules.

Football. Passing the ball to each other with hitting it with the right or left foot in a standing position, tossing the ball with the foot, hitting the ball into objects, scoring into the goal. Mastering the game according to simplified rules.

Hockey. The ability to skate, drive the puck with a stick, pass the puck to each other, drive the puck into the goal. Mastering the game according to simplified rules.

badminton. The ability to properly hold the racket, hit the shuttlecock, throw it to a partner without a net. Mastering the game according to simplified rules.

Tennis. The ability to hold a racket, hit the ball, throw it over the net. Mastering the game of table tennis and tennis according to simplified rules.

Role-playing games.Role-playing games should correspond to the age, interests, developmental level of children and take into account gender-role differentiation. They go on the basis of the knowledge that children have. Topics should be varied.Games are held on everyday, industrial topics; games to reinforce the rules of the road and the rules of behavior on the streets of the city; construction, theatrical; games, themes of which are connected with modern life.

To organize a role-playing game, there should be a minimum of ready-made manuals. When a child has a full arsenal of aids, the child repeats production actions. If the child has substitute objects, the child begins to develop the game and his actions turn into a role-playing plan. This is very important when preparing children for school.

Exercises for the development of fine motor skills of the fingers. The movement of the fingers and hands of the child have a special developmental impact. In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and tonic effect on the body. Regular exercises with balls improve the memory, mental abilities of the child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and manual dexterity, maintain vitality.

Work on the development of hand movements should be carried out regularly, only then the greatest effect from the exercises will be achieved. Tasks should bring joy to the child.

Avoid boredom and overwork.

These exercises should be carried out in accordance with the time of year, weather conditions. These exercises are carried out in all age groups, starting from a younger age individually, with a subgroup of children and frontally. The complex is held at any convenient time of the day, daily. The set of exercises aimed at developing fine motor skills includes:

Finger gymnastics -It is recommended to conduct with children who have problems in speech development.

• Laying out on asphalt, sand, snow from natural materials (sticks, pebbles, plastic corks, autumn leaves, fruits and other materials).
• Buildings made of natural material (anthill, broom made of blades of grass).
• Sand games (sifting, cakes, molds).
• "Guess by touch."
• Drawing under the pronunciation of the text.
• Drawing with a stick, crayons on asphalt, sand, snow.

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It should be reflected in the plans of learning a new game.Approximately 35 new games are held throughout the year. 5 familiar games and 1 new one are planned for the week.

Bright attributes should be prepared for each outdoor game. These can be emblems on ribbons, various hats of birds, animals, large soft expressive plot toys. Materials and equipment used to organize independent activities of children (ices, puppet sleighs, boxes for transporting snow, large plywood figures of animals from favorite fairy tales, molds, shovels, buckets, sticks for drawing in the snow, signets, reins, sultans, flags, skittles , masks for role-playing games, skis, equipment for experiments, snow gauge, toys made from waste material). It is necessary to comply with sanitary and hygienic requirements for the storage and placement of external material.

Mobile games solve several problems:

increase the emotional tone of each of the children,

meeting the need for a variety of active movements,

clarification of knowledge about various objects (birds fly, bunny jumps),

orientation in the environment (we ran to the sandbox, to the veranda, etc.),

the ability to listen to an adult and perform movements in accordance with the requirements of the game.

In the process of outdoor play, children learn dialogue speech when they do not just repeat after an adult, but answer him. In the process of outdoor play, the child receives satisfaction both from friendly communication with peers and from the bright attributes that an adult brings to the game.

Outdoor games during a walk activate the movements of children, enrich them with new vivid impressions. In outdoor games, the ability of each child to listen carefully to the speech of an adult, to fulfill his requirements, to coordinate his actions with the actions of his comrades is consolidated.

Outdoor games are planned and conducted by the educator independently, taking into account the wishes of the children, according to the recommendations of specialists or thematic. They can be very diverse, therefore, in order to avoid monotonyit is advisable to plan outdoor games by days of the week, weeks.Such planning makes it possible to take into account the interests of each child, to fully cover program material in the section of outdoor games, organize the activities of the educator.

In the process of daily outdoor games and physical exercises on a walk

the motor experience of children is expanding, their existing skills in

1. basic movements; develop dexterity, speed, endurance; formed

independence, activity, positive relationships with peers.

BLitz survey

1. Which of all children's activities are more important?

2. How many outdoor games are played per day?

3. The main task of outdoor games?

4. How, on what basis are outdoor games selected?

5. The role of outdoor play in preparing children for school?

1. 2. "Organization of outdoor games" teacher Kolobovnikova N.V.
2. The value of outdoor games.

Outdoor play is one of the important means of comprehensive development of children. It provides physical, mental, moral, aesthetic education. Active motor activity of a gaming nature and the positive emotions it causes

enhance all physiological processes in the body, improve the functioning of all organs and systems, and also develop motor skills and abilities, develop physical qualities (speed, agility, accuracy, flexibility, speed-strength qualities). The game contributes to the development of mutual assistance, collectivism, honesty, discipline, promotes the development of strong-willed qualities (restraint, courage, determination, the ability to cope with negative emotions). In outdoor games, the child is given the right to decide how to act in a given situation, to make his choice to achieve the goal. Games help to expand and deepen your ideas about the world around you, solve the problems of developing speech, mathematics, etc.

1. 2. The purpose of the game.

The purpose of the game is chosen to consolidate the material learned by children in the process of motor activity (for example: to consolidate the motor skill - throwing a bag at a vertical target, to develop a motor quality - accuracy, eye, to cultivate moral and volitional qualities ... and tasks from other sections can be solved.)

1. 3. Classification of outdoor games.

Mobile games are divided into 2 groups:

elementary - plot, plotless, fun games;

complex - football, gorodki, volleyball, etc.

According to the motor content (the dominant main movement is running, jumping, etc.)

