General characteristics of the mobile game. Classification of outdoor games

30.09.2019 -

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National State University Physical Culture, Sports and Health named after P. F. Lesgaft, St. Petersburg

Control work on the topic:

"Classification of outdoor games"

Performed:

2nd year student

Faculty of LDVS

Athletics departments

Vereshchagina Ksenia

St. Petersburg, 2017

Introduction

Mobile game, its meaning

Classification and characteristics of outdoor games

Methodology and organization of an outdoor game

Bibliography

Introduction

Fine developing child from birth tends to move. Children usually seek to satisfy the huge need for movement in games. To play for them is, first of all, to move, to act.

Analysis of indicators of health, physical and motor development of older children up to school age in recent years shows alarming trends. According to E.N. Vavilova, N. Notkina, M.A. Pravdova, Yu.K. Chernyshenko, V.I. Usakov, from 30% to 40% of children of senior preschool age have low level motor development. The reasons for this lie in the modern way of life. Psychologists, teachers, doctors note a general trend for children's institutions - a decrease motor activity children (Yu.F. Zmanovsky, M.A. Runova, S.B. Sharmanova, A.I. Fedorov), and for a preschooler, a loss in movements is a loss in health, development, and knowledge. It is no coincidence that in the program of education and training of children in preschool institutions, the issue of health is in the first place. If we take into account that physical activity is also a condition that stimulates the development of intellectual, emotional and other spheres, then the relevance of this issue becomes obvious.

Much has been written about the mobile game. There is an extensive domestic literature of both theoretical and methodological nature, which discusses the role of the game, its distribution, the similarity and difference of game folklore among different peoples, methodological features, etc. The largest teachers and scientists considered the game very useful for public education. Based on their work and taking into account foreign publications, an outdoor game is considered as a meaningful activity aimed at achieving specific motor tasks in rapidly changing conditions. So, according to domestic teachers E.N. Vodovozova, P.F. Kapterev, P.F. Lesgaft, E.A. Pokrovsky, K.D. Ushinsky and others, outdoor games are the most effective means of physical education. It manifests the creative initiative of the player, expressed in a variety of actions, consistent with collective actions. Outdoor games based on movements that require a lot of energy (running, jumping, etc.) increase the metabolism in the body. They have a strengthening effect on nervous system child, contribute to the creation of a cheerful mood in children.

Active movements increase the child's resistance to diseases, causing the mobilization of the body's defenses, improves tissue nutrition, skeleton formation, proper posture and increased immunity to diseases.

During outdoor games, children improve their movements, develop such qualities as initiative and independence, confidence and perseverance. They learn to coordinate their actions and even follow certain rules.

Mobile game, its meaning

The game can be a means of self-knowledge, entertainment, recreation, a means of physical and general education. The game 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 diversified personality of a child, 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 exercise 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.

Based on the general goals of the physical education of preschoolers, we highlight the main tasks that are solved when conducting outdoor games. These include: health, educational, educational.

Wellness tasks. With the right organization of classes, taking into account age features and physical fitness of those involved in outdoor games have a beneficial effect on the growth, development and strengthening of the bone-ligamentous apparatus, 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 gaming nature and the positive emotions it causes intensify 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 has running, jumping, throwing, balance exercises, etc.

educational tasks. The game plays a big role in the formation of personality. During the game, memory, ideas are activated, thinking, imagination develop. During the game, children act in accordance with the rules that are binding on all participants.

The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, discipline. At the same time, the need to follow the rules, as well as to overcome the obstacles that are 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 apply the existing motor skills, learn to analyze their actions and the actions of their comrades.

Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games fill vocabulary 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 change of conditions makes us look for more and more new ways to solve emerging problems. All this contributes to the development of independence, activity, initiative, creativity, ingenuity.

Mobile games are of great importance for moral education. Children learn to act in a team, obey general requirements.

The mobile game has a collective character. Peer opinion is known to have big 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.

Children perceive the rules of the game as a law, and their conscious implementation forms the will, develops self-control, endurance, the ability to control their actions, their behavior. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while at the same time being enthusiastic about the game, disciplines the playing children. Depending on the quality of the performance of the role, one or another participant in an outdoor game may deserve encouragement or, conversely, disapproval of comrades; This is how children learn to work in a team.

Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie.

