Outdoor game, its definition and specifics article on the topic

The use of outdoor games in the pedagogical process presupposes strict adherence to the didactic principles of accessibility, systematicity, sequence of activity, and awareness. For each age group, games must be selected in accordance with the principle of the predominant type of movement: walking, running, throwing, jumping or climbing.

In pedagogy, outdoor games are widely used, in which, in addition to the basic movements, others are used, for example, rhythmic clapping, stamping, etc. When conducting them, the teacher can pursue different goals depending on the stage of the children’s physical development. Advanced Russian scientists P.F. Lesgaft, E.A. Pokrovsky, V.V. Gorinevsky, taking into account the important role of outdoor games in the development of a child’s physical strength and in acquiring certain skills, paid a lot of attention to the collection and study of such games. They explained their importance for the physical development of children and advocated their practical implementation in the system of education of the younger generation. Subsequently, these progressive ideas were reflected in the works of scientists who developed the theory and methodology of outdoor games in different parts of the physical education system.

Outdoor play is a natural companion in a child’s life, a source of joyful emotions that has great power.

Outdoor games are a traditional means of pedagogy. One of the characteristic features of outdoor games is the desire for results. The child experiences joy from satisfying the need for movement, from the emotional atmosphere of the game; a special emotional upsurge is caused by the achievement of a real, visible positive result - winning. The variety of outdoor games has long led researchers and compilers of collections to the need to group games and classify them. The study of outdoor games for preschoolers was carried out by such teachers as L.I. Chulitskaya, E.A. Arkin, M.M. Kontorovich, N.A. Metlov, L.I. Mikhailov, and later V.M. Boguslovskaya, A.I. Bykova, A.I. Sorokina, E.G. Baturina, N.G. Kozhevnikova, N.N. Quilpio et al.

Classification of outdoor games for preschoolers

Games are classified according to complexity, motor content, degree of physical activity, use of aids and equipment, and the primary formation of physical qualities. In the “Kindergarten Education Program” and in existing collections of outdoor games, the classification is based on the sign of the predominant type of movement (running or jumping, throwing, climbing, etc.). When selecting for each type of basic movements, continuity between age groups is observed. This helps the teacher plan games in connection with the formation of certain motor skills in children. In the collection M.M. Kontorovich and L.I. Mikhailova , it is customary to divide games according to the degree of muscle tension caused in children: into games of large, medium and low degrees of mobility. High mobility - the whole group participates (running, jumping, "Traps", "Tags") medium mobility - the whole group actively participates, but the nature of the movements is relatively calm (walking, passing objects) low mobility - movements are performed at a slow pace, moreover their intensity is not significant (walking game, attention games, “sea figure”, “Find and remain silent”).

Outdoor games are varied in their content and organization. Some games have a plot, roles, and rules that are closely tied to the plot; game actions in them are carried out in accordance with the requirements, given role and rules. In other games there is no plot 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.

All games for preschool children based on movement can be divided into two large groups: outdoor games with rules and sports games . The first group consists of games that differ in content, in the organization of children, in the complexity of the rules and in the uniqueness of motor tasks. Among them are plot and plotless games, and fun games. The second group is sports games: gorodki, badminton, basketball, table tennis, football, hockey. When working with preschool children, they are used with simplified rules. In the younger groups of kindergarten, the most widely used are plot-based outdoor 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 (kids, skittles, ring throws, serso, etc.) are not yet available to children. Sports games are not played at all at this age. At the same time, when working with children of primary preschool age, play exercises are widely used, occupying an intermediate place between gymnastic exercises and outdoor games.

Outdoor game, its definition and specifics

Outdoor play is a conscious, active activity of a child, characterized by accurate and timely completion of tasks based on different types of movements and associated with rules that are mandatory for all players.

Outdoor games are, first of all, a means of physical education. They make it possible to develop and improve movements, exercise in walking, running, jumping, climbing, crawling, throwing, catching, etc. A variety of movements require active activity of large and small muscles, promote better metabolism, blood circulation, breathing, i.e. .increasing the vital activity of the body.[39]

Outdoor games are classified according to different parameters: by age, by the degree of mobility of the child in the game, by types of movements, by content. In the theory and methodology of physical education, the following classification of games is accepted. Outdoor games with rules include plot and non-story games. Sports games include basketball, gorodki, table tennis, hockey, football, etc. Sports games, according to M. P. Goloshchekina, E. I. Adashkyavichene and others, are advisable to use in senior and preschool groups of a preschool institution. Plot-based outdoor games reflect in a conditional form a life or fairy-tale episode (cat, sparrow, car, wolf, goose, monkey, etc.) Non-plot outdoor games contain motor play tasks that are interesting for children, leading to achieving a goal (dashes, traps; games with elements of competition; relay games; games with objects, etc.). For young children they use fun games (“Ladushki”, “Horned Goat”, etc.). There are the following classifications of outdoor games: according to complexity, motor content, degree of physical activity, use of aids and equipment, and according to the predominant formation of physical qualities.