According to figurative content:

a) plot - they are characterized by roles with motor actions corresponding to them, reflect the phenomena surrounding life, the habits of animals and birds, transport, people's actions). Especially popular in the younger and middle groups.

b) plotless - do not have a plot, images, but are similar to the presence of rules and roles in the plot. These games are associated with the performance of a specific motor task and require independence, speed and dexterity from children. ("Traps", "Running", "Who will throw further", "School of the ball", "Kingley", "Ring throw")

According to dynamic characteristics - games are distinguished by the degree of physical activity

(small, medium and large mobility)

By the number of children - in the younger group - 1 role ("Cat and Mice"): in the older group - 3-4 roles ("Geese-swans)

By the number of rules - in the younger group - 1-2 rules; in senior groups -3-4

By the presence of verbal accompaniment - poems, songs, recitative. (“On a flat path,“ We, funny guys, love to run ... ”). The text sets the rhythm for the movement. The end of the text serves as a signal to stop the action or to start new movements.

1. 4. Variability of the complication of the game.

1. Increase the distance.

2. Change the type of movements.

3. Change the pace of movements.

4. Increasing the number of traps.

5. Increasing the number of children.

5. Complication of rules.

6. Change the placement of the players.

7. Change the signal to start the game (verbal, sound, visual)

Children themselves can also be involved in compiling new versions of the game.

1. Methods of conducting mobile games.

1. 1. Choice of game.

Games are selected in accordance with the program objectives of a given age.

The time of year and weather conditions are taken into account.

Place in the daily routine (dynamic in the 1st half of the day, in the 2nd different games but take into account

fatigue and physical activity during the day.

At the request of the children

At the request of the birthday.

At the request of those who distinguished themselves by something good.

1. 2. Gathering children to play.

Make markings on the playground, prepare manuals and equipment.

Gathering for the game 1-2 min.

Senior age:

Barkers ("One, two, three, run quickly to play!")

Riddles

Show bright picture

A word, a beat on a tambourine, a bell, a wave of a flag, a whistle.

Instruct individual children to gather the rest while the top is spinning.

or music playing

- “Those who manage to run under a rotating rope will play

Younger age: - singing a song, telling a poem, defiantly accompanying the movement "My cheerful sonorous ball ...".

ring the bell

Gather the children with a display of brightly colored toys.

Wear a hat mask

1. 3. Explanation of the game.

It should be short, understandable, interesting and emotional.

At a young age gr. The teacher places the children in a circle. The explanation is made during the game itself.

The teacher himself places and moves the children, tells how to act, is accompanied by a show (“how a bunny jumps,“ a car drives out ”). It is not necessary to learn the text specifically, children will learn it during the game. The teacher takes on the main role, and then, when the kids get used to the game, he entrusts this role to the children themselves.

In older groups, children are placed in a row, in a semicircle, in a flock. Explanation sequence: name of the game, content, underline the rules, distribute roles, distribute attributes, place players, start game actions.

If the game is difficult, there is no need to give a detailed explanation, but it is better to do this: first explain the most important thing, and then, during the game, supplement the main story with specific details. The rules are updated when it is repeated.

If the game is familiar, you can involve the children themselves in the explanation or remember some important points.

1. 4. Distribution of roles

Rhythm (they prevent conflicts)

With the help of all kinds of turntables (yule, pin)

Optional

By the choice of the birthday

1. 5. Guide during the game.

In general, control over the course of the game is aimed at fulfilling its program content. All play activities are directed by the teacher. He gives commands, the signal to start the game,

instructions during the game, evaluates the actions and behavior of children, encourages successful performance, suggests how it is advisable to perform the movement, makes comments in a friendly manner, and regulates physical activity.

Games of great mobility are repeated 2-4 times, more calm 3-5 times. The total duration of the game in the younger group is 5-7 minutes, in the older group - up to 15 minutes.

1. 6. End of the game, debriefing.

Summing up the results of the game should take place in interesting form to evoke desire

achieve even better results next time. In the younger group, the teacher ends the game with a proposal to move on to some other activities of a more relaxed nature.

In the older groups, the results are summed up: those who correctly performed the movements are noted, showing dexterity, speed, ingenuity, following the rules, helping out comrades, naming those who violated the rules, analyzing how success was achieved. Children can be involved in the discussion. This teaches them to analyze their actions, causes a more conscious attitude towards the implementation of the rules of the game and movements.

When the teacher is well aware of the organization scheme and the methodology for conducting an outdoor game, observes it, uses interesting speech material, then children have an interest in games, a need for them. Skills of self-organization, responsibility and discipline are formed.

1. Experience exchange. Demonstration of promising plans for outdoor games for all age groups (educators).

4. Display of outdoor games for use on a walk.

5. Joint preparation of the script for a sports holiday.

At the end of the workshop, an analytical conversation was held with the participants, and after an exchange of views, decisions were made:

1. Design long-term plans in the same style.
2. Create informational booklets for parents about the importance of outdoor games.
3. To hold a sports festival "Merry Starts" on the street.

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Topic: Organization and methodology of outdoor games

KHABAROVSK

Introduction

1. History of outdoor games

2. The value of outdoor games

3. Methodology, organization and conduct of outdoor games and relay races

3.1 Characteristics outdoor games and relay races

3.2 Pedagogical requirements for games

3.2.1 Distribution to teams

3.2.2 Appointment of team captains

3.2.3 Explanation of the game

3.2.4 Dosing during play

Conclusion

List of used literature

Introduction

The game is a historically established social phenomenon, an independent type of activity inherent in man. The game can be a means of self-knowledge, entertainment, recreation, a means of physical and general social education, a means of sports. Games are a treasure trove of human culture. Their variety is huge. They reflect all areas of material and spiritual creativity of people. Naturally, many branches of knowledge have been and are engaged in the study of games: history, ethnography, anthropology, pedagogy, theory and methodology of physical education, etc.

By its very nature, the game unobtrusively encourages its participants to use their knowledge, skills and abilities more deeply and more fully in coordinated actions with teammates, develops attention, operational thinking, a sense of collectivism, responsibility, mutual assistance and many other socially important and useful qualities.