In games, children reflect the accumulated experience, deepen, consolidate their understanding of the events depicted, of life. Games expand the range of ideas, develop observation, ingenuity, the ability to analyze, compare and generalize what has been seen, on the basis of which to draw conclusions from the observed phenomena in the environment.

Performing various roles, depicting a variety of actions, children practically use their knowledge about the habits of animals, birds, insects, natural phenomena, vehicles, and modern technology. In the process of games, opportunities are created for the development of speech, exercises in counting, etc.

A fascinating game plot evokes positive emotions among the participants and encourages them to repeatedly perform certain techniques with unrelenting activity, demonstrating the necessary volitional qualities and physical abilities.

For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game.

The competitive nature of collective outdoor games can also intensify the actions of players, cause a manifestation of determination, courage and perseverance to achieve the goal. However, it must be borne in mind that the severity of the competition should not separate the players.

The game is characterized by the opposition of one player to another, one team to another, when the player faces a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the environment as soon as possible, to choose the most right action and fulfill it, so outdoor games contribute to self-knowledge. In addition, playing games develop coordinated, economical and coordinated movements; players acquire the ability to quickly enter the desired pace and rhythm of work, deftly and quickly perform a variety of motor tasks, while showing the necessary efforts and perseverance, which is important in life.

Educational tasks:

the game has a great impact on the formation of personality: it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Playing games contributes to the development of children's abilities for actions that are important in everyday practical activities, in playing games themselves, as well as in gymnastics, sports and tourism;

the rules and motor actions of an outdoor game create for the players the correct ideas about the behavior in real life, fix in their minds ideas about the relations existing in society between people.

Of great educational importance are outdoor games held on the ground in summer and winter conditions: in camps, at recreation centers, on hikes and excursions. Games on the ground contribute to the formation of the skills necessary for a tourist, scout, tracker.

Health-improving, upbringing and educational tasks must be solved in a complex, only in this case each outdoor game will be an effective means of versatile physical education of children.

However, it should be remembered that when conducting outdoor games, due to their specificity, first of all, the tasks of physical education proper are solved, therefore the main task of outdoor games is to strengthen the health of those involved, to promote their proper physical development; promote the acquisition of vital motor skills, abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new possibilities of the body.

Of particular note is the importance of outdoor games in the education of psychophysical qualities: speed, dexterity, strength, endurance, flexibility, coordination of movements, and, importantly, these physical qualities develop in a complex.

A quick change of scenery during the game teaches the child to expediently use the movements known to him in accordance with a particular situation, ensuring their improvement. Physical qualities - speed of reaction, dexterity, eye, balance, spatial orientation skills, etc. manifest themselves naturally. All this has a positive effect on the improvement of motor skills. For example, in order to dodge a "trap", you need to show dexterity, and to escape from it, run as fast as possible. Fascinated by the plot of the game, children can perform with interest and many times the same movements without noticing fatigue. And this leads to the development of endurance.

Most outdoor games require speed from the participants. These are games built on the need for instant responses to sound, visual, tactile signals, games with sudden stops, delays and resumption of movements, with overcoming small distances in the shortest possible time.

The constantly changing situation in the game, the rapid transition of participants from one movement to another contribute to the development of dexterity.

For the education of strength, it is good to use games that require the manifestation of moderate in terms of load, short-term speed-strength stresses. Games with multiple repetitions of intense movements, with constant motor activity, which causes significant expenditure of strength and energy, contribute to the development of endurance. Improving flexibility occurs in games associated with frequent changes in direction of movement.

The outdoor game is enhanced by the possibility of wide use in natural conditions. Games in ponds, in the forest, on the water, etc. - an incomparable means of hardening and strengthening health. It is especially important to make full use of the natural factors of nature during the period of growth and development of a young organism.

Thus, outdoor games, creating an atmosphere of joy, make the most effective complex solution of health-improving, educational and educational tasks. Active movements due to the content of the game evoke positive emotions in children and enhance all physiological processes.

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

Classification pmobile games, their characteristics

There are several classifications of outdoor games (Appendix 3). Traditionally, games are distinguished by the presence / absence of equipment, the number of participants, the degree of intensity and specifics of physical training, the presence / absence of a leader, the venue (yard, room, pond), space marking elements, scoring system, game preludes and punishment, according to the general plot, etc.