In preschool age, elements of sports games are used, and children play according to simplified rules. Classification of outdoor games by motor content: games with walking; running games; climbing games; jumping games; throwing games. Classification of outdoor games according to the degree of physical activity: high mobility games, medium mobility games, low mobility games. Classification of outdoor games by the use of aids and equipment: games with objects (flags, ribbons, balls, hoops, jump ropes, cords); games with large gymnastic aids (gymnastic wall, gymnastic bench, cubes, gymnastic ladder, boards, long slats). Classification of outdoor games according to the primary formation of physical qualities: games for the development of coordination abilities; games to develop speed; games to build endurance; games to build strength and flexibility. Classification of Russian folk outdoor games Based on the nature of the use of folklore reinforcement Folk games with speech accompaniment (miniatures of oral folk art); folk games without speech accompaniment. According to the method of distribution to the role: games with the choice of a driver using counting rhymes, games with division into groups using reservations and drawing lots. With a predominant manifestation of motor qualities: games to develop dexterity and accuracy of movements; games to develop reaction speed; games to develop accuracy and eye; games to develop rhythm and plasticity of 49 movements; games for orientation in space and in a group. With a predominant manifestation of mental qualities: Games to develop concentration and stability of attention; games for the development of visual, auditory, motor memory; games to develop creative imagination; games to develop visual and figurative thinking; games for the development of coherent speech. Distribution of outdoor games according to the amount of psychophysical load. Group 1 - games with insignificant psychophysical load. Used when a child is ill two to three weeks after the disease activity has subsided. The starting position of the child is sitting on a chair, short walking around the room is allowed (twice for 20 seconds). The game can be repeated up to four times. Duration - 5-10 minutes Group II - games with moderate psychophysical stress. Used three to four weeks after the disease activity has subsided. The starting position of the child in the game: sitting, standing, walking. The games are designed to develop moral qualities and motor skills: speed of reaction, clarity of movements, their coordination, especially in small and medium muscle groups (fingers, hands). Group III - games with tonic psychophysical stress. They are used long after recovery (in the absence of exacerbation of the disease), for children on a general regimen. Starting positions during games: standing, walking, running - in short intervals. Duration - 30 minutes. Games can be repeated from two to five times. Elements of competition are used, dexterity, accuracy and speed of reaction, coordination of complex movements are required. Group IV - games with a training psychophysical load. They are offered to children in a state of stable remission of the disease, practically healthy. The games provide for a large range of movements including running, jumping, and elements of competition. They achieve quick reaction, speed, and in some cases endurance. The load on the child’s body in these games also increases due to the accompanying emotionality. [23, p.47-49]

Outdoor play 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. A preschooler realizes his freedom of action in outdoor games, which are the leading method of developing physical education. In pedagogical science, outdoor games are considered as the most important means of a child’s comprehensive development.

Outdoor games also have a great influence on the neuropsychic development of the child and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. The activity of various analyzers, clearly expressed in outdoor games, creates favorable opportunities for training the functions of the cerebral cortex, for the formation of new temporary, both positive and negative connections, and for increasing the mobility of nervous processes.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Various movements require active activity of large and small muscles, promote better metabolism, blood circulation, breathing, i.e. increasing the vital activity of the body.

Outdoor games also have a great influence on the neuropsychic development of the child and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.[39]

The content of the game is determined by the movements that are part of it. In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc. Games are selected taking into account the age characteristics of children, their ability to perform certain movements, and follow the game rules. For example, shuttle running is often carried out using a game method in the form of relay races, for example in the games “Hold hands”, “Carry an object”, “Follow an object of choice”, “who can write faster”. The organization of games should include repeated running of short segments without a break for rest (3-6 times) and running in series (3-4 times 3 times) with rest intervals of 1-2 minutes.[34, p.24]

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige one to obey the purpose and meaning of the game; children must be able to use them in different conditions.

In younger groups, the teacher explains the content and rules as the game progresses; in older groups, before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. They are also included in physical education classes. Once children have mastered the game, they can play it independently.

The management of outdoor games with rules is as follows. When selecting an outdoor game, the teacher takes into account the correspondence of the required nature of the motor activity, the availability of game rules and content for children of a given age. He makes sure that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc. [22]

2. Long-term plans using outdoor games

This chapter will consider 2 long-term plans (Table 2.1. and Table 2.2.) in accordance with the Federal State Educational Standard with periods of preschool age. Before we begin to develop a long-term plan for preschool children, it should be noted that in this age period there are three components:

— social situation of development (for example, the “I myself” period, imitation of adults);

— mental new formations (visual-figurative thinking is created, speech becomes more complicated, children learn to control and manage their emotions);

- leading type of activity (use of role-playing games).

The GTO standards are divided into stages. By stage I, children are in the age group of 6-8 years. When passing the GTO standards, all physical qualities are revealed. But it’s hard to train each separately. And therefore, preschool educational institutions do not provide for passing standards, as is customary in schools, but work plans based on a large selection of outdoor games can be used. After all, this is a conscious activity of the child, where he manifests himself actively, performs tasks accurately and in a timely manner, taking into account the mandatory rules.

Outdoor play is of great importance for the all-round development of a child: physical, mental, emotional, social.

In outdoor games, tasks are given with the help of which children develop intelligence, fantasy, imagination, memory, speech, physical strength, will and endurance are formed, the child learns to control his actions, his behavior. The game develops such personal qualities as activity, honesty, discipline, justice. That is, during the game, the child’s comprehensive harmonious development occurs.

