The best way to develop dexterity in children of senior preschool age, when they already have the necessary stock of motor skills - this is the use of games and game tasks, where movements are performed in complex, frequently changing conditions. These requirements are answered by play-plates, which belong to the group of non-wave moving games with the rules and are for children the most fascinating form of motor activity, because Orientees them to achieve a certain goal.

Play games - This is one of the varieties of moving games. command character with rules. In play-playing games, children compete in overcoming various obstacles, in a rapid and rational solution of motor problems.

In the practice of working with children of preschool age, the game-relay is held at the end of the main part of the physical education instead of a moving game, on physical investment, on sports holidays, for walks, in the campaigns.

All relay games are compiled from the movements provided for by the "Education Program in kindergarten", i.e., their fulfillment is quite accessible and interesting to children. At the same time, the often changing location of obstacles in games, changing ways to perform game assignments, the introduction of additional movements increases the interest of children, stimulate the manifestation of various properties of agility. The relay games effectively affect development of such properties of agilityAs consistency (coordination) of movements, accuracy, speed, resourcefulness, contribute to the development of the equilibrium function.

Children fascinates the variety of movements in one game - run, climb, bring up, go through the bench, bother and jump from the box, etc., their competitive character. In the process of game-relay improved main movements, baby mastering new engine skills and some knowledge. He has the possibility of their independent use in the gaming and life situation.

Play games are characterized sharing teamworkaimed at achieving common goals, subordinate personal interests to the interests of the whole teamas well as the victory of the entire team depends on the actions of each player. Play games teach children coordinate your actions with the actions of your comrades.

To coordinate actions and general management games, the game-relay appears the need to allocate from the team members captains commands, the subordination of which is mandatory for all team players.

Thus, in each game relay at the same time Series are solved tasks:motor skills are fixed and improved, the ability to navigate in space develops, physical qualities are developing: dexterity, speed, endurance, coordination of movements, accuracy, the speed of the reaction to the signal, etc.

Along with this, children are brought up courage, independence, determination, discipline, etc. The complex development of the physical and moral and volitional qualities of children occurs.

depends from the types of major movements and on where are the game-plates - In the gym or on a site of kindergarten or on the obstacle course.

All this gives reason to divide play games for 3 groups: small, medium and big mobility.

1. To small mobility relay gamesrelated relay with the following movements: walking and running with subjects, climbing, insulating, overpanding, crawling, climbing and jumping.

The main task of such game-relay: the assimilation of children of the order of performing movements and transfer rules of the relay. The tasks are performed one by one at low speed and amplitude of movements. The duration of game tasks is not more than 20 seconds, this relay is repeated up to 5 times.

2. Medium mobility: In these games, the number of obstacles to 8 is increasing, large and small inventory and equipment are used, additional movements are introduced. During the fulfillment of tasks, children combine jogging with jumping, with the maintenance of the ball (one or two hands), throw in the basket, etc. In medium-moving games, the initial positions of children can be in the column one by one, two, sitting face in the direction of movement, etc. The duration of the game task is about 30 seconds., Repeats the relay at no more than 3 times.

3. Great mobility: These are playing plates for well physically trained children. The number of obstacles is increased to 10. To the initial positions are added - sitting, back in the direction of movement, lying on the stomach and others. Children in such relay runs 25-30 m in 45-90 seconds. (Pulse should not be more than 140 shots per minute). And you can repeat these tasks not more than 1-2 times.

The relay of this group is organized in the summer on the path of obstacles, also the track of obstacles to use even for the formation and improvement of various motor skills.

In the game-relay differ competitions of 3 species:

Individual or personalchampionship (Available to children from 5 years and passes on the principle of "Who is better?"). Such a competition makes it possible to assess the quality of the movement of the movements by each child. The most rational to use it at the beginning of mastering the skill, at the first attempts to perform children of several elements of motion. If this type of competition is properly applied, the number of errors is reduced, the time is reduced to perform movement. Children become more organized and disciplined.

Collective or teamchampionship It takes on the principle of "whose team will perform faster or better?". This type of competition contributes to raising a sense of responsibility to comrades, creates the generality of interests and joyful experiences, causes respect for each other, pride for the achieved of progress. This type of competition is used at the stage of improving motor skills and is available to children from 6-7 years.

Individually collectivechampionship It is conducted according to the principle of "the one who will faster will win, and the team in which more winners will won. This type of competition contributes to the formation of the ability to combine personal and collective interests in children, is used at the fixation and improvement of motor skills and is available to children of the 7th year of life.

In the pedagogical practice of the game-relay classified by various features, allowing to systematize and facilitate the selection of game assignments For preschool children.