Considering outdoor games 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.

Distinguish between elementary outdoor games and sports games - basketball, hockey, football, etc., outdoor games - games with rules. In kindergarten, mainly elementary outdoor games are used.

Consider the classification of outdoor games according to the following criteria:

by age (for children of younger, middle and older preschool age or in accordance with the age group kindergarten);

according to the predominant type of movement (games with running, jumping, climbing and crawling, rolling, throwing and catching, throwing);

by physical qualities (games for the development of dexterity, speed, strength, endurance, flexibility);

by sports (games leading to basketball, badminton, football, hockey; games with skis and skis, in the water, on a sled and with a sled, on the ground);

on the basis of the relationship of the players (games with contact with the enemy and games without contact);

according to the plot (plot and plotless);

by organizational form (for physical education, active recreation, sports and recreational work);

by mobility (small, medium and high mobility - intensity);

by season (summer and winter);

at the place of employment (for the gym, sports ground; for the area, premises);

according to the method of organizing players: team and non-team (with division into teams, relay races; game conditions require motor tasks that are the same for the team, the results of the game are summed up by the overall participation of all team members; games without team division - each player acts independently in accordance with game rules).

Considering 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 motor activity, intensity of game activity.

Grouping games by manifestationdealing with physical qualities

Qualities shown in the game	Characteristics of game actions
Agility	Games that encourage you to immediately move from one activity to another. Games that require you to focus on several actions at the same time (running, jumping, dodging actions)
Rapidity	Games that encourage timely responses to visual, audio signals with short dashes; overcoming small distances in the shortest possible time; running at speed in changing conditions
	Games with short-term muscle tension of a dynamic and statistical nature
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
Flexibility	As a means of developing flexibility, exercises are used that can be performed with maximum amplitude, these are stretching exercises: swing or spring movements such as tilts, hangs or lunges and stretching movements performed with a partner or on simulators

If the task of developing strength is being solved at the lesson, then it is very beneficial to include auxiliary and leading games associated with short-term speed-strength stresses and the most diverse forms of overcoming the opponent’s muscular resistance in direct contact with him. The main content components of such games include various pulls, pushes, holds, pushes, etc. Very effective for solving this problem are also motor operations with weights available for children, bending, squatting, push-ups, lifts, turns, rotations, running or jumping.

If the task of developing the quality of speed is being solved, games that require instant responses to visual, sound or tactile signals should be selected. These games should include physical exercises with periodic accelerations, sudden stops, rapid jerks, instantaneous delays, running on short distances in the shortest possible time and other motor acts aimed at the conscious and purposeful advance of the opponent.

If the task of developing dexterity is being solved, it is necessary to use games that require the manifestation of precise coordination of movements and the rapid coordination of their actions with teammates, the possession of a certain physical dexterity.

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

Mobile games of various kinds.

The plot of the game determines the purpose of the actions of the players, the nature of the development of the game conflict. It is borrowed from the surrounding reality and figuratively reflects its actions (for example, hunting, labor, military, household) or is created specifically, based on the tasks of physical education, in the form of a confrontation scheme with various interactions of the players. The plot of the game not only enlivens the integral actions of the players, but also gives purposefulness to individual techniques and elements of tactics, making the game exciting.

Rules - mandatory requirements for the participants of the game. They determine the location and movement of the players, clarify the nature of the behavior, the rights and obligations of the players, determine the methods of playing the game, the methods and conditions for accounting for its results. At the same time, 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 outdoor games are very diverse. They can be, for example, 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.

Organization methodologytion and holding an outdoor game

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 management of it. Special meaning It has professional training educator, pedagogical observation and foresight.

The organization of the game includes preparation for its conduct, i.e. choosing a game and a place for it, marking the site, preparing equipment, preliminary analysis games.

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. When choosing a game, the teacher refers, first of all, to the Education and Training Program 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 children, their motor skills, the state of health of each child, his individual typological characteristics, the time of year, the features of the regimen, the venue, the interests of the 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 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 games that are different 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 purposeful play 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), assign 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. Explanation of the story mobile game is given after preliminary work with the child on the formation of ideas about 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 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 the help of a "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 independent decision. 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.).