In this regard, outdoor games selected for physical culture lessons should help to master or consolidate the necessary knowledge, skills and abilities.

By playing competently and systematically selected specialized or auxiliary outdoor games by the teacher, students master the skills to think faster and better, analyze the current situation, strengthen their health and improve functionality organism, master actual methods of physical culture activity with general applied and sports-recreational orientation of the subject.

To improve the overall effectiveness of the classes, the recommended games are designed in such a way that their practical implementation is carried out mainly in such a way that all students play at the same time. And the content of the game itself can easily and quickly vary - become more complicated or simplified at the discretion of the teacher, based on the specific educational situation that is developing.

Thus, outdoor games and relay races play a significant role in the process of professional education of student youth, bringing up the basic physical and vital qualities necessary for future specialists.

1. History of outdoor games

The game has long been an integral part of human life, used for the purpose of education and physical development of a person.

Physical exercises in primitive society were most closely connected with labor processes, religious rites, education and military affairs.

Physical culture began to take shape at a certain level of economic and social development in the era of the Upper Paleolithic, i.e. about 50 thousand years ago.

More advanced tools of labor, as well as the emergence of tribal associations, gave people the opportunity not to limit their activities to the manufacture of items that serve to satisfy the most primitive needs of life. Of decisive importance was the understanding by people of the fact that the hunter must be able to run fast, carefully sneak up on shy game, be strong in the fight against a large animal, and when meeting a fast animal, he must deftly and without a miss hit the target. Therefore, the hunter had to constantly train, develop strength, dexterity, and accuracy. In the manufacture of projectiles for throwing, trial throws had to be made. Such exercises have become an integral part of preparing the younger generation to fulfill the tasks that life in a horde, clan, tribe put before them. In primitive society, children and adults took part in outdoor games with a ball and sticks. The victory in the competition brought fame to the tribe, and the winners were awarded prizes.

2. The value of outdoor games

Game is a very broad concept and covers very diverse phenomena: from the simplest movements of a baby to athletic ice hockey. The game accompanies the life path of a person - from his infancy to old age.

Depending on the importance given to games, the attitude towards them is determined.

The game is a form of activity in which a person's worldview is formed, his attitude to the team. Like no other type of activity, the game is capable of cultivating the skills of collective action. It disciplines people, teaches them to obey the rules, to respect each other.

According to the theory of excess energy, play activity occurs due to the accumulation of excess, unused energy in the body, which must be removed, which is achieved through the game.

The special significance of outdoor games lies in the fact that they are widely available to people of all ages. Outdoor games, despite the huge diversity associated with ethnic and other characteristics, one way or another reflect such common characteristics inherent in this form of activity as the relationship of the players with the environment and the knowledge of reality. The purposefulness and expediency of behavior in achieving the intended goal, associated with suddenly emerging and constantly changing conditions, the need for a wide choice of actions, require manifestation creativity, activities, initiatives. Such a breadth of use of opportunities, expressed in independence and relative freedom of action, combined with the fulfillment of voluntarily accepted or established conventions while subordinating personal interests to common ones, is associated with a vivid manifestation of emotions. All this from a methodological point of view characterizes the outdoor game as a multifaceted, complex in terms of impact, pedagogical means of education. Complexity is expressed in the formation of motor skills, the development and improvement of vital physical, mental and moral-volitional qualities. However, such a versatile impact does not prevent the selective orientation in the use of folk outdoor games.

The presence of a competitive element in natural species movements allows you to use folk outdoor games to prepare for sports games. Proper selection and management of games are of decisive importance in instilling in the trainees a sense of collectivism, activity, initiative, and conscious discipline; perseverance in achieving the goal, courage.

Outdoor games have a health-improving, educational and educational value and are easily accessible for family physical education. They have been proven to have a beneficial effect on nervous system and improve health.

3. Methodology, organization and conduct of outdoor games and relay races

Outdoor games and relay races are used in physical education classes to improve the overall physical fitness of students.

Systematically organized outdoor games with proper conduct render positive influence on the dynamics of the physical development of those involved. The teacher needs to pay attention not only to the size of the teams, which should be the same, but also to ensure that the strengths of the players are approximately the same.

The teacher should instill in students a serious attitude towards outdoor games. It should be explained that this or that game has educational and training value. Consciously fulfilling game tasks, students will engage in outdoor games with increased interest and better discipline.

Considering outdoor games and relay races on the basis of the organization of the players, the following can be distinguished:

a) without dividing the team into teams (games based on the simplest relationships between participants);

b) with the division of the team into teams (games aimed at educating collective actions).

Games can take place in various combinations:

a) games where active martial arts take place;

b) games without contact with an opponent;

c) relay race games, in which the actions of each participant are equally directed, are associated with the performance of individual tasks.

Relay races, depending on the formation of the players, can be linear (competitors stand in parallel columns), oncoming (each team is located in two columns that line up against each other behind opposite lines of the site).

Given that one of the main tasks of physical education is the development and improvement of the physical qualities of those involved, it becomes necessary to evaluate the games used in terms of the participants' motor activity, the intensity of their game activity (table 1).

Table 1 - Grouping of games according to the manifestation of physical qualities among those involved (according to V.G. Yakovlev)

qualities, manifested in	Characteristics of game actions
Agility	Games that awaken you to immediately move from one action to another. Games that require the ability to focus on several actions at the same time (running, jumping, dodging actions)	Kick-outs, Circle bast shoes, Shootout, Challenging for the ball, Passing the ball in the column
Rapidity	Games that require timely motor responses to visual, sound signals, with short dashes; overcoming small distances in the shortest possible time; with speed running in changing conditions	Catch Up, Offensive, Circle Relay, Head Relay, Who's Faster
	Games with short-term muscle tension of dynamic and static character	Relay with a hoop and a skipping rope, Rope in pairs, Climbing and climbing relay, Changing places
Endurance	Games with repeated repetitions of active, vigorously performed actions associated with continuous intensive movements, in which active actions alternate with short pauses for rest, transitions from one type of movement to another	Challenging for the ball, Volleyball passing on the net, Volleyball with two balls

3.1 Characteristic features of outdoor games and relay races

A characteristic feature of outdoor games and relay races is voluntariness and emotionality. Relative freedom, independence of actions in the game with the acceptance of the obligation to comply with a number of conditional requirements.