1. By the number of tasks included: We are divided into simple and complex relay.

Simple relay - include one or two uncomplicated tasks: the maintenance of the ball, the transfer of objects, turning into the hoop, crawling on the bench, walking with the preservation of equilibrium, step-down, etc.

Complicated relay - include more than two tasks. Taking into account the contents of the tasks may act as strips of obstacles.

2. According to the requirements of the assignments Relay are divided into strictly regulated and arbitrary.

Strictly regulated Relay are performed in advance in advance. A teacher during the explanation of the tasks of the game-relay indicates how tasks are performed (for example, checkout in the hoop, walking on the rope, making the heel to the sock, keeping the ball with the right hand, etc.). This option is effective when repetition and consolidation of exercises.

Arbitrary- In such relay, the game tasks are performed in any way, each participant chooses the most rational or convenient.

3. By the nature of movingth battles are divided into linear, counter and circular.

Linear. Participants move straightforwardly or on a chain, lined up in a column or in a car. Children move, performing game tasks, up to the line of rotation, then run back to their team, transmit the relay and fall into the end of the system. The relay game continues until all team members perform game assignments.

In counterrelay The children of each team are divided into two equal parts and are located on the opposite sides of the site. According to the teacher's signal, the execution of game tasks begins one of the participants in the part of the team standing behind the start line. The player moves to the opposite side of the site, transmits the reinforcement to the first player of the second part of his team and falls into the end of the system. The player who received the baton moves to the opposite side of the site. The game-relay can be carried out until parts of the teams change places or until parts of the teams will be on their side - in the initial construction.

In circularrelay Players or move themselves in a circle, or are built in a circle, or standing on the spot, transmit the relay along the chain in one direction, or transmit the relay in a circle.

4. By way of action Participants relay are divided into individual and collective.

In individual - All participants take turns perform due to actions: on site; with promotion in various ways; With movement and additional tasks.

In collective Participants are moving by groups: Success solves the consistency of the actions of all team members; An alternate movement is used, combined with collective actions.

5. Rubbed relay and withby consideration of the type of exercise: gymnastic; athletic; Games (run, jumping pr.); ski; Water.

Also, relay may be thematic (plot) and comic.

Given the classification of moving games and the game-relay and their diversity, teachers can solve a number of educational, wellness and educational tasks. The main requirementwho need to be guided by selection of motor tasks for the game-relay, - compliance of the content of gaming actions and rules age features of childrentheir skills and skills, opportunities.

In order to solve all the tasks set, you need to know the method of performing the game-relay.

As an example, consider methodology for the game-relay for children aged 6-7 years.

When preparing for the game-relay required prepare a platform:

Designate the start line (the starting line is color, for each team your color); turning line (at least 1.5 m from the wall);

Prepare the necessary equipment for relay (balls of various sizes, sticks, kegli, hoops, rope, rope, rings, flags, gymnastic benches, etc.) It should be safe and bright, noticeable in the game, and its size and weight must match age and functional capabilities of children;

Prepare places for "fans" - children who do not participate in the game (as a rule, viewers are searched for gymnastic benches, put along the long side of the hall);

Mark place to build commands;

Think over rewards (tokens, medals, diplomas); Musical accompaniment.

Before performing game-play pedagoguenecessary learn rules relay, sequence of movements in each game-relay and disposure with children motto, river, introduce complex combinations of movements in Game.

Preparation to relay goes in advance.

Children are divided into two or three teams. Commands are compiled with the same number of players and approximately equal bye. Delivery on the team of boys and girls is undesirable. Choose captains in advance teams, they give the name to their team under the skillful indirect guidance of the teacher. The motto of the team is chosen by children with the filing of the educator (the motto is offered several, one is selected one). Also, the collective emblem is also made, and for each child educators make the emblem. The captain is worn by a violating bandage. Educals need to prepare "gifts" to the participants of the relay. The winner team is preparing a big prize (ball, rope, board game, a book of fairy tales, etc.) and a gram in the first place, a loser team - a prize and diploma for the second / third place. All children who participated in relay games are preparing individual prizes (medals, souvenirs, tokens, badges).

Must be thought out method for building participants. In order for children to be convenient to monitor the actions of comrades, you can change the usual building to the column one by one to other types: in the column one by one, but for children of lower growth; in a checkerboard; semicircle; in Shan (if few participants).

Explanation of the relay it should be very brief, clear, understandable. After the arrangement, the name and purpose of the relay, then the content (i.e., the list of tasks in the planned sequence of their execution) and at the end of the explanation are the basic rules. Secondary remarks, details and clarifications can be given in the course of its holding. After all instructions, you should answer the questions of playing if they arose. The primary explanation is accompanied by the show by the captains or the second judge; A child showing movements first performs the relay.