An important role in the development of the creative activity of 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 positive traits 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 and active rest. 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 the players to be organized, attentive, coordinated movements that contribute to overall physical development (for example, the game "Who came up"); in the main part, after performing the main movement, for example, running, 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.

Bibliography

Bauer, O.P. Outdoor games // Theory and methods of physical culture of preschoolers: a textbook for students / O.P. Bauer; ed. S.O. Filippova, G.N. Ponomareva. - St. Petersburg: VVM, 2004. - S.331-332.

Vavilova, E.N. Develop dexterity, strength, endurance in preschoolers: A manual for a kindergarten teacher / E.N. Vavilova. - M.: Enlightenment, 1981. - 96 p.

Glazyrina, L.D. Methods of physical education of preschool children / L.D. Glazyrina, V.A. Ovsyankin. - M.: Vlados, 2000. - 262 p.

Demchishin, A.A. Sports and outdoor games in the physical education of children and adolescents / A.A. Demchishin, V.N. Mukhin, R.S. Mozola. - K .: Health, 1998. - 168 p.

Doronina, M.A. The role of outdoor games in the development of preschool children / M.A.Doronina // Preschool pedagogy. - 2007. - No. 4. - P.10-14.

Kuznetsov, V.S. Physical exercise and outdoor games. Method. allowance / V.S. Kuznetsov, G.A. Kolodnitsky. - M.: NTs ENAS, 2006. - 151 p.

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Federal State Educational Institution of Higher vocational education“National State University of Physical Culture, Sports and Health named after P.F. Lesgaft, St. Petersburg"

Faculty of Non-Olympic Sports

Department of Theory and Methods of Sports Games

Current Control #1

"Classification of outdoor games. Content, methods of organizing and conducting outdoor games with preschoolers "

Performed:

3rd year student, 309 groups

Correspondence faculty

Arakcheeva A.A.

St. Petersburg

Introduction

Bibliography

Introduction

An outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, and valuable moral and volitional qualities. When conducting outdoor games, you can use the unlimited possibilities of complex, diverse methods aimed at shaping the personality of the child.

In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty, imagery of movement, the development of a sense of rhythm. Outdoor games prepare the child for work: children arrange and remove attributes in a certain sequence, perform their motor skills necessary for future work. Children are interested in playing, because the game is the main form of learning in preschool children.

The purpose of this work: to reveal the content, methods of organizing and conducting outdoor games in preschool age.

1) Expand the classification of outdoor games, give examples.

2) List the age groups of preschool children, disclose them physiological features.

3) Schedule 3 outdoor games in different age groups.

mobile game physiological preschool

Classification of outdoor games of preschool age

Mobile games are divided into elementary and complex.

Elementary divide:

1. Story

2. Plotless

3. Fun games

4. Attractions

Narrative outdoor games have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of the surrounding life (the labor actions of people, the movement of vehicles, the movements and habits of animals, birds, etc.), game actions are associated with the development of the plot and with the role that the child plays. The rules determine the beginning and end of the movement, determine the behavior and relationships of the players, and clarify the course of the game. Narrative outdoor games are mostly collective (in small groups and the whole group). Games of this type are used in all age groups, but they are especially popular in younger preschool age.

Plotless mobile games such as traps, dashes (“Traps”, “Runnings”) do not have a plot, images, but are similar to the plot-based presence of rules, roles, interdependence of game actions of all participants. These games are associated with the performance of a specific motor task and require children to have great independence, speed, dexterity, and orientation in space. At preschool age, outdoor games with elements of competition (individual and group) are used, for example: “Which link is more likely to assemble”, “Who is the first through the hoop to the flag”, etc. Elements of the competition encourage more activity in the performance of motor tasks. In some games (“Change the subject”, “Who is faster to the flag”), each child plays for himself and tries to complete the task as best as possible. If these games are divided into teams (relay games), then the child seeks to complete the task in order to improve the result of the team.

Plotless games also include games using objects (skittles, serso, ring toss, grandmas, "School of the ball", etc.). Motor tasks in these games require certain conditions, so they are carried out with small groups of children (two, three, etc.). The rules in such games are aimed at the order of arrangement of objects, their use, the sequence of actions of the players. In these games, elements of competition are observed in order to achieve the best results.

In fun games, attractions, motor tasks are performed in unusual conditions and often include an element of competition, with several children performing motor tasks (running in bags, etc.), the rest of the children are spectators.