Game activity is characterized by the fact that it is directly related to certain functional changes in the body.

It is important to keep in mind that higher nervous manifestations are always to some extent determined by the functions of the subcortical regions of the brain and can, under certain conditions, be intertwined with certain instinctive reactions. This dependence is especially evident in the emotional actions of students. The figurative or conditional design of the game provides for the achievement of certain goals in conditions of changing situations (permanent or random). A game plan can be created based on specific tasks of physical impact.

The most significant feature of outdoor games and relay races must be considered the reflection in them of two characteristic and important types of relationships between people: competitive wrestling; cooperation.

Elements of competitive wrestling are inherent in all outdoor games and relay races, and they occupy a leading place in the practical content of all basic game actions.

Cooperation between the players is carried out in most outdoor games. It is very important that cooperation in outdoor games, as a rule, is conditioned by the specific conditions and tasks of the competitive struggle unfolding in them. In outdoor games, all the necessary actions are performed in the conditions of the joint activity of a certain group of players. In this case, each participant has to come into contact with other players and interact with them.

An important feature of outdoor games and relay races is that game actions are carried out in unexpectedly changing external conditions. Each player seeks to put himself in the most advantageous position compared to his opponent and, at the same time, create the greatest possible difficulties for the latter in the implementation of game goals.

The variability of game situations causes the participants in the game to constantly and thoughtfully navigate, which leads to the manifestation of such qualities as observation, the ability to analyze and evaluate the current situation.

3.2 Pedagogical requirements for games

relay race pedagogical game

When choosing a particular game, one should take into account the preparedness of the group and the tasks that will be solved during the game. Factors such as the composition of the group, the venue and the availability of equipment should also be taken into account.

Each game begins with the organization of participants - the distribution into teams, the appointment of captains. When conducting team games, and they are the most effective means of reinforcing skills, it is necessary to ensure that all teams are equal in strength.

3.2.1 Distribution to teams

The players are distributed at the discretion of the leader in cases where it is necessary to make teams of equal strength (during complex sports games).

The players are divided into teams by calculation: they stand in a line, they are calculated for the first or second; The first numbers will make up one team, the second - the other. This is the fastest way, it is most often used in physical education classes. But with this method of separation, the teams are not always equal in strength.

Separation by figured marching or calculation of the driving column. There should be as many people in each row as there are teams required to play. The composition of teams with this method is random and often not equal in strength.

Allocation to collusive teams. Children choose a captain, divided into pairs, agree on who will be who, and the captains choose them by name. With this distribution, the teams are almost always equal in strength. It can only be used in cases where the game is not limited in time.

Distribution by appointment of captains. Children choose 2 captains, who take turns choosing players for their team. This method is quite fast, and the teams are equal in strength. The negative side is that captains are reluctant to take on weak players, which often leads to resentment and quarrels.

Permanent teams can be not only for sports games, but also for complex outdoor games and relay games.

3.2.2 Appointment of team captains

It is desirable that as many participants as possible be in the role of captain. There are several ways to select captains:

As directed by the head. The head appoints the captain, taking into account his role in the game. The advantage of this method is that the most suitable captain is quickly selected. But at the same time, the initiative of the players is suppressed. The manager appoints the captain in the event that the players do not know each other. Upon appointment, the manager must briefly explain his choice.

By lot. By calculation, throwing and in other ways. Often they use the method of counting, throwing - the one who throws the stick, stone, ball, etc. further leads. This method takes a lot of time.

The choice of the players. This method is good in a pedagogical sense, it allows you to identify the most worthy captains. It is good to prioritize the selection of the captain so that each participant has been in this role. This contributes to the development of organizational skills and activity.

According to the results of previous games. This must be communicated to the participants in advance so that they strive to show the necessary qualities in the game.

The listed methods of choosing captains must be alternated depending on the task, the conditions of the lesson, the nature and number of players and their mood.

3.2.3 Explanation of the game

The success of a game largely depends on its explanation. Starting to explain, the leader must clearly imagine the whole game.

name of the game;

the role of the players and their location;

game progress;

the purpose of the game;

rules of the game.

The story should not be monotonous. The story should not use complex terms. New concepts, new words need to be explained.

For better assimilation of the game, it is recommended to accompany the story with a demonstration. It may be incomplete or complete. When explaining, it is necessary to take into account the mood of the students. Noticing that their attention has weakened, the leader should shorten the explanation or revive it.

3.2.4 Dosing during play

In outdoor games it is difficult to take into account the capabilities of each participant, his physical condition in given time. Therefore, excessive muscle tension is not recommended. It is necessary to provide optimal loads. Intensive loads should be alternated with rest.

When starting to conduct, it is necessary to take into account the nature of the previous activity and the mood of the children (after great physical or mental effort - games with less intensity).

It should be borne in mind that, with an increase in the emotional state of the players, the load in the game increases. Players who are passionate about the game lose their sense of proportion, wanting to surpass each other, do not calculate their capabilities and overstrain. It is necessary to teach children to control and regulate their actions in the game. The load of younger students should be increased more gradually than older ones. Sometimes it is necessary to interrupt the game, although the players have not yet felt the need for rest.

You can arrange short breaks, using them to analyze mistakes, count points, clarify rules, shorten distances, reduce the number of repetitions. You can increase the mobility of the participants in the game, complementing the obstacle, increase the distance.

It is desirable that all players receive approximately the same load. Therefore, you can only remove losers from the game for a very short time.

The duration of an outdoor game also depends on the weather. In winter outdoor games, athletes must intensively perform movements without interruption. It is impossible to give the players strong loads, followed by rest, so as not to cause perspiration, and then rapid cooling. Winter games should be short.