The game begins on the conventional signal (team, whistle, cotton in hands, wrapping with hand or flag). It is recommended to use different commands and signals to develop in children the accuracy and speed of the motor reaction. The manager informs children about the signal in advance. The signal is applied only if the manager is convinced that all the players understood the content of the game and occupied the appropriate places. More often in working with preschoolers signal forthe start of the relay is a sports team: "On the start! Attention! March!".

Manual game process. The assimilation of the game and the behavior of children during the game is largely dependent on the right leadership it. It is necessary to start the game organized and timely. The delay reduces the emotional attitude of the participants, reduces the readiness of children to the game. During the play, the adult moves between the obstacle lines to the children, the steps back and forth and verbally helps perform movements - encourages children, suggests a rational way to perform the task and the sequence of movement. Next, the leader carefully monitors the course of the game, behind the behavior of individual players and directs their actions. The head makes amendments and comments without stopping the course of the game. If the majority of participants admit the same error, then after the end of the relay, the teacher indicates common errors and makes amendments.

It is necessary to achieve conscious discipline, honest fulfillment of rules and responsibilities assigned to the players. Conscious discipline facilitates the best assimilation of the game, the good mood of its participants. It is necessary to bring up in children a conscious attitude towards your behavior in the game, send them to friendly actions: "Wear a comrade!", "Help the lagging!", "Watch your goals with my comrades!", "Make your task to the end, otherwise the team will play. ! ".

The game must be guided so that the process itself gives her pleasure to children. This is possible only if the participants can show activity, creative initiative and independence. The head must interest the children with the game, captivate them.

In the process of the game, it is necessary to take into account the most dangerous moments (jumping through a complex obstacle, jumping down the height, running around the shells, walking and running on a gymnastic bench, obstacles) and be prepared for insurance. To this, you can attract children who do not participate in the game.

In rolling games it is difficult to take into account the possibilities of each participant, as well as its physical condition at this time. Therefore, it is not recommended to immediately carry out the game-relay of great mobility, because This can cause excessive muscle tension. It is necessary to ensure optimal loads to each child. Intensive periods of physical activity should be alternate with rest, which is organized between game-plates. It must be borne in mind that with an increase in the emotional state of playing the load increases. Children who are passionate about the game lose a sense of measure, wanting to exceed each other, do not count their capabilities and overstrain. It is necessary to teach children to control and regulate their well-being. Preschoolers tend to overestimate their strength, so the teacher must remember the age and individual characteristics of children, their health status, not to rely on the desire of children to continue the competition.

it is dosed by a decrease in or increasing the overall mobility of participants. There are various methodological techniques for changing the load. You can increase breaks between relay, using them to parse common and individual errors, counting the points of each command, clarifying the rules of transferring the relay, the appointment of assistants for judging, reduce the distance for jogging, reduce the number of game assignments in subsequent relay, change the tired children on spare players and T.P. You can increase the mobility of the participants of the game, adding obstacles, increasing the distance of jogging, sharing the teams into parts and including oncoming rigging plates to increase activity, change the starting positions of players at the start, divide the hall diagonally.

Duration of the game Depends on the number of participants, their age, the content of the game, from the venue, the pace proposed by the leader. Estalation game complete walking on the spot, breathing restoration exercises, finger gymnastics, quiet tasks (guess the riddles, collect a puzzle; games of small mobility on attention, etc.). The task of these exercises is to gradually reduce the physical and emotional load.

At the end of the game The results of the game relay are summed up.

When assessing the game-relay, the teacher notes its positive parties, calls children who successfully fulfilled the game assignments that showed courage, excerpt, friendly mutual assistance, and, on the contrary, reverse the violations of the rules and the associated actions of children. When parsing the game-relay is better absorbed the rules, the details of the game are specified, conflicts are settled.

Summing up at the end of the competition begins with the loser team, and the winner team is declared the last. Prizes teams are awarded publicly. To smooth out the experiences of the children of the loser team, it is advisable to spend the ritual of the handshake between the teams. It is necessary to teach children to experience failure and cope with negative emotions, but it should be noted that the game-playing should bring joyful experiences to children. Pedagogue needs to encourage children, remember their successes and make plans for further victories. All children participating in the competition are handed to individual prizes (medals, souvenirs, tokens, badges). In the group you can make an album awards with photos, as well as the wall of the Glory "Our Champions" and much more.

Elements of competitions encourage children to greater activity, to the manifestation of various motor and volitional qualities (speed, dexterity, excerpts, independence, perseverance).

17. Specificity of games with sport elements (meaning, features of the methodology of holding with senior preschoolers; Creating conditions for conducting, dosing of the load; games recommended by the "Education and Training Program in kindergarten"). Sports town towns. Characteristic of the game, Rules, Methods of learning the game of senior preschoolers; Description and construction of figures.

