Features of conducting sports games with preschoolers
Badminton is a sports game with shuttlecocks and rackets, full of different movements and combinations.
In a preschool educational institution, acquaintance and training with the elements of the sports game Badminton begins from senior preschool age. At the initial stage of training, exercises and games are carried out with a racket and shuttlecock.
The goal of the game is to prevent the shuttlecock from falling onto your court and landing on your opponent's side. The simplicity of the rules makes it possible to play on any small playground, lawn, beach, etc.
Before the game, the preschooler is introduced and taught: with a shuttlecock; how to hold a racket; with stands and movement; with serving; with blows.
Introducing the shuttlecock. The preschooler is introduced to the qualities of the shuttlecock: its weight, size, and is taught to determine the speed of the shuttlecock after impact, and the dependence of flight speed on the force of the impact. To do this, exercises and games are carried out with a shuttlecock, as well as with a racket and shuttlecock.
How to hold a racket. The racket is held with the right hand (or as is more convenient) with four fingers on the bottom and the thumb on top, like a hammer at the end of the handle.
Get up and move. A preschooler looks at the net, legs slightly bent. Body weight is evenly distributed over the forefoot. Shoulder girdle slightly forward. The racket in the arm bent at the elbow is located at hip level. The player moves around the court by running or taking small steps to the side. The basic requirements for movement are speed, ease and timeliness.
Innings. When serving the shuttlecock, you need to stand in the center of the field with your left side to the net, put your left leg forward, and transfer your body weight to your right. Hold the shuttlecock by the feathers with your left hand. The arm with the racket is bent at the elbow and pulled back and up. The player hits the shuttlecock cover with the net. After serving, the preschooler turns his body towards the net, simultaneously transferring his body weight from his right leg to his left.
The first game of badminton over the net lasts 3-5 minutes. After the children understand the essence of the game, you can play according to the rules: serve in turns; if the shuttlecock does not hit the net, the team loses and service goes to the other team. From time to time, it is recommended to let your child do exercises with his left hand (if the child is left-handed, with his right hand) so that both hands develop evenly.
Exercises and games with a racket and shuttlecock contribute to the development of such valuable qualities as speed, agility, endurance, accuracy and coordination of movements, eyes, and strengthen the muscles of the hands.
Teaching the sport of Badminton should be based on the age characteristics and physical capabilities of the preschooler.
Basketball is a team game in which the joint actions of players are determined by a common goal. It is complex and emotional, includes fast running, jumping, throwing, performed in initially conceived combinations, performed in opposition to playing partners.
To successfully master actions with the ball, it is necessary to teach children such movement techniques as standing, running, jumping, turning, stopping.
Children need to be taught to accept and subsequently maintain the basic stance of a basketball player: legs bent at the knees, shoulder-width apart, one of them extended half a step. The body is directed forward, its weight is evenly distributed on both legs. The arms are bent at the elbows, pressed to the body.
The pace of the exercises and the course of the game depend on the level of ball possession. Therefore, the main attention should be paid to the technique of holding and performing actions with the ball.
Forming a sense of the ball. When developing actions with the ball, it is necessary for the child to feel the ball as part of his body and learn to control it easily and accurately.
The task of the first stage of training is to develop in children certain ball skills, therefore, at the initial stage of training, it is advisable to give free games with the ball in physical education lessons and during independent motor activity, without setting a goal for practicing the technique of these actions.
Children need to be introduced to some properties of the ball, showing that the height of the rebound depends on the force applied to the ball, the distance of the throw depends on the weight of the ball, as well as on the force applied to it.. Then the teacher suggests playing with the ball, throwing it up and down, throw from one hand to the other, etc. During the exercises, children get used to the ball and learn to control it. When teaching preschoolers to play basketball, ordinary large rubber balls are used.
Holds the ball. Proper possession of the ball is of great importance. Starting position: Hold the ball with both hands at chest level. In this case, the arms should be bent, elbows down, hands behind the ball, fingers spread wide; the thumbs are directed towards each other, the rest are directed upward and forward.
Catching the ball. It is necessary to teach children to meet the ball with their hands as early as possible, using their fingers to form, as it were, half a hollow ball into which the ball should fit. The child watches the flight of the ball, and as soon as the ball touches his fingertips, he should grab it and pull it towards him with a shock-absorbing motion. In this case, you must simultaneously bend your legs to take the position of the original stance.