2.1. Long-term plan taking into account outdoor games (age 3-4 years)

Main goals:

— Promoting the development of motor activity, strength, endurance, agility, flexibility;

— Formation of correct posture, smooth, graceful movements, orientation in space, rhythm of movements;

— Enriching the child’s motor experience with various types of physical exercises and outdoor games;

— Development of voluntary hand movements, fine motor skills, two-handed coordination;

Week 1: Games using elements of running and walking:

- Exercise walking and running in straight and arbitrary directions;

— Teach children to walk and run after each other in small groups, first holding on to each other, then not holding on;

— Accustom children to start moving and stop at the teacher’s signal;

— Teach children to run in different directions without bumping into each other.

Week 2: Games using jumping elements

— Develop in children the ability to coordinate movements with a visual signal;

— Teach children to jump in different directions without bumping into each other

— Exercise children in jumping.

Week 3: Games focused on the perception of space

— Learn to navigate in space;

— Learn to navigate in space after a signal;

— Develop the ability not to bump into each other;

- Cultivate friendships;

- Start moving and change it at the teacher’s signal, find your place;

- Develop dexterity.

Week 4: Fun games

— Relieving emotional stress;

— Increased mood;

- Develop imagination;

— Learning to coordinate movements with each other and the rhythm of the text;

— Creating an atmosphere of joy that brings children together;

— Development of active speech and attention of the child;

-Auditory perception, attention, reaction speed, interaction skills with adults and children;

— Development of trusting, partnership relations.

Table 2.1. Outdoor games training plan taking into account the age of 3-4 years

The rules of outdoor games are described in Appendix 1. [ Appendix 1 ]

Planned results of mastering the program at the end of the fifth year of life:

— The child is quite dexterous and resilient;

— Applies skills acquired in physical education classes in game and life situations;

— The child performs exercises that are demonstrated by the teacher, focusing on demonstration and oral instructions;

- The child can move his arms, hands and fingers, making unidirectional or multidirectional movements with both hands simultaneously (multidirectional at a slow pace);

— The child can arbitrarily change the speed and direction of movement, stop at a signal, and hold a given position motionless for up to 5 seconds;

- Correlates his movements with the movements of other children, knows how to move in a column (one after another), in a circle, in pairs, in a group;

— The child successfully overcomes various obstacles (steps over, jumps over, climbs over);

— The child orients himself in the space of the hall, easily follows orientation instructions (finds a given corner and side of the hall, understands what it means to “stand facing the window”, “stand behind each other”, “turn the other way”, etc.) ;

The child actively takes part in outdoor games, sports activities, and hardening activities. [43 p.95, 104]

It should be noted that you need to remember about load dosing. Due to the high emotional intensity of the game, children cannot always control their state, which can result in overexcitation or fatigue, the symptoms of which are frequent violation of the rules by the players, their inattention, passivity, imprecision of movements, and rapid breathing. In such cases, it is necessary to either reduce the load or remove the child from the game, and if necessary, provide first aid and consult a doctor.

You can regulate the load during the game in various ways: reducing the duration of the game, introducing rest breaks, changing the number of players, reducing the playing field, changing the rules, changing the roles of the players, switching to another game. [18]

2.2. Long-term plan taking into account outdoor games (age 5-7 years)

Outdoor games for the age period of 5-7 years include the same tasks as in the previous period, but require additions.

Main goals:

— Promoting the development of speed abilities, strength, endurance, agility, flexibility;

— Formation of correct posture, smooth, graceful movements, orientation in space, rhythm of movements;

— Enriching the child’s motor experience with various types of physical exercises and outdoor games;

— Development of interest in training activities;

— To develop children’s activity in the process of joint play activities;

— Teach to follow the rules and control the progress of the game.

Week 1: Speed ​​games:

— Develop speed of reaction to a given signal;

— Develop attention to changing conditions during the game.

Week 2: Agility and coordination games:

— Develop in children the ability to coordinate movements with a visual signal;

— Develop coordination of movements, motor activity;

— Exercise children in spatial orientation.

Week 3: Games to develop strength and endurance:

— Perform tasks using muscle effort;

— Develop children’s ability to use their willpower in performing games with increased fatigue.

Week 4: Fun games

— Relieving emotional stress;

— Increased mood;

- Develop imagination;

— Learning to coordinate movements with each other and the rhythm of the text;

— Creating an atmosphere of joy that brings children together;

— Development of active speech and attention of the child;

-Auditory perception, attention, reaction speed, interaction skills with adults and children;

— Development of trusting, partnership relations.

Table 2.2. Outdoor games training plan taking into account the age of 5-7 years

The rules of outdoor games are described in Appendix 2. [ Appendix 2 ]

Planned results of mastering the program at the end of the 7th year of life:

— The child takes part in physical education and sports activities with pleasure, knows how to move in an organized manner in a group of children in various formations, and change formations on the go;

- Orients himself in the space of the hall relative to stationary objects, as well as relative to other children;

- The child can arbitrarily change the speed of walking and running, run in different ways, combine running with other movements;

— When jumping, perform cross movements that cross the “midline” of the body, simultaneously with jumping, perform hand movements according to the task, for example, catching and throwing a ball while jumping;

- The child catches the ball with one or two hands, can hit the ball on the floor and carry it forward, throw it at the target, throw it into the basket;

- Perform simultaneously identical and multidirectional movements with the hands and fingers (for example, bend the fingers on one hand and straighten them on the other in the plane of the palm);

- Perform familiar exercises according to the teacher’s verbal instructions;

— The child participates in outdoor games with rules, remembering the rules and following them, taking on various functions in the game, including the role of the driver;

— The child is familiar with the basics of a healthy lifestyle, participates in health-improving activities organized by an adult [43p.128, 139-140]

Conclusion

Having examined the physical qualities and studied the patterns of their development in preschool children, we can conclude that physical qualities are important for the comprehensive physical development of children. To train physical qualities as a means of shaping physical development in preschool children, the versatility of outdoor games is important. During play, only one of the child’s qualities does not develop. There is a general training of the body with a greater emphasis on one of the types of qualities being studied. The development of physical qualities is measured by certain indicators, such as speed, body flexibility, endurance, coordination of movements. This is necessary for the proper development and full life of a person.