Meaning of games

Senior pre-school age is the most important period for the formation of motor activity. Children 5-7 years old have a rich creative imagination and seek to satisfy their biological need for movements. This allows them to master the complex programming material for the development of movements.

In the process of physical education of children of senior preschool age, the leading role belongs to the moving game.

Special place in the system of moving games occupy sport games. Sports are related to complex rolling games, they differ in complex and accurate equipment, require such a development of physical possibilities that are not yet in preschool children.

In the senior groups of kindergarten are possible and recommended games only with elements of sports games,which are considered as higher Stage of Moving Gamehipsy children to more complex sports gaming actions with further school training.

They use only some elements of sports game techniquesAvailable and useful children of preschool age. Based on these, intended children, elements, games that are held under simplified rules can be organized.

Games with elements of sports games play a big role in the comprehensive physical education of preschool children. The main tasks in working with children on the use of games with elements of sports games These are: the general development of the child, the recovery of its body, the development of movements, motor abilities and psychophysical qualities, the creation of an emotional situation, education of love and interest in various types of physical exercises.

These games strengthen major muscle groups, develop psychophysical qualities: force, speed, dexterity, endurance; The child increases mental activity, orientation in space, the intelligence, the speed of thinking, is aware of their own actions. The child learns to coordinate its actions with the actions of comrades; He is brought up with restraint, self-control, responsibility, will and determination; It is enriched with its sensority experience, creativity develops.

Games with elements of sports games replenish and enrich the vocabulary of the vocabulary as "racket", "Wait", "Rack" (badmintonist or tennis player), "Towns", "Kegley", "Bit", etc.

It is extremely important to take into account the developing role of joy, strong experiences, a ridiculous interest in the results of the game. The child's passion for the game strengthens the physiological condition of the body. They remove the nervous tension, help free expression of emotions.

Most sports games belong to complex games of great mobility with running, jumping, throwing and formation of all major physical qualities. Games with elements of sports games require a good level of development of basic movements and physical qualities; More than in rolling games, collections, organizations, observation, determined, accessible to the technique of movements, a quick motor reaction. Therefore, they are introduced when children can already organize mobile games.

Moving games with elements of sports games require special preparation of the child's body for theirwhat is achieved with aid games I.special exercises for fastening skills. To do this, in kindergarten it is necessary to apply only those games that will give children the ability to quickly master the elements of sports games.

In kindergarten is quite widely used badminton, Ringball, Serso, Towns, Small and Table Tennis,as well as Games with elements Basketball, volleyball, football, hockey. These games contribute to an increase in the level of physical fitness of children and the development of physical qualities (dexterity, speed, eyelasor, etc.). The development of elements of sports games in preschool age is the basis for further sports.

Games with elements of sports games are selected given the age, the state of health, the individual inclination and interests of the child.

Teach children playing with elements of sports games should be gradually moving from simple to complex. Training should be started with the study of general, similar to a number of games, techniques. When learning the elementary technique of sports games with the greatest love (especially in boys) enjoys a game of towns, as well as games with basketball type ball, badminton, small tennis.

Towns.Towns are an ancient Russian game. This game develops the eye meter, the accuracy of movements, strengthens the muscles of the hands and shoulder belt, causes strong emotions.

This game is available to children of senior and preparatory group. For preschool children, lightweight bits with a length of 45-50 cm, weighing 400-450 g, cities with a height of 10-12 cm are selected.

The system and rules of the game in the towns are significantly simplified compared to the game of adults. On Earth, the "city" - a square, each side of which is equal to 1 m. At a distance of 3-4 m from the front (front) line of the city, it is drawn from which con. Between the city and horse at a distance of 2-2.5 m from the city - half bowl. When children learn to knock out the towns from this distance, the Kona lines and the middle are increased by a distance of 5-6 and 2-3 m.

Gloria platform for adults

Game in town

Before the game, children agree on the number of figures (3-4) and their order "

On the front line of the city there are various figures ("fence", "barrel", "well", "plane", etc.). Throwing bits playing tries to knock out the town outside the square city. Bits first throw from Kona when they roll at least one town - from the middle of the middle. Wins the one who will choose a greater number of towns with a smaller number of throws.

For the game, children are divided into two people in three people in each; At the beginning of the game, the bits lie at the Kona line, there are also playing; From the towns on the courts are laid out the figures alternately. When one figure is knocked out, you can upload the following. From the Kona line, one town is knocked out, then the players go to the grain line, from where the other towns and figures are knocked out. Wins the link, which earlier will choose five figures. At the same time, the correctness of the posture is taken into account, a strong blow (kick at will, either from the shoulder, or typ). Towns and bits can be brought only from the outside of the site so as not to fall under the blow of another link.