Passing the ball. At the same time as catching the ball, it is necessary to teach children to pass it with both hands from a place, and then in motion. Children should be taught to pass the ball from the correct position, holding the ball with both hands at chest level. When passing, the child must describe a small arc with the ball towards the body down to the chest and, straightening his arms forward, with an active movement of the hand, move the ball away from himself, while straightening his legs.
Dribbling. In the early stages of learning, high-impact dribbling is more accessible to children as young as six years old because it does not require a low stance. Then it becomes possible to teach the child to move on bent legs. And finally, he easily learns to dribble the ball with a regular bounce in a straight line, with a change of direction.
While holding a sword, children learn to move with slightly bent legs, leaning forward a little. The hand dribbling the ball is bent at the elbow, the hand with fingers freely spaced is placed on the ball above and away from you. The player evenly twitches the ball slightly away from himself.
Basic mistakes: children hit the ball with a relaxed palm; many try to dribble the ball straight in front of them, which interferes with forward movement.
When learning to dribble the ball, it is recommended to first use preparatory exercises: bouncing the ball with both hands, bouncing the ball in place with the right and left hands, dribbling in place alternately with the right and left hands. After the child learns to control the ball with both hands confidently enough, you can move on to dribbling in motion, first by walking, then by running.
Throwing the ball into the basket. The movements when passing the ball and throwing it into the basket are similar in structure. Therefore, training in throwing the ball into the basket can also be limited to instilling the skills of throwing with two hands from the chest and one hand from the shoulder. Holding the ball at chest level, the child should make a small arc down towards him and, straightening his arms up, throw it, while simultaneously stretching his legs.
Throwing the ball with two hands from the chest is used mainly when throwing the ball into the basket from a standing position. Throwing the ball into the basket after dribbling or after catching it, when the child receives the ball, running to the center is most often performed with one hand from the shoulder.
When throwing with one hand from the shoulder from a place, one leg extends half a step. The ball is in the palm of the arm bent at the elbow and held with the other hand. Extending the legs while simultaneously extending the arm with the ball up and forward, the child directs the ball into the basket with a gentle push of the hand.
2.5–6 children can sit in front of the basket, each with a ball. At the teacher’s signal, the children throw the ball, trying to get into the basket as often as possible.
First, the teacher shows and explains to the children the rules of aiming, then invites them to throw the ball onto the backboard, then gives them the task of throwing the ball over a strongly suspended net, rope, etc. (150-170 cm).. When they learn to simply throw the ball into the basket, they must offer to fight him off by any means necessary. It is advisable to gradually increase the height. Convenient stand with adjustable ring height.
Hockey. During the preparatory period, children learn basic concepts: hockey stick, hockey stick, puck, etc. At first, children play with small sticks without skates. During this period, the child’s hands get used to being burdened with a stick, children acquire dexterity, learn to maneuver, hit the puck, etc. With small sticks, children try to drive a piece of ice into a hole, circle or collar.. Play games Passing the puck, Who will catch the puck in a circle faster, etc. From the very beginning, it is important to teach how to hold the stick correctly, naturally, with both hands - with the right (strong) hand on the end of the stick with a grip from above (indentation 1.5-2 cm), and with the other hand slightly lower - with a grip below. Hold the stick so that the bottom edge of the hook is completely in contact with the ice. During the game you should not grab the stick with your hands. In the hands of the player it should be light and obedient. For this, children are offered exercises: waving a stick with their hands, moving a stick across the body from one hand to another, rotating the stick while holding it with both hands, etc.
Control of the puck is possible in two ways: smooth dribbling, when the stick blade is in constant contact with the puck, and the so-called puck kicking method, when the puck is set in motion by light blows of the hook from the right and left.
How to shoot a puck with a stick? When throwing from the left and. p. - feet shoulder-width apart and slightly bent, right leg slightly in front of the left, stand half-turned towards the goal, puck stick to the left of the player. The puck does not come off the hook during the shot. Shooting the puck from the forehand is the same as shooting from the backhand.
When children have mastered skating skills, they can offer a game of hockey using simplified rules.
During the preparatory period, children are given figure skating exercises to develop a sense of agility, ability to maneuver, etc. Children are encouraged to glide between cities, being careful not to hit any; run on skates, adjusting a rag ball or wooden puck with a stick; or run all together on skates to the line (10-15 m). Everyone moves their puck along the ice with their stick. The first one to cross the line wins.
Then the children try to shoot the puck into the goal marked with paint on the ice. The winner is the one who is the first to score a puck or piece of ice into the goal 3 times.