In the course of the work done, the set goal was achieved, the tasks were solved. It must be remembered that urging children in preschool age to remain still and remain silent is a huge mistake. During this period, children explore the world. And the development of physical qualities provides a solid basis for comprehensive study. We can conclude that as a result of the use of outdoor games in preschool children, the level of physical fitness increases. In addition, a physically developed child does not lag behind in his mental development. It is easier for him to build friendly relationships with other children while playing. From here we get a healthy person at all levels: physical, mental and social.

During outdoor games, a preschool educational institution employee must take into account the age and individual characteristics of children, competently manage outdoor games, use various variants of games with complications to develop physical qualities.

The preschool educational institution uses a systematic approach to the sports development of children. In addition to outdoor games, exercises and free physical activity are used (for example, during walks). Children experience enormous physical stress, but most often without noticing it, as they are carried away by the process. And even sliding down the slides several times will be an excellent compromise to outdoor games.

For serious training of physical qualities that takes place during the school period, it is necessary to go through the stage of outdoor games. And the main task of the teacher becomes to interest the child in physical activity. If during an event a child is forced to engage in an activity that is not interesting to him, then this will never happen. Emotional interest is very important. If a preschooler is enthusiastic, then over time it will be possible to introduce more complex tasks into his outdoor activities.

There are hundreds of outdoor games that involve the participation of different groups of children. The guys play by the rules while simultaneously developing their qualities related to physical activity. In these games you need to squat, run, manage your coordination, be attentive and dexterous. While playing, children do not notice how they are training. As has been shown, this type of activity is suitable for children of different levels of preschool age. The game does not force you to think about the goal “Work out”, but gives you the freedom to choose your level of physical tension.

One of the important qualities of outdoor games is assistance in adaptation to new conditions. The teacher offers a joint game in which all children in the group are involved. Outdoor play has become an indispensable means of mental education for preschoolers, since during it creative imagination, the ability to conceive, develops the rhythm and beauty of movements, and the ability to assess situations. It also reflects and develops the skills and knowledge acquired in the classroom, and establishes the rules of behavior that children are taught to follow in life.

We must not forget that it is important to know the physical condition of the child before conducting outdoor games. To do this, before coming to kindergarten, the child undergoes a medical commission, where his health condition is fully assessed. At the end of the examination, the child is assigned a certain health group. Therefore, in preschool children, the development of physical qualities occurs individually. Outdoor games are aimed at developing basic physical qualities. Educators know that games should be played at an average pace. There are different children in the group with different abilities - it is necessary to select activities that would be within the capabilities of all group members, and not single out special ones. It is impossible and even dangerous to immediately give them a large load (injuries are possible). Heavy loads can damage the musculoskeletal system and slow down the development of the cardiovascular system. But kindergarten is a place where children are involved in movement. Therefore, kindergarten programs are prepared so that children can develop comprehensively and safely.

This work can be used by teachers and physical education instructors in kindergartens.

Plotless outdoor games

Plotless games such as traps and dashes are very close to plot ones - they just don’t have images that children imitate, all other components are the same: the presence of rules, responsible roles (traps, tags), interconnected game actions of all participants. These games, like the story ones, are based on simple movements, most often running combined with catching and hiding, etc. Such games are available to both younger and older preschoolers.

Plotless games require children to be more independent, quick and dexterous in their movements, and spatially oriented. Gradually the games become more complex, with more complex tasks.

Game exercises

Outdoor games and exercises are interrelated, however, in terms of purpose, pedagogical objectives, content and methodology, the game and exercise are not identical. An outdoor game is based on a certain concept (figurative or conventional). Exercises are methodically organized motor actions, specially selected for the purpose of physical education, the essence of which is to perform specific tasks (“Crawl to the rattle”, “Hit the goal”, etc.).

Games with competitive elements

(“Whose line will be most likely to line up”, “Who will be most likely to go to their flag”, etc.). These games are based on performing certain motor tasks in accordance with the rules. Elements of competition encourage children to be more active, to demonstrate various volitional and motor qualities (speed, endurance, etc.) Games are available to older children (5–6 years old); they are not played in younger groups. Games with elements of sports games - are held only with children of senior preschool age according to simplified rules (small towns, badminton, hockey, basketball, etc.). Outdoor games , like other types of games, are a form of organizing children’s lives and are of great importance in developing communication skills and developing relationships between children in a kindergarten group. This point is especially important nowadays, when most children, for safety reasons, are deprived of the opportunity to participate in yard games, which until recently were a good educational school. Effective development of the physical qualities of children of primary preschool age is possible if a methodology is developed and used, including:

• Purposeful use of a system of outdoor games, focused on the development of certain physical qualities (speed, agility, speed, etc.).
• A more expanded scope of outdoor games compared to the traditional method.