Classes are held with a group of children and individually.

The order of constructing figures in the game is gradually complicated.

"Fence" - all the towns put along the front line at a distance of 5 cm apart.

"Barrel" - all the towns are put together (one - in the middle, the rest - around it)

"Gate" - two pairs of towns put at a distance equal to the length of the town, the last, fifth, put on them from above, as a crossbar.

"Well" - one town is put, two are put in front (on the line) and behind, two others - on top of the first.

"Letter" - one town put in the center of the square, the rest - in the corners and others. "

Children are important to teach the correct bits. Throw away learn two ways. One of them is made bent in the elbow highly raised with a bat, the other - a straight hand set aside - back. Child is trained in both ways, and in the game of the game it uses any of them.

Method of throwing the bat straight hand allotted to the side.

The playing becomes behind the line, set the right leg a step backwards to the toe outside, the torso unfolds the insertion to the right. During Zamach, a hand with a bat is returned back, the burden of the body is transferred to the right foot. The throw is made by a straight hand side. At the same time, the severity of the body is transferred to the left leg, the torso is vigorously rotated on the left side. You need to throw a bit smoothly, giving her a slow rotation movement.

Children of the senior group learn to knock out the towns from the middle or a horse. In the preparatory group, children should be able to knock out 4-5 figures. In order not to have a long expectation in the game, each group includes 3 children. When determining the winnings, the correctness of the technique of the throw is taken into account, the impact force, etc. The role of the judge first performs an educator, and in the future children.

18. Sport exercises (meaning, species, characteristics of exercise, place in DOU day mode; forms of sports exercises: classes, independent activities, individual work). Training of preschoolers skating (preparatory and main training period).

Physical exercise – these are such motor actions (including their aggregate), which are aimed at implementing the problems of physical education, are formed and organized according to its patterns.

Word " physical Reflects the nature of the work performed (in contrast to the mental), externally manifested in the form of displacements of the human body and its parts in space and in time.

Word " exercise" Indicates a directional repetition action to influence the physical and mental properties of a person and improving the method of execution of this action.

In this way, physical exercise It is considered, on the one hand, as a specific motor action, on the other, as the process of multiple repetition.

Characteristics of sports exercises

In order to comprehensively develop children of preschool age, the following are applied sports of physical exercisenii.: Walking on skis, skating, sledding, bike, scooter, sportsroller and swimming. Events are cyclic and contribute to the development of the bone system, strengthen the main muscle groups, cardiovascular, respiratory, nervous systems. They develop psychophysical qualities (dexterity, speed, endurance, etc.), as well as form coordination of movements, rhythm, orientation in space, equilibrium function. Bicycle, skates develop vestibular stability.

Fresh air, water, the sun has a beneficial effect on the body, strengthen the metabolism and promote hardening. In the fresh air, at different air temperatures in the appropriate clothing, the child's protective forces and metabolic processes in it increase.

In addition, sports exercises contribute to the knowledge of the children of nature phenomena, they acquire the concepts of the properties of snow, water, ice, sliding, braking; as well as knowledge of the device of the bike, sportsroller, etc.

The child has significantly expanding vocabulary, moral qualities are developing: a friendly mutual assistance, discipline, coherence of actions in the team, courage, excerpt, determination and other personality properties.

Classes conducted in the park, forest, on the river, cause positive emotions in children, awaken aesthetic feelings, bring up love for nature.

Skiing, skating, sledding, bicycles forms the ability to handle physical investment inventory, teach children to accuracy, leaning, hard work.

Place of sports exercises in day mode

The use of various sports games and exercises in the complex is of great importance. With comprehensive use, it is easier to satisfy the individual tendensity of children and make their interests more diverse. The complex includes exercises, different by propulsion, the level of assimilation and technical complexity. The variety of movements in them contributes to the improvement of the general physical training of children. The use of exercises with different levels of difficulty facilitates the organization and pedagogical control over their stroke. In such conditions, the teacher can pay more attention to the control over more complex exercises while other children will be more independent in simple.

Classes of sports exercises are held during the morning and evening stay of children in the fresh air with the whole group at the same time, small groups, individually. Some kinds of movements, children can do their own.

In the morning it is impractical to use sports games and exercises that cause strong emotional arousal or requiring high expenditures of physical energy.

On a daily walk, you can use sports games and exercises with maximum physiological and emotional load. These sections of the Day of the Day studies the basis of sports techniques that will be leading in the next and current season. On a day trip sports games and exercises, more attention should be paid than in all other periods of the day.