The direction in the game depends on the size of the site, and the larger it is, the more directions the participants receive.

Considering all these factors, it is possible to organize and conduct the game with maximum benefit.

Conclusion

In conditions modern civilization due to a sharp decrease in human motor activity, the role of systematic exercises increases exercise, mobile games.

Various outdoor games help to develop various muscle groups of the body, coordination of movements, and contribute to the development of thinking.

But in order for the effect of the game to be positive, it is necessary to take into account the physiological characteristics of people of different ages when choosing it; in many respects the success of the game depends on the choice of the place of its holding and the preparation of this place for the game, the explanation of the rules, the division into teams and the choice of captains.

As for the dosage during the game, excessive muscle tension is not recommended. It is necessary to provide optimal loads. Intensive loads should be alternated with rest.

List of used literature

1. Geller E. M. Outdoor games in the sports training of students - Minsk: Higher School, 1977. - 172 p.

2. Zhukov M.N. Outdoor games - Moscow: Higher education, 2000. - 157 p.

3. Kodzhaspirov Yu.G. Developing games at physical culture lessons - Moscow: Drofa, 2003. - 170 p.

4. Popenchenko V.V. Physical education at the university - Moscow: Higher school, 1979. - 120 p.

5. Yakovlev V.G., Ratnikov V.P. - M.: Enlightenment, 1977. - 144 p.

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The method of conducting an outdoor game includes unlimited possibilities for the complex use of various techniques aimed at shaping the child's personality, skillful pedagogical guidance of it. Of particular importance is the professional training of the educator, pedagogical observation and foresight.

The organization of the game includes preparation for its conduct, i.e. the choice of the game and the place for it, the layout of the site, the preparation of inventory, the preliminary analysis of the game.

The methodology for conducting an outdoor game includes: gathering children for a game, creating interest, explaining the rules of the game, distributing roles, and managing the course of the game. Summing up as a methodological stage is the announcement of the results, relaxation, summing up the game and its evaluation.

When conducting an outdoor game, it should be remembered that it is necessary to collect children in the place on the site from where the game actions will be started, the collection should be fast and interesting. The explanation of the game is an instruction, it should be short, understandable, interesting and emotional. Roles determine the behavior of children in the game, the choice for the main role should be perceived as encouragement, as trust.

Gathering children to play. Older preschoolers love and know how to play. To gather children for a game and create interest, you can agree on a place and a gathering signal long before the start of the game, collect with the help of barkers (“One, two, three, four, five - I call everyone to play); instruct individual children to gather the rest within a set limited time (for example, while a melody is playing); use sound and visual cues; use surprise tasks: for example, the one who manages to run under a rotating rope will play.

Game selection. Choosing a game, the educator refers, first of all, to the Program of education and training in kindergarten. The program list of games is compiled taking into account the general and motor fitness of children of a specific age and is aimed at solving the corresponding educational tasks. Software requirements are also a criterion for the selection of folk and traditional outdoor games for a given region, for varying motor tasks in familiar games.

The selection and planning of outdoor games depend on the working conditions of each age group: the general level of physical and mental development of children, their motor skills, the state of health of each child, his individual typological characteristics, the time of year, the features of the regime, the venue, the interests of children.

When selecting plot games, the formation of the child's ideas about the plot being played is taken into account. For a better understanding of the game plot, the teacher conducts preliminary work with the child: reads works of art, organizes observations of nature, the habits of animals, the activities of people of various professions (firefighters, drivers, athletes, etc.), watches video, film and filmstrips, conducts conversations. The teacher pays considerable attention to the preparation of game attributes. The teacher makes them together with the children or in their presence (depending on age).

Each game should give the greatest motor and emotional effect. Therefore, you should not select games with movements unfamiliar to children, so as not to slow down game actions. The motor content of the games must be consistent with the conditions of the game. Games that run at speed, throw at a moving target, or throw at a distance have no effect indoors. It is also important to take into account the time of year and weather conditions. For a winter walk, for example, logical games are more dynamic. But sometimes the slippery ground interferes with the dodge run. In summer it is convenient to compete in fast running, but in very hot weather it is better not to hold such competitions.

Regulates the choice of the game and its place in the daily routine. More dynamic games are advisable on the first walk, especially if it was preceded by classes with significant mental stress and a monotonous body position. On the second walk, you can play different games in terms of motor characteristics. But, given the general fatigue of children by the end of the day, you should not learn new games.

Create interest in the game. Throughout the game, it is necessary to maintain children's interest in it, it is especially important to create it at the beginning of the game in order to give purposeful play actions. The methods of creating interest are closely related to the methods of collecting children. Sometimes it's the same. For example, an intriguing question for kids: “Do you want to be pilots? Run to the airfield!" Playing with attributes has a huge effect. outdoor game discipline child

For example, the teacher puts on a hat-mask: “Look, children, what a big clumsy bear came to play with you ...”, or: “Now I will put on a hat for someone, and we will have a bunny ... Catch him!” Or, "Guess who's hiding behind me?" - the teacher says, manipulating the sounding toy.

In older groups, interest creation techniques are used mainly when the game is being learned. Most often, these are poems, songs, riddles (including motor ones) on the theme of the game, examining footprints in the snow or icons on the grass, by which you need to find those hiding, changing clothes, etc.

Children's interest in games with elements of competition increases if they are put on a uniform, team captains, a referee and his assistant are selected. 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 and their members, which contribute to friendliness and camaraderie in the relationship of children.

Explanation of the rules. The leader should state the rules of the game briefly, since the children strive to reproduce everything stated in the actions as quickly as possible. All means of expression - voice intonation, facial expressions, gestures, and in story games and imitation, should find appropriate use in explanations in order to highlight the main thing, create an atmosphere of joy and give purposefulness to game actions. Thus, the explanation of the game is both an instruction and the moment of creating a game situation.