Properly organized outdoor games can act as a way to correct children’s relationships, contribute to the development of positive qualities, and are a means that can have a positive impact on relationships with peers of middle preschool children. To solve the problem, it is necessary to use outdoor games in educational activities, since they can turn a lazy person into a hard worker, and a know-nothing person into a skillful person. Outdoor games were included in various forms of physical education such as: physical development classes, outdoor and indoor exercises, morning exercises, walks, etc.

At each physical development lesson, we used outdoor games of a different nature: large, medium and low mobility. Most often, games of a plot nature were used, since the plot captures the child’s attention, and emotions are most clearly manifested in them. To create children's interest in the game, we introduced masks into the games and turned on music. In relay games, various objects were used: jump ropes, rope, balls, skittles, etc. The feeling of joy in children was especially pronounced when the games were accompanied by music , since music affects children’s emotions and creates a certain mood in them. We used games to music during morning exercises and invigorating exercises. In the game “Entertainers,” we developed the expressiveness of movements in children, so that they felt relaxed, showed movements both with humor and with different emotional states. To do this, we used verbal image cues: Smile like: a cat in the sun; like Pinocchio; like a sly fox; as if you had seen a miracle. Get angry like: a child whose ice cream was taken away; like a person who has been hit. Be scared like: a child lost in the forest; the hare who saw the wolf; a kitten at which a dog barks. You are tired, like: dad after work; a person lifting a heavy load; an ant dragging a big fly. Relax like: a tourist who has taken off a large backpack; a child who worked hard but helped his mother. It was difficult for children to show these emotions at first. They didn't understand what we wanted from them. Children are very fond of outdoor games, where imitative movements are repeated simultaneously with words.

Part IV. Beach and water games

This part of the encyclopedia includes outdoor games:

Beach outdoor games - 6, incl. with a ball – 3. Tug game – 1. Accuracy game – 1. Jumping game – 1. Warm-up games on the water – 4. Games on the water – 6, incl. with the ball - 2.

№ Name and description of the game

Type of game Approximate time required Equipment required

Block 1. Warm-up on the water

1. DUELS Stand facing each other at a distance of one and a half to two steps, each player splashes water at their partner. The one who first starts wiping his face with his hands or turns his back to his partner loses. On the water, steam room (develops endurance) up to 5 minutes, equipment: whistle on whistle

2. PUT THE CIRCLE ON ALTERNATIVELY. Place a rubber circle in front of you and, after inhaling, dive into the water so that when you get up, put the circle on your head. On the water, individual (develops: courage, breath-holding skills) up to 5 minutes large circle 3. SCALES Stand as a couple with their backs to each other, putting their hands under the partner’s elbows. Each one, in turn, leans forward, lifts his partner from the bottom, lowers his face into the water and exhales. A person above the water should not bend or raise his legs. On the water, steam room (develops: endurance, breath-holding skills) up to 5 minutes, equipment: whistle by whistle

4. WHO WILL JUMP HIGHER Raise your arms to the sides, palms down. On command, jump up, pushing off the bottom with your feet, while simultaneously moving your hands down into the water, thereby helping the push. You can play paired and group versions of the game. On the water, competitive (develops: coordination of movements in the water) up to 5 minutes, by whistle equipment: whistle

Block 2. Beach outdoor games

5. WHAT IS THIS? Children stand in a circle, in the center of the circle is the driver with the ball. He throws the ball to any child and says one of the words: “Vegetable”, “Berry” or “Fruit”. The child, having caught the ball, quickly names a familiar vegetable, berry or fruit and throws the ball back to the driver. Whoever makes a mistake leaves the game. With a ball, with a driver (develops: reaction, agility, thinking) equipment: up to 10 minutes ball

6. BALL, TO ME! Children sit in a clearing or sand on the beach. The leader with the ball is in the center of the circle. He rolls the ball to each child in turn. Children catch the ball and send it back to the leader. Options: a) rolling the ball through one player, through two, through three, etc.; b) give a ride to someone the presenter names. With a ball, with a driver (develops: reaction, attention) up to 10 minutes equipment: ball

7. Leapfrog. Players stand one after another at a distance of 5 steps, lean forward, bending their heads and leaning on their leg bent at the knee. The latter runs up and jumps over each one in turn, resting his hands on his back. Players gradually unbend, increasing the height of their jump. Everyone who jumps over stands in front. Anyone who fails to jump is out of the game. Sports, competitive (develops: coordination, strength, reaction) up to 10 minutes equipment: no

Block 3. Competitive water games

8. TORPEDOES Players take part one by one. Starting position: for sliding on the chest. When the whistle sounds, take a breath, hold your breath and, pushing off strongly from the bottom, slide forward, moving your legs in a crawl style. The place where the player stood at the bottom or raised his head to breathe is considered his finish line, where he remains, standing at the bottom. The winner is the one who ends up furthest from the start. On the water, competitive (develops: coordination of movements in the water) 3-4 passes, up to 5 minutes equipment: whistle

9. KNIGHT TOURNAMENT Divide in pairs, taking into account the physical fitness of the players. Each pair is a “horse” and a “rider”. The rider sits on the shoulders of his partner, and the latter presses his legs towards him with his hands. At the signal, the teams begin single combat. The task of the “rider” is to throw the enemy off the “horse” into the water. Grabs are only allowed by the hands. The discarded “rider” along with the “horse” are eliminated from the game. On the water, steam room (develops: coordination of movements in the water) 3-4 passes, up to 5 minutes equipment: no