Forms of exercise exercise with preschoolers

The success of solving the problems of physical culture of preschoolers is possible only under the condition of attracting children to exercise classes in various formsWhat provides the greatest pedagogical and wellness effect.

A variety of forms of classes have not one, but several characteristic features. Therefore, the same form can be represented in different classifications, depending on the classification feature.

In the practice of education of preschoolers, it is advisable the division of these forms on the basis of organizing training and education. In accordance with this feature Formscan be urgent and indestructible.

TO urgent forms relate:

Physical education;

Additional exercise classes (classes in physical culture circles and sections, joint exercise of children with parents).

TO forms relate:

Physical and health events in the day (Morning gymnastics, physical attacks, exercise and mobile games between classes, exercise and mobile games for walking, exercises after day sleep);

Physical education events (physical education leisure, physical education, tourist hiking);

Individual sessions;

Independent classes of children (independent classes in the group, independent activities for walking, homework).

The main signs of the urgent forms of the organization of classes, the example of which the physical culture occupation is: the availability of qualified pedagogical guidance; The program defined by the classes with the installation on the solution of the system of successive pedagogical problems; reasonable structure and clearly limited time frames; Assessment of performance activities; systematically conducting classes in a stable schedule; Relatively stable and homogeneous in age and prepared composition.

Non-timing forms of classes do not have all these signs and cannot fully solve the tasks of the formation of preschoolers in the field of physical culture.

Special form Physical and recreational work in the preschool institution is Health Day. On the day of health, all training classes are canceled. The day of the day is saturated with active motor activities of children, independent games, musical entertainment. In the cold season, staying outdoors is lengthened. In the warm season, all events are held on the street.

With preschoolers is Physical activity.This form of work is, creates favorable conditions for the assimilation of general provisions and patterns when performing physical exercises, promotes the development of the versatile abilities of children. Educational physical education classes simultaneously with all children make it possible to provide conscious assimilation of the material, bring children to generalizations associated with the mastering actions and their use.

Individual work with a child

It is known that every child is unique. It has its own features of the nervous system, physique, psychophysical development. Individual features of the child affect the assimilation of the motor skills and skills, on the attitude towards others.

An important role in individual work with the child is played medical and pedagogical observationswhich make it possible to take into account the indicators of strength, equilibrium and mobility of nervous processes.

As indicators of force takes into account: the level of physical and mental performance in classes and in labor processes; The speed of restoration of performance after fatigue; the ability to overcome difficulties, initiative and activity in classes, as well as in games; Mastering speed by moving skills, motor activity, emotional tone.

An indicator of the equilibious nerve processes is the even calm mood of the child, his friendly relations with children and adults, calm behavior in conflict situations, the uniformity of activity. Mobility of nerve processes characterizes: ease of transition to various activities; the speed of addiction to the new setting, the speed of falling asleep and awakening; The ability to move in a rapid pace. These indicators should be reflected in the educational process.

In order to implement an individual approach When appointing various means of physical education, it is advisable to allocate 2 groups of children:

I - the main group - which does not have any medical and pedagogical contraindications and restrictions for classes in the full "education program in kindergarten".

II - weakened group - having time limitations in the magnitude and intensity of physical exertion and the amount of hardware events.

The teacher records the tendency of the child, its ability to certain movements. Taking into account these features, an individual program for the development of the child, the upbringing of its psychophysical qualities and abilities is drawn up. By making an individual work plan with a child, the educator takes into account its motor interests.

The educator offers a variety of tasks: remember and perform exercises; Organize familiar moving games, while attracting the leading roles not only active, but also shy children.

The child also has a correctional work to correct the defects of the foot and posture, the improvement of psychophysical qualities and motor actions. For this, the teacher shows and explains the exercise, gives preliminary orientation in the actions; Activates conscious and creative attitude towards movement. An important role is assigned to the development of handmade skill, motility of hands.

Thus, systematic conducting individual work with a child or with small groups of children ensures improvement of their movements, the development of physical and personal qualities.

Organization of independent motor activities

Knowledge and skills, motor skills formed in the child in organized forms of motor activity are successfully transferred to everyday life, in independent motor activities during the day.

An independent motor activity of the child The tutor systematically plans consistently and sends. An independent motor activity of children in a preschool institution is organized by a teacher, both in the group and for a walk. The teacher thinks out the shapes and types of activity and makes it adjusting.

The effective organization of independent motor activities provides for the following mandatory moments:

Organization of the physical culture environment (sufficient place for movements; the necessary amount, diversity, replacing benefits);

Allocation in special time day for independent motor activities of children;

Possession of the educator with special methods to enhance the independent activities of children.