It is advisable to play hockey on a small court (15x7.5 m) on the territory of the kindergarten. The makeshift skating rink is surrounded by meter-high snowdrifts. Children are even offered goals with a metal body and a 1.8 m net. When playing hockey, children's clothing should be light, loose, and not restrict movement.
When a hockey match is planned for an outing, the teacher carefully thinks through the game plan. Children, putting on skates, run out onto the ice, skate 2-3 laps, and perform a series of exercises at a fast pace, first without a stick, and then with a stick. After this, the children are asked to master some technique, such as throwing the puck backhand, etc., after which the game is played out.
The lesson ends with slow skating with a change of pace and direction (without a stick).
Characteristics of games. Compared to real adult sports games, games for preschoolers are simplified in content, rules, number of participants and the introduction of tasks for collective competition. The physical development and individual characteristics of children are taken into account.
Explanation of the game. The following sequence of explanations is desirable: name the game and its purpose, briefly outline the content, highlight the rules, recall the movements, distribute roles, distribute attributes, place the players on the court, begin game actions. If the game is familiar to children, then instead of explaining, you need to remember some important points with them. If the game is complex, then it is not recommended to immediately give a detailed explanation, but it is better to do this: first, the main thing is explained, and then all the details during the game. The teacher explains the rules before the game and then asks questions to make sure all children understand the rules of the game. Children can tell the rules themselves or answer the teacher's questions before the game.
Controlling the progress of the game. The teacher leads the game, watching it from the side. But sometimes a teacher participates in the game if, for example, the conditions of the game require an appropriate number of players. Makes comments to the rule-breaker, encourages the confused person to act, gives signals, encourages children, monitors the children’s actions and does not allow static poses (squatting, standing on one leg), regulates physical activity, which should increase. gradually.
Summing up the game. The teacher notes those who showed agility, speed, accuracy in hitting the opponent’s goal (court, basket), and followed the rules. Names those who broke the rules. The teacher analyzes how they managed to achieve success in the game. Summing up the game should be interesting and exciting. All children should participate in the discussion of the game. This teaches them to analyze their actions and makes them more conscious of following the rules of the game and movements.
The place and significance of sports games in kindergarten
Outdoor games are complex emotional activities for children, aimed at solving motor problems, based on movement and the presence of rules. Active play activates breathing, blood circulation and metabolic processes; improves movements, develops their coordination; builds speed, strength, endurance; teaches children to act according to the rules, to act consciously in a changing game situation; get to know the world around you; activates memory, ideas; develops thinking and imagination; replenishes vocabulary and enriches children's speech; teaches you to act in a team and obey common requirements; forms honesty, justice, discipline; teaches to be friends, empathize, help each other, develops a sense of rhythm, and promotes mastery of spatial terminology.
Sports games are complex outdoor games. These are types of gaming competitions, which are based on various technical and tactical methods of defeating opponents in the process of confronting a specific target with a sports equipment (usually a sports ball, the target is a goal, a playground, etc.); the content and organization of sports games are governed by official rules. Most sports games are complexes of natural movements, physical exercises (running, jumping, throwing, hitting, etc.) performed by the player or interacting partners in the fight against the enemy and aimed at creating game situations that ultimately ensure victory. In many sports games, athletes participate in direct, contact combat. The wide distribution of sports games is due to their accessibility, relative simplicity of content and organization, and the power of emotional impact on participants and spectators.
There are sports games:
- team (for example, volleyball, handball, cricket, all types of hockey);
- personal (for example, bowling, curling, chess, checkers) and games that exist both individual and team (for example, badminton, golf, table tennis, tennis).
In a preschool institution, the teacher and physical education instructor plays a very important role in developing a positive attitude towards sports in older preschoolers through sports games. The structure of their activities requires the development of perceptual, constructive, constructive, didactic, expressive, communicative, academic and special abilities. Thus, the successful activity of a preschool teacher and physical education instructor requires theoretical training and practical skills.
Qualitative transformations in the motor sphere of children of senior preschool age occur on the basis of improved feelings and movements, and the development of motor abilities. Children of this age should be given the opportunity to demonstrate their abilities, skills and use their motor experience in different ways. At the same time, it is very important that the child finds solutions himself, shows initiative, creativity and feels free.
As a study of the practice of physical education in preschool educational institutions has shown, elementary outdoor games are clearly not enough to solve these problems. Increased interest in games containing complexly coordinated motor actions is due to biological factors and is associated with qualitative changes in the development of the child’s body.