Fun games, rides give the audience a lot of joy.

Complex games include sports games (towns, badminton, table tennis, basketball, volleyball, football, hockey). At preschool age, elements of these games are used and children play according to simplified rules.

Outdoor games also differ in their motor content: games with running, jumping, throwing, etc.

According to the degree of physical activity that each player receives, games of high, medium and low mobility are distinguished.

High mobility games include those in which the whole group of children participate at the same time and they are built mainly on such movements as running and jumping.

Games of medium mobility are called those in which the whole group also actively participates, but the nature of the movements playing is relatively calm (walking, passing objects) or the movement is performed by subgroups.

In games of low mobility, movements are performed at a slow pace, moreover, their intensity is insignificant.

Age groups of preschool children

1) 1 junior group

2) 2 junior group

3) Middle group

4) Senior group

5) Preparatory group for school

Methods of organizing and conducting outdoor games in preschool children, their physiological characteristics.

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.

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 the children of the older groups, you should agree in advance, even before entering the site, where they will gather, what game they will play and what signal they will start it (a word, a blow to 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 minutes), because any delay reduces interest in the game.

Create 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. Gives good results and short story, read or narrated by the educator just before the game.

Organization of players, explanation of the game. When explaining the game, it is important to correctly place the children.

The teacher most often puts the children of the younger group in the way it is necessary for the game (in a circle).

He can build an older group in a line, in a semicircle, or gather around him (flock)

The teacher should stand so that everyone can see him (facing the children when lining up, 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 it, the teacher places and moves the children, tells how to act. In older groups, the teacher announces the name, reveals the content and explains the rules, even before the start of the game. 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. The 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 before or during the game. This is usually done by the teacher himself, and sometimes by one of the children of his choice. The explanation is often accompanied by a show: how a car drives out, how a bunny jumps. Successful implementation games largely depend on the successful distribution of roles, so it is important to take into account the characteristics of children: shy, sedentary ones cannot 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.

In games with young children, the teacher first takes on the lead role (for example, the cat in the game "Sparrows and the Cat"). And only then, when the kids get used to the game, he entrusts this role to the 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, the game is first explained, then the roles are assigned and the children are placed. If the game is played for the first time, then the teacher does it, and then the players themselves. 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”). 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. gaming activity children are led by a teacher. 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: what less age children, the more active the teacher is. 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: hitting a 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, one should not overuse indications of the incorrect execution of 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 accurately.

The teacher suggests how it is more expedient to perform the movement, catch and dodge (change direction, slip unnoticed or run past the “trap”, stop quickly), reminds that poetry should be read expressively and not too loudly. The teacher monitors the actions of the children and does not allow long static postures (squatting, standing on one leg, raising the arms forward, up), causing chest constriction and circulatory disorders, monitors 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. Total duration outdoor play gradually increases from 5 minutes in the younger groups to 15 minutes in the older ones.

The end of the game and summing up.

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 the movements, showed dexterity, speed, ingenuity, ingenuity, followed the rules, rescued their comrades. The teacher also names those who violated the rules and interfered with their comrades. He analyzes how he managed to achieve success in the game, why the "trap" quickly caught some, while others never caught him.

Summing up the results of the game should take place in an interesting and entertaining way in order to create a desire to achieve even better results next time. 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 and movements. Features of the methodology for conducting games in a mixed group. In this group, games can be played both simultaneously with everyone, and separately with younger and older children. If the game is played together, then it is selected according to the strengths of both children. main role performed by older children. The teacher regulates physical activity, reducing it for younger children. More complex games with older children are held separately during walks.

Examples of games used:

1 junior group

Birds in nests

Target. Teach children to walk and run in all directions, without bumping into each other; teach them to act quickly on the signal of the educator, to help each other.

Description. Children sit on chairs placed in the corners of the room. These are nests. At the signal of the educator, all the birds fly out to the middle of the room, scatter in different directions, squat, looking for food, fly again, waving their arms-wings. At the signal of the educator "Birds, in the nests!" children return to their seats.