The sequence of explanations is fundamentally important: name the game and its idea, briefly state its content, emphasize the rules, recall movements (if necessary), distribute roles, distribute attributes, place players on the court, start game actions. If the game is familiar to children, then instead of explaining, you need to remember the rules with the children. If the game is difficult, then it is not recommended to immediately give a detailed explanation, but it is better to first explain the main thing, and then all the details as the game progresses.

Familiarizing children with new game is carried out clearly, concisely, figuratively, emotionally for 1.5-2 minutes. An explanation of the plot of the mobile game is given after preliminary work with the child on the formation of ideas about the game images.

The subject of outdoor games is diverse: it can be episodes from the life of people, natural phenomena, imitation of the habits of animals. In the course of explaining the game, a game goal is set for the children, which contributes to the activation of thought, awareness of the game rules, the formation and improvement of motor skills.

Explaining a non-plot game, the teacher reveals the sequence of game actions, game rules and a signal. It specifies the players' locations and game attributes using spatial terminology. 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 the rules of the game are clear to them, then it is fun and exciting.

Explaining games with elements of competition, the teacher clarifies the rules, game techniques, conditions of the competition. He 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”). The correct execution of movements gives children pleasure, a sense of confidence and a desire to improve.

By uniting those playing in groups, teams, the teacher takes into account the physical development and individual characteristics of children. In teams, the teacher selects children of equal strength; to activate insecure, shy children are combined with bold and active ones.

Distribution of roles. Roles determine the behavior of children in the game. Children of 6 years old are very active, and basically everyone wants to be a driver, so the leader must appoint them himself in accordance with their abilities. Children should take the choice of the main role as an encouragement. You can also assign the player who won the previous game as a driver, encouraging him for not being caught, completing the task better than others, taking the most beautiful pose in the game, etc.

There are several ways to choose a driver: the teacher appoints, necessarily arguing his choice; with the help of a rhyme (prevent conflicts); with help " magic wand»; by lottery; the driver can choose a replacement. All of these techniques are used, as a rule, at the beginning of the game. For the appointment of a new driver, the main criterion is the quality of the execution of movements and rules. The choice of a leader should contribute to the development in children of the ability to correctly assess their strengths and the strengths of their comrades. It is recommended to change the driver more often so that as many children as possible can be in this role.

Game management. In general, the educator's leadership of an outdoor game consists in controlling the progress of the game and is aimed at fulfilling its program content.

Leading the game, the teacher educates the morality of the child; forms in him the correct self-esteem, the relationship of children with each other, friendship and mutual assistance, teaches the child to overcome difficulties. Proper pedagogical guidance of the game helps the child to understand himself, his comrades, ensures the development and realization of his creative powers, has a psychocorrective, psychotherapeutic effect.

During the game, the teacher pays attention to the child's compliance with the rules, carefully analyzes the reasons for their violation. The teacher monitors the movements, relationships, load, emotional state of the child in the game.

Most older preschoolers are good at basic movements. The teacher pays attention to the quality of movements, makes sure that they are light, beautiful, confident. Children must quickly navigate in space, show restraint, courage, resourcefulness, creatively solve motor problems. In games, it is necessary to set tasks for children to solve on their own. So, in the game "Colored figures" children are divided into links and in each link is selected. At the signal of the teacher, the children with flags in their hands scatter around the hall. At the command "In a circle!" they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall and, at the command “In a circle!” are built around the leader, and while the teacher counts to 5, they lay out some figure from the flags. Such a complication of the task requires children to be able to quickly switch from one activity to another - in this case, from active running to performing a collective creative task.

By searching for solutions to certain motor tasks in outdoor games, children themselves acquire knowledge. And the knowledge obtained by one's own efforts is assimilated consciously and more firmly imprinted in the memory. The solution of various problems gives children confidence in their own strength, causes joy from independent small discoveries. With the skillful guidance of an educator with an outdoor game, the creative activity of children is successfully formed: they come up with game options, new plots, and more complex game tasks.

In a number of games, children are required to be able to come up with options for movements, various combinations of them. These are games like "Make a figure", "Day and night", "Monkey and hunters", etc.

Initially, the teacher plays the leading role in compiling movement options. Gradually, he connects the children themselves to this. Entering into the role, the figurative transmission of the nature of movements is facilitated by the inventing of exercises by children on a given topic. For example, come up with an exercise that imitates the movements of animals, birds, animals (heron, fox, frog), or come up with and name the exercise, and then perform it (“Fish”, “Snowplow”, etc.).

important role in the development creative activity children is played by involving them in the complication of the rules. At first, the leading role in the variation of games belongs to the educator, but gradually the children are given more and more independence. So, when playing the game “Two Frosts” with the children, the teacher first offers the following option: whoever the “frosts touch”, he remains in place, and the children, running across to the opposite side, should not touch the “frozen”; then the teacher complicates the task: running away from the "frost", the children must touch the "frozen" comrades and "warm" them. After that, the teacher offers the children themselves to come up with options for games. The most interesting ones are selected from the proposed options. For example, the children decided that it would be more difficult for the “frosts” to “freeze” the athletes, so during the runs, the children imitate the movements of skiers and skaters.

Thus, an indicator of children's creativity in the game is not only the speed of reaction, the ability to enter into a role, conveying their understanding of the image, independence in solving motor problems due to a change in the game situation, but also the ability to create combinations of movements, game options, complicate the rules. The highest manifestation of creativity in children is the inventing of outdoor games and the ability to independently organize them. Entering a role forms in children the ability to imagine themselves in the place of another, mentally reincarnate in him, allows him to experience feelings that are ordinary life situations may not be available. So, in the game "Firefighters in training", children imagine themselves as brave, dexterous, courageous people who are not afraid of difficulties, ready to sacrifice themselves to save others. Since the game involves active movement, and movement involves the practical development of the real world, the game provides continuous exploration, a constant influx of new information.

Signals in games for preschool children are best given not with a whistle, but with verbal commands, which contributes to the development of the second signaling system, which is still very imperfect at this age.

The recitatives are also good. The rhymed words spoken in chorus develop speech in children and at the same time allow them to prepare for performing the action on the last word of the recitative.