In self-engines, the child reaches the target set in front of him, successfully using a variety of ways of motor actions, choosing the most appropriate. It activates mental processes, teaches perseverance, purposefulness, independence and creativity. Following the actions of the child, the teacher activates his motor skills and skills, depending on individual abilities, providing him with the possibility of decision making. The educator may complicate or simplify tasks, causing useful psychophysical efforts.

The formation of the child skills of independent motor actions various and large physical education, toys contribute to various and large physical investigations. Given the individual features and the possibilities of the kid, the teacher daily in terms of work provides for the use of various items in order to secure acquired skills.

On the third year Life is selected toys stimulating initial independent activities - it is a wheelchair, strollers, cars, balls, balls that are used for throwing, rolling in a knot, riding and rolling from a slide.

Large physical education benefits are used: slides, ladders, gates, benches, drawers, etc., on which the child is exercised in climbing, crawling, subjects, persecution, etc. The use of these toys and benefits is carried out under the guidance of the teacher after pre-learning actions with them in classes.

For a child fourth year Life The teacher picks up motor toys, minor benefits and games: for exercises in throwing and throwing balls of different sizes, bags, rings, ring-ring and meher, shields for throwing, hoops, short and long jumps, as well as three- and two-wheeled bikes, cars with pedal control, etc., contributing to the orientation in space, bringing to the assimilation of the rules of safe movement on the street.

AT senior groups (For 5-6-year-old children) Widely use sports games - Towns, Serso, Kolzebarros, Ringo, Basketball, Badminton, Table Tennis, Mechebra, Sht, and others. These games contribute to school, sports.

The child independently and creatively participates in the Games of the Ball School, organizes game-playing and games with elements of competition. The educator watches the course of these games and adjusts their move.

Moving games with rules play an important role in self-activity of the child, and their help is developing an initiative, organizational abilities and creativity. These games contribute to the formation of a children's team and compliance with the rules adopted in them.

Skating learning

SKATING - This is one of the most important types of sports exercises. It has cyclic nature. Multiple repeatability of the same movements in the same sequence and greater amplitude of these movements.

Skating belongs to the number natural exerciseClose to coordinate to walking and running. Therefore, you can easily master the exercise data, and they are available to a child with different physical fitness.

Skating - a great exercise for children and adults - is also one of your favorite activities.

Systematic skating classes have a positive effect on the child's body and are of great importance for health, mental, moral, aesthetic and labor education.

During skating you can quickly move around in the fresh air. This strengthens health, harres the body, develops speed, strength, dexterity and endurance. The child acquires cheerfulness, ease with imminent movement, it is pleasant to breathe cold fresh air.

Skating skating promotes the strengthening of the muscular and ligalar apparatus of the lower extremities. Riding is useful for the development of thin coordination and rhythm of movements. It contributes to the development of a variety of psychophysical qualities: speed, endurance, strength and dexterity.

Skating skating leads to the establishment of a more advanced interaction of various departments of the central nervous system and increases the efficiency of the children's body.

While moving on skates, spatial orientation develops. Children learn to navigate and economically dispose of their actions on a large rink area among the team of rides. They are involved in assessing the remoteness of one item from others and from themselves, receive initial information about the speed of movement. It helps children quickly respond to changed conditions while running ice skating and expanding their horizons.

Children get used to discipline and accuracy. They must comply with certain requirements: quickly gather to occupation, help others to lax shoes and enter the rink organized, and after classes, clean the skates and gently fold them into the bag. From the teacher they receive initial information about skating techniques: for example, how to take a starting position, how to change the direction of movement, raise the speed and evaluate the movement of their comrades.

In children during ice riding, both valuable personal characteristics are formed. They independently take various decisions, show resourcefulness, courage, initiative.

This sport makes thinking about their behavior and contributes to the development of hardworking and partnership, for example, if snow fell, children together can clean the rink or swallow and correct shafts into clear weather.

The positive importance of skating training is constantly enriching motor experience, the formation of the right skills of natural vital movements in the child. The presence of work-out skills allows you to creatively use skills depending on the circumstances.

In preschool institutions skating training is recommended from 5-6 years.. T.A.OSokina claims that earlier this period to train a child to skate on skates, because it should be at the skates difficult motor coordination at a small support area, and the binder of the lower extremities is still not strong enough. Skating skating requires the maintenance of equilibrium when moving on ice, which creates additional loads on the central nervous system.

L.N.Pustinnikova believes that the senior preschool age is favorable for the start of skating clay. She explains this as the following facts.

The body of a 5-year-old child is fully prepared for mastering elementary skills.

At this age, children are able to manage individual actions of a holistic motor act, for example, to keep balance, to keep the body, to observe the direction of the shock, coordinate the movements of the hands and legs. They improve motor memory and develops speech.