Instructions for carrying out. The teacher makes sure that the bird children act on a signal, fly away from the nest as far as possible and return only to their nest. For nests, you can use large hoops laid on the floor, and in the area it can be circles drawn on the ground in which children squat. The teacher teaches children to be attentive while running, to give way to those running towards them so as not to collide; teaches children to jump out of nests (hoop).

middle group

"Hare concert"

Purpose of the game: Teaching the basic types of movement, develops discipline and attentiveness.

Game description: Children "Hares" perform movements in accordance with the text.

Hares a whole gang Jumping one after another

Along the edge of the ravine on two legs.

Entertains everyone with jumping.

Jump-jump, jump-jump.

They deftly beat the drums: Imitate beats on

Tra-ta-ta, tra-ta-ta. Drum (palms).

And then, so theatrical,

In musical cymbals Imitate playing on cymbals.

Hit: ding-la-la. Cheerful from the heart of all.

Rules of the game: Jumps are performed on two legs.

Note: The instructor notes the children who jumped better, not forgetting to praise all the children, creating positive emotions.

Senior group:

Sly Fox

Tasks: To develop in children endurance, observation. Exercise in fast running with dodging, in building in a circle, in catching.

Description: The players stand in a circle at a distance of one step from each other. Outside the circle, the fox's house is drawn. The teacher invites the players to close their eyes, goes around the circle behind the backs of the children and says, “I’m going to look in the forest for a cunning and red fox!”, touches one of the players, who becomes a cunning fox. Then the teacher invites the players to open their eyes and look carefully which of them is a cunning fox, if she will give herself away with something. The players ask in chorus 3 times, at first quietly, and then louder, “Sly fox, where are you?”. While everyone is looking at each other. The cunning fox quickly goes to the middle of the circle, raises his hand up, says "I'm here." All the players scatter around the site, and the fox catches them. The captured fox takes it home to the hole.

Rules: The fox starts catching children only after the players ask in chorus 3 times, and the fox says "I'm here!" If the fox gave himself away earlier, the teacher appoints a new fox. The player who ran out of the area is considered to be caught.

Options: 2 foxes are selected.

When conducting outdoor games with preschool children, you need to remember about physiological characteristics. We use only voice commands. Explanation of the material story-show. We must not forget that P.F. Lesgaft believed that the game is an exercise from which the child prepares for life.

Bibliography

1. Lutkova, N.V. The content of outdoor games in various physical education classes, sports and recreational physical culture. Educational manual /N.V. Lutkova, L.N. Minina, I.G. Feigel, Yu.M. Makarov; National state Univ. Culture, sports and health them. P.F. Lesgaft, St. Petersburg. - St. Petersburg, 2012.

2. Khukhlaeva D.V., "Methodology of physical education in preschool institutions", M., 1984

3. Fopel K. Games with children // Preschool education 2005 No. 7

4. http://pedagogy.ru/

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31. Classification of outdoor games.

Outdoor games create an atmosphere of joy and therefore make the most effective complex solution of health, educational and educational tasks.

Active movements due to the content of the game evoke positive emotions in children and enhance all physiological processes.

Situations on the playground, which are constantly changing, teach children to use motor skills and skills appropriately, ensuring their improvement. Physical qualities are naturally manifested - speed of reaction, dexterity, eye, balance, skills of spatial orientation, etc.

The need to obey the rules and respond appropriately to the signal organizes and disciplines children, teaches them to control their behavior, develops intelligence, motor initiative and independence.

Outdoor games expand the general horizons of children, stimulate the use of knowledge about the world around us, human actions, animal behavior; replenish vocabulary; improve mental processes.

Thus, outdoor games are an effective means of versatile development.

Classification mobile games. For convenience of practical use, games are classified. There are elementary outdoor games and sports games - basketball, hockey, football, etc. Outdoor games - games with rules. In kindergarten, mainly elementary outdoor games are used. They are distinguished by their motor content, in other words, the main movement that dominates in each game (games with running, jumping, etc.).

According to the figurative content, outdoor games are divided into plot and plotless. Story games are characterized by roles with motor actions corresponding to them. The plot can be figurative ("The Bear and the Bees", "Hares and the Wolf", "Sparrows and the Cat") and conditional ("Craps", "Fifteen", "Running").

In plotless games (“Find a mate”, “Whose link will build faster”, “Think of a figure”), all children perform the same movements. special group make round dance games. They pass under a song or a poem, which gives a specific shade to the movements.