Evaluating the game, the teacher notes the positive qualities of the children, naming those who successfully fulfilled their roles, showed courage, endurance, mutual assistance, creativity, followed the rules, and then analyzes the reasons for breaking the rules. The teacher analyzes how success was achieved in the game. Summing up the game should take place in an interesting and entertaining way. All children should be involved in the discussion of the game, this teaches them to analyze their actions, causes a more conscious attitude towards the implementation of the rules of the game. The outcome of the game should be optimistic, short and specific. Kids need to be commended.

The outdoor game ends with walking, gradually reducing physical activity and bringing the child's pulse back to normal. It should be noted that children show greater motor activity in games, especially in cases where jumping, running and other actions that require a lot of effort and energy are interspersed with at least short breaks, outdoor activities. However, they get tired pretty quickly, especially when performing monotonous actions. Given the above, physical activity during outdoor games must be strictly regulated and limited. The game should not be too long. It is desirable to offer short-term outdoor games in which high mobility alternates with short-term respite.

in the preparatory (final) part, you can include games with rhythmic walking and additional gymnastic movements that require organization, attention, coordination of movements from the players, contributing to overall physical development (for example, the game "Who came up"); in the main part, after performing the main movement, for example, running, in order to develop speed and dexterity, it is better to play rush games (“Two Frosts”, “Wolves in the Ditch”, “Geese-Swans”), in which children, after a quick run with dodging, jumps, jumps can rest. When dividing the players into competing groups, the leader must take into account the correspondence of the nature of the game actions to the physical fitness of the children, and immediately identify the results of the actions of each player for his team. The predominant place is occupied by games with short dashes in all directions, in a straight line, in a circle, with a change in direction, games with a run like "catch up - run away" and with dodging;

games with bouncing on one or two legs, with jumping over conditional obstacles (a drawn "ditch") and over objects (a low bench); games with passing, throwing, catching and throwing balls, cones, pebbles at a distance and at a target, games with various movements of an imitative or creative nature. Each game consists mainly of one or two of the above types of movements, and they are usually used separately or alternately, and only occasionally in combinations.

Games can be played at any time of the year, outdoors. The duration of the game depends on its intensity and complexity of motor movements, the characteristics of the physical development of the child, the state of his health, and on average can be 10-20 minutes. The load can be dosed by the following methods: decrease or increase in the number of players; the duration of the game in time; the size of the playground; the number of repetitions; the severity of objects and the presence of breaks for rest. At the end of the game, it is necessary to encourage the baby, noting his dexterity, strength, initiative.

Thus, an outdoor game is one of the complex means of education: it is aimed at comprehensive physical fitness (through direct mastery of the basics of movement and complex actions in changing conditions of collective activity), improvement of body functions, character traits of the players.

A well-thought-out methodology for conducting outdoor games contributes to the disclosure of the individual abilities of the child, helps to bring him up healthy, vigorous, cheerful, active, able to independently and creatively solve a wide variety of tasks.

"Organization and conduct of outdoor games for a walk

with preschool children

(Consultation for educators)

Dow teacher No. 131

Golubina E.L.

The game occupies an important place in the life of a preschool child, and therefore is considered by teachers as one of the main means of education. In the practice of kindergarten, role-playing, didactic, construction, mobile games, games with singing, etc. are widely used. But among the whole variety of games, especially mobile games should be distinguished, in which all players are necessarily involved in active motor actions. These actions are determined by the plot and rules of the game and are aimed at achieving a certain conditional goal set for the children.

Along with creative games that arise in the independent motor activity of children ("Salki", "Hide and Seek", "Cossacks-robbers", etc.), the so-called organized, pedagogically most appropriate outdoor games with ready-made fixed content and certain rules were distinguished. Such games are convenient for conducting them with groups of children in the classroom or in their free time under the guidance of a teacher.

Mobile games are diverse in content and organization. Some games have a story, roles, and rules that are closely related to the story; game actions in them are performed in accordance with the requirements, a given role and rules. In other games, there are no plots and roles, only motor tasks are offered, regulated by rules that determine the sequence, speed and dexterity of their implementation. Thirdly, the plot, the actions of the players are determined by the text, which determines the nature of the movements and their sequence.

When selecting games that contribute to the physical education of preschool children, it is advisable to focus on the features of their content, which means, first of all, the plot, the theme of the game, its rules and motor actions. It is the content of the game that determines its educational and educational significance, the game actions of children; the originality of the organization and the nature of the performance of motor tasks depend on the content.

All games for preschool children based on movement can be divided into two big groups: outdoor games with rules and sports games. The first group consists of games that are different in content, in the organization of children, the complexity of the rules and the originality of motor tasks. Among them are plot and plotless games, fun games. The second group - sports games: towns, badminton, basketball, table tennis, football, hockey. In working with preschool children, they are used with simplified rules.

IN junior groups Kindergarten, the most widely used are outdoor story games, as well as simple games without a plot such as "traps" and fun games. Plotless games with elements of competition, relay races, games with objects (skittles, ring toss, serso, etc.) are not yet available to kids. Sports games are not played at this age at all. At the same time, in work with children of primary preschool age, game exercises are widely used, which occupy, as it were, an intermediate place between gymnastic exercises and outdoor games.

Methodology for outdoor games

Methodological principles (shown in the presentation)

Choice of games. Games are selected in accordance with the tasks of education, the age characteristics of children, their state of health, preparedness. The place of the game in the mode of the day, the time of year, meteorological and climatic and other conditions are also taken into account. It is also necessary to take into account the degree of organization of children, their discipline: if they are not organized enough, then first you need to pick up a game of low mobility and play it in a circle.

Features of outdoor games for a walk.

Gathering children to play. There are many ways to get kids to play. In the younger group, the teacher begins to play with 3-5 children, the rest gradually join them. Sometimes he rings a bell or picks up a beautiful toy (bunny, bear), attracting the attention of the kids and immediately involving them in the game.