10. RELAY WITH A BALL Line up two teams in a column, one at a time, 2 - 3 steps from each other. The distance between players in columns is 1 step, the position of the legs is wider than shoulders. Those standing in front (captains) have the ball in their hands. When the whistle blows, the captain bends down and passes the ball between his legs to the person standing behind him, who passes the ball further. The latter, having received the ball, runs with it to the leader of the column, stands in front, and the game resumes. The team whose captain is the first to return to the head of the column wins. On the water, team (develops: coordination of movements in the water) 3-4 laps, up to 10 minutes equipment: 2 balls, whistle

Block 4. Beach outdoor games

11. CATCH THE BAG! Players stand in a circle and throw a bag to each other. Whoever does not catch the bag leaves the game. The one who remains in the circle wins. When throwing a bag, you can name the first syllable of a word, and the catcher must finish, for example: weight-on, flower-tok, etc. Sports, general group (develops: coordination, strength, reaction) up to 10 minutes equipment: bag filled with sand

12. KING OF THE MOUNTAIN. All players build a mountain out of sand or pebbles. Further rules of the game are extremely simple. Each player tries to be the first to climb to the top of the mountain and become its king, and the one who succeeds must try to hold on to this role for as long as possible, pushing aside and pushing competitors down. The competitors themselves often make the king’s task easier by fighting among themselves. The game immediately turns into a noisy gambling battle and is usually played until the players run out of energy. Tug-of-war, competitive (develops: agility, strength, coordination) up to 10 minutes, by whistle equipment: mountain (sand or air mattress, or old sofa), whistle

13. BEACH BALL. Based on the game "pioneerball". (The game was played on a volleyball court, only the ball was not thrown by touching the hand over the net, as in volleyball, but first you could catch it. And then throw it to the opponent’s half of the field or pass a pass to a partner. The team players who dropped the ball missed a goal.) Instead of a grid and site markings, conventional lines in the sand are used. Ball sports, team (develops tactical skills, teamwork, agility) 1-2 rounds during a beach holiday, up to 20 minutes each ball, equipment: beach markings (drawn or laid out with pebbles on the sand), referee's whistle

Examples of outdoor games

In the game “Homeless Hare,” children performed the movements of hares: they jumped onto the meadow, had fun, danced, waved their paws, and sang songs. One student was so busy doing the moves that she forgot about the fox and was very surprised and confused when she was left without a house. When playing the game again, we reminded her about the fox. She was very pleased when she managed to occupy the house. We developed the emotions of surprise, fear, anger, pity in the game “Geese and the Wolf” . In order to unite the children's team, we use group games (especially team games) to unite players with a common goal - victory in the competition. Team members will help each other quickly complete the task you set, and after the game the children will discuss their impressions and share their emotions for a long time. In the process of physical education of children of primary preschool age, outdoor play plays a leading role. Being one of the main means and methods of physical education, outdoor play allows you to effectively solve health-improving and educational tasks. It has a comprehensive impact on the physical development and health of the child. During the game, the motor activity of children causes an active state of the whole organism, enhances metabolic processes, and increases vitality. In the process of play activities, children develop moral and volitional qualities, develop cognitive powers, and gain experience in behavior and orientation in a group environment. An active game with rules is a conscious, active activity of a child, the goal of which is achieved by accurate and timely completion of tasks related to the rules that are mandatory for all players. According to the definition of P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life. The exciting content and emotional intensity of the game encourage certain mental and physical efforts. Play can be a means of self-knowledge, entertainment, relaxation, and a means of physical and general education. Play is a very emotional activity, so it is of great value in educational work. Among the wide variety of games in the formation of a child’s diversified personality, outdoor games are given the most important place. The importance of outdoor games is great: they are both a means and a method of raising a child. Outdoor play as a means and as a method is characterized by a variety of effects on the child due to physical exercises included in the game in the form of motor tasks. In outdoor games, various movements are developed and improved in accordance with all their characteristics, the characteristics of children’s behavior and the manifestation of the necessary physical and moral qualities are directed. With the help of outdoor games, you can solve various problems of moral, mental and, of course, physical education. As Shapkova L.V. notes, “with hypokinesia (inactivity) in children, the activity of biochemical processes decreases, immunity to colds and infectious diseases weakens, the range of capabilities of the respiratory and cardiovascular systems narrows, the neuromuscular system weakens, various postural defects form, which leads to muscle hypotonia, decreased mobility of the chest in all its parts, general weakening of the body and decreased vitality. A characteristic consequence of these disorders in the functioning of various systems and organs is the deterioration of physical and psychomotor qualities: coordination, accuracy and speed of movements, speed of motor reaction, mobility and general performance.” Taking into account the age characteristics and physical fitness of those involved in outdoor games, they have a beneficial effect on the growth, development and strengthening of the musculoskeletal system, the muscular system, on the formation of correct posture in children, and also increase the functional activity of the body. Active motor activity of a playful nature and the positive emotions it evokes enhance all physiological processes in the body, improve the functioning of all organs and systems. A large number of movements activates breathing, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. It has been proven that outdoor games improve the physical development of children, have a beneficial effect on the nervous system and improve health, because Almost every game involves running, jumping, throwing, balance exercises, etc. The game plays a big role in the formation of personality. During the game, memory and ideas are activated, thinking and imagination are developed. During the game, children act in accordance with the rules, which are mandatory for all participants. The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, and discipline. At the same time, the need to follow the rules, as well as overcome obstacles inevitable in the game, contributes to the development of strong-willed qualities - endurance, courage, determination, and the ability to cope with negative emotions. Children learn the meaning of the game, learn to act in accordance with the chosen role, creatively use existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech. In outdoor games, the child has to decide for himself how to act in order to achieve the goal. Rapid and sometimes unexpected changes in conditions force us to look for more and more new ways to solve emerging problems. All this contributes to the development of independence, activity, initiative, creativity, and intelligence. Outdoor games are of great importance for moral education. Children learn to act in a team and obey common requirements. Outdoor play is collective in nature. The opinion of peers is known to have a great influence on the behavior of each player. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. The main task of outdoor games is to strengthen the health of those involved and promote their proper physical development; promote the acquisition of vital motor skills and abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new capabilities of the body. To implement the tasks, it is necessary to apply the following methods:

• Analysis of theoretical and scientific-methodological literature on the research topic;
• Pedagogical supervision;
• Questioning.

Theoretical analysis and synthesis of literature involves a search for literary sources, which was carried out in libraries, materials from magazines, collections of scientific papers, other scientific and scientific-methodological publications were analyzed, and Internet resources were also used. Many researchers recommend including outdoor games in physical education classes at preschool educational institutions and in children’s daily lives. The practical significance lies in the possibility of using the proposed outdoor games for physical development with children. Having mastered the general tasks of education, we apply them taking into account the individual characteristics of each child. To do this, we used medical examination data for all indicators in order to know which of the children had deviations from the norm of physical development. For the first time, work days analyzed the state of children's motor skills, as well as their overall level of development.

We outlined specific tasks for each child. Children who are timid and unsure of their movements need help in overcoming difficulties: lower the rope lower when jumping, place the basket closer when throwing a ball, support them for balance while walking, etc. But this must be done unnoticed so that the child’s self-esteem does not suffer. Children are easily excitable, overly active and also require attention; we often involve them in games that contribute to the development of inhibitory processes. We carefully analyze an unfamiliar game, mentally play it and only after that offer it to the children. We also first think through where it would be more appropriate to hold this or that game: indoors or on the site. Methodological literature usually recommends learning new games in class. But this can also be done during play hours, for example during a morning walk, when children and the teacher have enough time at their disposal. In order for this work to be systematic in each group, so that not a single child falls out of attention, outdoor games are included in the long-term plan of educational work, as well as in the plan of work for every day. It should be noted what outdoor games will be played with the whole group, what games he will organize with a group of children, and which he will offer to individual children. With the help of the game, the head of physical education or teacher carries out several tasks: strengthens, heals the children’s body, develops movements, causes joyful experiences, develops moral qualities, etc. When including a particular game in the plan, the teacher must know what qualities and skills he can develop and consolidate with its help: in one game running predominates, and in another - throwing, in one - endurance is required from children, and in another - agility, etc. When choosing a game, the teacher should keep in mind where he assumes to carry it out: indoors or on the site.

When selecting games, seasonality is also taken into account. In the summer, when children live among nature, you can use games such as “Catching Butterflies”, “Frogs and Heron”, etc. For winter time, you need to select games in which you can use specific winter materials - snow banks for jumping and balance, snowballs for throwing, etc. When planning games, the teacher should take into account the state of the group. In the case where the group is not sufficiently organized, it is better to initially conduct quieter games in a circle, games with singing, gradually moving on to games with scattered movement, or give simple games. When choosing a game, the teacher takes into account its place in the daily routine; for example, at the end of the day, when the children are already tired, he plays a quieter game. When selecting games for classes, in addition to general educational tasks, you have to especially take into account the hygienic side of each game - the degree of its load, the impact on physiological processes. The choice of game for a lesson depends on which part of the lesson it is included in. If the game is given in the first part of the lesson, it is introduced in order to organize a children's team, teach children to line up in a column, in pairs, in a circle, and place themselves on the playground. These are, for example, the games “Whose team will get together sooner”, “Find yourself a mate”, etc. In the second part of the lesson, a high mobility game is played. For the final part of the lesson, a game of medium or low mobility is selected, the goal of which is to bring the body to a relatively calm state. You can use the following games for this: “Who left?”, “Guess by the voice,” “Find where it’s hidden.” Most often, one, sometimes two games are given in a lesson. For example, one game is included in the second - the main part of the lesson (required), another - in the final one. Outdoor games, creating an atmosphere of joy, make the most effective complex solution to health, educational and educational problems. Active movements, determined by the content of the game, evoke positive emotions in children and enhance all physiological processes.

Children’s play activities objectively combine two very important factors: on the one hand, children are involved in practical activities, develop physically, and get used to acting independently; on the other hand, they receive moral and aesthetic satisfaction from this activity and deepen their knowledge of their environment. All this ultimately contributes to the education of the individual as a whole. Consequently, outdoor games are an effective means of diversified development.

Features of outdoor play at different age stages

Inna Atajanova

Features of outdoor play at different age stages

Relevance.

The formation of children's health and the full development of their body is one of the main problems in modern society. At preschool age, children undergo intensive physical development and the formation of functional systems of the child’s body.

Properly organized physical activity of a child helps to improve his health. It is one of the important conditions for proper metabolism, stimulates the development of the nervous and cardiovascular systems, the musculoskeletal system, the respiratory and digestive organs. Physical activity also plays an important role in ensuring the child’s full mental development, as it stimulates positive emotions, increases the baby’s overall vitality, and provides food for a variety of impressions and active cognitive activity.