Competitive type games are distinguished by the nature of game actions. They stimulate the active manifestation of physical qualities, most often speed ones.

According to the dynamic characteristics, games of low, medium and high mobility are distinguished.

The kindergarten program, along with outdoor games, includes game exercises, such as "Knock down the skittle", "Get in the circle", "Overtake the hoop", etc. They do not have rules in the generally accepted sense. The interest of the players is caused by attractive manipulations of objects. Competitive-type tasks arising from the names ("Who will hit more accurately", "Whose hoop rotates", etc.), in addition to the competitive one, also have a spectacular effect. They lead the little ones to play.

32, 34. Methods of organizing and conducting pi in different age groups.

AT 1st ml. gr. games are played with a simple and accessible plot. The heroes of the games are well known to children (cat, mice, birds). Management of the development of movements is carried out here by means of a plot, a cat. depends entirely on the creativity of the educator. During the game, an adult tries to interest children, show them a pattern of movements, teaches them to act on a signal, to obey simple rules. The teacher plays the leading roles himself, doing it emotionally and figuratively.

In th ml. gr. PI. differ in a simple plot and simple rules, but the movements of the cat. they turn on, become more diverse (climb a cube, jump up and get a toy, etc.) Kids need to be taught to play. The teacher plays together with the children, simultaneously performing the main and secondary role, monitors the placement of the players, their relationships, imaginative performance of motor actions, teaches the kids to act together. Gradually, the teacher teaches children to perform playing and responsible roles (when assigning a role, it is necessary to take into account the order). When children perform a game exercise. the teacher explains and shows it, dwelling on those moments, the cat. cause problems for the majority.

Average age most games have detailed plots that determine the content of the movements and the nature of the relationships between the players. A significant place is occupied by games in the cat. the actions of the characters correspond to reality. Conducting the plot PI, the teacher tells the children its name, sets out the content, emphasizing the rules of the game, emphasizes the meaning and features of the actions of each character, shows the movements, the cat. can cause problems for the players. Then he distributes the roles among the players. In gaming exercises conditions are created to achieve a certain result. Game tasks (“who is faster”, “who will throw further”, etc.) are given a competitive character.

In PI children senior age. the amusement of the plot is no longer of such great importance, the number of cat games is increasing. no images. The rules of the games become more complicated, they form the child's ability to control their behavior. All types of games are used, including plotless, relay race games. When explaining, the teacher reveals its content from beginning to end, then, with the help of questions, clarifies the rules, reinforces the poetic texts, if they are in the game, invites one of the children to repeat its content. After that, he indicates the position of the players and distributes the roles, appoints the driver, invites the children to choose the driver themselves. During the game, he monitors the actions and relationships of children, their compliance with the game rules, using various techniques increases physical activity.

Methodology. PI Algorithm with Children Jr.

1) Correctly choose the game, the task, the conditions for conducting - taking into account the air temperature; if it is summer, then there is no snow woman, etc., teacher training: know the content of the game, learn the poetic text, air the room, wet cleaning, place children; highlight the leading rule and prepared the attributes so that the leader is different from the children. Card conditions, a book is not allowed 2) Gathering children for a game, a way to create interest. Middle age to create interest - the riddle is used most often, observation, conversation In the old world. conversation on the topic of the game, riddle 3) Explanation of PI. In younger age it has a phased character, in the course of game actions (there is no preliminary explanation of the game). In the middle of the rise. short plot story, cat. expresses the basic rules and secondary, the children get to know each other in stages. In the older age explained in advance. Briefly highlight the content, sequence. Leading rules: a) on what signal the game starts, at the beginning of the game “1,2,3 catch a trap”; b) at the end of the game, the rules if I hit the tambourine, stop the game is over; c) what to do if a trap catches them with the help of questions to clarify: how to play the “trap” game, what signal to start, at the end of the scar, what to do; caught, how to stain? Children must answer the teacher's questions. Then in ml. asc. the educator, introducing a new game, performs all the roles of secondary and primary. In no case should you stain, the child must complete the game from beginning to end. Attributes are distributed immediately, explained in stages. Managing the course of the game: the teacher performs a secondary role (runs, jumps, etc.) and the main one. Ends with an analysis, the teacher marks everyone with positive side, and reflection: children, what was the name of our game?

General characteristics of the mobile game. Classification of outdoor games

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