With older children follows in advance before entering the field, reach an agreement, Where they will gather what game will play and on what signal it will start(a word, a beat on a tambourine, a bell, a wave of a flag, etc.). In the older group, the teacher can instruct his assistants - the most active children to gather everyone for the game. There is another trick: after distributing the children into links, suggest, on a signal, to gather in the designated places as quickly as possible (note which link gathered sooner).

It is necessary to collect children quickly (1-2 min.), because any delay reduces interest in the game.

Planning outdoor games.Creating interest in the game. First of all, you need to create interest in the game in children. Then they will better learn its rules, more clearly perform movements, experience an emotional upsurge. You can, for example, read poetry, sing a song on an appropriate topic, show children objects, toys that will meet in the game. It is often possible to lead to the game by asking questions, guessing riddles. In particular, you can ask: "What did you draw today?" Children, for example, will answer: "Spring, the arrival of birds." “Very good,” the teacher says. “Today we will play a game” Flight of birds» children junior group you can show a flag, a bunny, a bear and here or ask: “Do you want to play with them?”

A good result is also given by a short story read or told by the teacher immediately before the game.

Characteristics of outdoor games in children of primary preschool age

Organization of players, explanation of the game. When explaining the game, it is important to correctly place the children. The teacher most often sets the children of the younger group as it is necessary for the game (in a circle). senior group he can line up semicircle or gather around you (flock) The teacher must stand so that he can be seen all (facing children at building in a line, in a semicircle; next to them if the children are gathered in a circle).

In the younger group, all explanations are made, as a rule, during the game itself.. Without interrupting her, the teacher places and moves the children, tells how to act . in senior groups the teacher gives the name, reveals the content and explains the rules before the game even starts. If the game is very complex, then it is not recommended to immediately give a detailed explanation, but it is better to do this: first explain the main thing, and then, during the game, supplement the main story with details. When the game is played again, the rules are clarified. If the game is familiar to children, you can involve them in the explanation. An explanation of the content and rules of the game should be concise, precise and emotional. In this case, intonation is of great importance. Explaining, it is especially necessary to highlight the rules of the game . Movements can be shown up to start or during the game. It usually does it itself teacher and sometimes anyone from children of his choice. The explanation is often accompanied by a show: how does the car, like a bunny jumping.

The successful conduct of the game largely depends on the successful distribution of roles, so it is important to take into account the characteristics of children: shy, inactive ones can not always cope with a responsible role, but they must be gradually brought to this; on the other hand, one cannot always entrust responsible roles to the same children; it is desirable that everyone be able to fulfill these roles.

Playing with young children the educator first takes over the execution leading role(for example, a cat in the game "Sparrows and a cat"). But only Then, when the kids get used to the game, entrusts this role children themselves. Even during the explanation, he appoints the driver and puts the rest of the players in their places, but counting rhymes can also be used for this purpose. Sometimes those who have performed the role of the leader themselves choose their own deputy. In the older group, they first explain the game, then distribute the roles and accommodate children. If the game is played first then it does educator, and then already themselves playing. When dividing into columns, links, teams, it is necessary to group strong children with weaker ones, especially in such games where there is an element of competition (“The ball to the driver”, “Relay in a circle”).

Characteristics of outdoor games in children of middle preschool age

You can mark the playing area in advance or during the explanation and placement of the players. Inventory, toys and attributes are usually handed out before the start of the game, sometimes they are placed in designated places, and children take them during the game.

Game play and management. Children's play activities are directed educator. Its role depends on the nature of the game itself, on the numerical and age composition of the group, on the behavior of the participants: the younger the children, the more actively the teacher manifests himself. When playing with younger children, he acts on a par with them, often playing the main role, and at the same time directs the game. In the middle and senior groups the educator at first also plays the main role himself, and then transfers it to the children. He also participates in the game when there is not enough pair ("Find yourself a pair"). The direct participation of the educator in the game raises interest in it, makes it more emotional.

The teacher gives commands or sound and visual signals to the beginning of the game: hit the tambourine, drum, rattle, musical chord, clapping, waving a colored flag, hand. Sound signals should not be too loud: strong blows, sharp whistles excite small children.

The teacher makes instructions, both during the game and before repeating it, evaluates the actions and behavior of the children. However instructions should not be misused on the incorrectness of the movements: comments can reduce the positive emotions that arise during the game. It is better to give instructions in a positive way, maintaining a joyful mood, encouraging decisiveness, dexterity, resourcefulness, initiative - all this makes children want to follow the rules of the game exactly. past the “trap”, stop quickly), reminds that poetry should be read expressively and not too loudly.

The teacher monitors the activities of the children and does not allow long static postures(squatting, standing on one leg, raising arms forward, up), causing chest constriction and circulatory disorders, observes general condition and well-being of each child.

The teacher regulates physical activity, which should increase gradually. If, for example, at the first time the game is played, children are allowed to run for 10 seconds, then when it is repeated, the load is slightly increased; on the fourth repetition, it reaches the limiting norm, and on the fifth or sixth it decreases. The load can be increased by changing the pace of the movements.

Games of great mobility are repeated 3-4 times, more calm - 4-6 times. Pauses between repetitions 0.3-0.5 minutes. During the pause, the children perform lighter exercises or say the words of the text. The total duration of the outdoor game gradually increases from 5 minutes in the younger groups to 15 minutes in the older ones.

Characteristics of outdoor games in children of senior preschool ageEnd of the game and debriefing. In the younger groups, the teacher ends the game with a proposal to move on to some other activities of a more relaxed nature. In the older groups, the results of the game are summed up: those who correctly performed movements, showed dexterity, speed, ingenuity, ingenuity, followed the rules, rescued comrades. The teacher also names those who violated the rules and interfered with their comrades. He analyzes no, how he managed to achieve success in the game, why the “trap” quickly caught some, while others never got caught by him. Summing up the game should take place in an interesting and entertaining way in order to create a desire to achieve even better results next time . For discussion the game involve all children. This teaches them to analyze their actions, causes a more conscious attitude towards the implementation of the rules of the game and movements.

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.