A significant place in the system of physical education of preschool children is occupied by outdoor games, which are widely used in all age groups.

2nd junior group.

When selecting and conducting games, it is important to take into account the previous type of activity; children learn new games better if before the game they looked at a picture, repeated a poem, or designed, since the children are not tired and will be able to perceive a new motor task. After complex activities that require increased attention, concentration, and development of mathematical concepts from the child, it is better not to offer the kids new games, but to repeat familiar ones.

At this age, games include tasks related to memorizing objects, shapes, distinguishing primary colors and sounds (“Find your color”, “Run to the flag”, most games have developed plots and defined roles (“Cat and Mice”, “ Train"), the name of the game, as a rule, determines play behavior. At this age, the child can already take on the main role. The educational and educational side of games is enhanced if, when repeated, they are slightly modified (not to pass, but to run) or become more complicated. In At this age, an explanation of the game is accompanied by a demonstration of game actions; in the future, an explanation of the plot and rules precede the game.

At this age, it is already necessary to achieve strict compliance with the rules and conditions of the game.

Middle group.

The motor activity of children in the middle group is largely due to a large stock of skills and abilities, good spatial orientation, and the desire to perform movements together, showing restraint and intelligence. The child is already interested in more complex movements that require dexterity, speed, and accuracy. They enjoy competing to see who can jump farthest or who can collect the most. Interactions in the game are becoming more complex, where the result depends on the coordination of actions in the game (“Find a pair”, “Colored cars”, on the ability to quickly and organizedly form into units, taking into account the interests of comrades.

Most games have detailed plots that determine the content of movements; many games have the role of a driver, usually there is only one, but as the game becomes more complex, you can introduce a second driver (for example: “There are two bears in a bear’s forest”).

The explanation of the game should be brief, touching only on the most important; the poetic text of the game is memorized by children right during the game.

In the middle group, the teacher rarely plays the role of a leader; throughout the year it is necessary to involve all children in leading roles. At this age, I choose the children themselves to play the role of driver.

It is impossible to give instructions during the game, to achieve accuracy of execution - this reduces the emotional mood of the game; their activity; comments on violation of the rules are made at the end of the game (for example: the bear would not have caught you if you had not pushed the guys).

The rules in games for middle children become more complicated; catch only by touching; if caught, move aside. The teacher’s attention should be directed not to increasing the number of games, but to repeating and complicating those already familiar, so that by the end of the year the children can organize the game themselves with a small group of peers.

The game is repeated for 2-3 lessons, walks, then after a while we return to it again. With repetition, you can complicate the content and rules of the game, and modify the organization of children.

Senior group.

In this age group, the content of play games becomes even more complex due to the expansion of children’s horizons; new images and plots are included, familiar from books, teacher stories, and film screenings, in which games reflect different professions (“Firemen in training,” “Hunter” and hares", it becomes possible to choose games with standing long jumps, throwing and climbing. A large place in older groups is occupied by plotless games such as "Traps", as well as with elements of competition, at the beginning of the year individually, then in groups.

The children themselves perform responsible roles in the game; the teacher reminds them of the rules and monitors their implementation, watches how the children perform game movements, and gives signals. However, sometimes the participation of the teacher is necessary; he can take on the role and show how to move quickly in order to catch many children; this technique greatly enlivens the game and promotes an emotional mood.

When distributing roles, as a rule, counting rhymes are used; the teacher participates only when it is necessary to create units or teams of equal strength.

The explanation of the game in the older group occurs not only during the game, but immediately before the game. The teacher explains the content of the game from beginning to end, especially paying attention to the rules.

In the older group, children are already interested not only in the process of the game, but in its results, so summing up has great educational significance. It is important to fairly note the winners and explain that even a good result if the rules are broken will not lead to a win.

Preparatory group.

In the preparatory group, children are more independent in organizing games. The child knows a large number of games, their content and rules, and he imagines their possible motor and emotional intensity. This allows you to choose games according to your interests and desires.

In this group, games and exercises are especially important for consolidating and improving children’s skills in basic types of movements and developing physical qualities: speed, strength, dexterity. Children begin to act in the most effective ways with maximum mobilization of efforts to achieve results, showing positive moral and volitional qualities.

The manifestation of physical and moral-volitional qualities is most facilitated by the child’s participation in such games, where the overall result is important, which depends on the interaction of the participants in the game. This is especially evident in relay races.

In outdoor games for aunts of the 7th year, the entertaining nature of the plot is no longer of great importance; children's behavior is now regulated by game rules, which the child consciously follows.

The requirements for strict compliance with the rules contribute to the development of self-control, discipline, and a sense of responsibility. The emotionality of games and the interest of children lead to the fact that older preschoolers are increasingly organizing them themselves, on their own initiative.

When explaining a new game, the teacher ensures that children imagine its entire course, the nature and methods of the characters’ actions, and understand the rules. The initial explanation of the difficult moments of the game may be accompanied by a demonstration. The distribution of roles should be equal in strength; children themselves are beginning to understand the reasonable distribution of forces.

Summarizing is very important. The teacher helps children realize how important it is to achieve a positive result according to the rules, and not a result by any means. This prevents possible negative manifestations, reduces excessive excitability and excitement.

In the preparatory group, all children must learn to independently organize and conduct games; it is very important to encourage children’s play creativity.