L.N. Pustinnikova developed Skating Skating Training Sequence.

First, the child should be familiar with the rules of behavior on the rink, leaving the skates, clothing; Teach boots to wear them, cord them.

Then (long before the start of skating learning) The teacher learns with the child exercise, strengthening the muscles of the legs, feet; Developing psychophysical qualities - speed, dexterity, etc. with the child, exercises in the room without skates and ice skates; On the snow, on the ice tracks. These exercises are very effective contributing to the development of movement techniques on ice.

Child is taught the right source position ("landing the skateback"); scatter and slip on two legs; on the variable repulsion, slip on the right and left leg; perform turns to the right and left; braking and stops.

Teaching skating, teacher uses various methods: Show, explanations, aid; The child rests by the hands of an adult, for the sleigh-chairs, special chairs.

The tutor follows that children are not overwhelmed, so hardly dispensing the time of classes. It increases the child from 8 to 25-30 minutes. After 5-10 minutes, the child's classes make it possible to relax on the bench for 2-3 minutes.

It is important that the teacher himself was ready to conduct skating classes. The ski skirt is fixed in rolling games of the "Furniture" type, "who is faster" and others.

An important role is assigned to work on familiarizing the child with the best skaters of the country. To this end, adults introduce him to speeches athletes at competitions, attend training athletes at the stadium; Produce albums dedicated to the best athletes.

ROLLER SKATING

Roller skates are very popular at present. Learning roller skating is recommended from senior preschool age. The child is taught moving, turns (right and left), braking, stop.

The tutor trains roller skating at the same time 2-3 children.

The teacher shows and explains to children the technique of movement, helps them to master the movement.

At first, the teacher helps children to turn in a straight line. This is done like this: two children take the hands of the child, support him, prompting to move forward. His feet should be a bit arranged, the feet are parallel, the torso is slightly tilted forward. Riding with support is repeated several times within 3-4 days to 5-8 minutes.

When the children are ascertaining the skills of riding with support, they are taught by moving, pushing out that right, then left foot. The teacher supports the child, teaches to be repelled with the left and right foot, coordinating the movements of the hands and legs; Combine alternate repulsion, then one, then the other foot with rolling on two skates

To do this, the body must be slightly tilted forward, the legs bend a little in the knees, the feet of several dilute to the sides, the hands are slightly bent in the elbows and slightly dilute to the sides. From such an initial position, the child makes the impulse of his left foot and rolls on the right; Then push right and rolls on the left. The movements of the hands and legs should be coordinated to the same way as when riding ice.

Having done 3-4 energetic alternate repulsions, the child puts the legs parallel to each other at a short distance and rolls to slowing down the course or complete stop. Making a turn, he slows down, slightly tilting his body in the right direction, and crosses until the turn is completed, and the movement continues after that in the new direction

At the beginning of training, the steps in children are very timid, but then their movements are becoming increasingly energetic and long-term.

Skill of skiing is fixed in rolling games. The duration of occupation gradually increases from 3-5 minutes to 10-15 minutes. Initially, training in roller skating is carried out individually.

When all the groups of the group will starve skating, classes are carried out with the whole group.

19. Training of preschoolers walking on skis. (Value, the history of skiing, the choice of ski equipment for preschoolers; skiing technique: stepping step, sliding, alternated twofall turns, turns, lifts, descents, braking). Tasks for learning children of different age groups walking on skis. Organization of classes for training walking on skis.

Story skis

The history of skis has several millennia, which confirm the rock paintings in Norway Caves, made about 7,000 years ago. It all started from the moment when a person found that, having tied to the feet two pieces of a special form, you can quickly move along the snow-covered fields and forests during the hunt. Many centuries later, approximately in the middle of the XVI century, skiing began to be used by the armies of the Scandinavian countries, a little later, the military was put on skis and in Russia.

Skiing on the territory of our country have long appeared. The tribes that inhabited the north of our country, at the end of the third and beginning of the second millennium BC, used skiing to move on deep snow. The appearance of skis in ancient Russia before the start of our era is evidenced by studies of rock paintings off the coast of Onega Lake and the White Sea. On the rocks, located near the village of Zavarga from the fortieth lip of the White Sea, where the Popopic black river is on the river, the primitive man left the carved inscriptions and drawings, preserved to the present day. Moreover, even then it was sliding skiing.

Skis were used for hunting, for military purposes, and then as exercises, developing force and physical qualities of a person. Large changes have both ski shape - from oval rim to long sliding skis.

The most ancient skis are in the Ski Museum in Oslo: their length is 110 cm, the width is 20 cm. Approximately the same sizes were skiing in hunters for many centuries: such skiing and now enjoy hunters and hunters of Greenland, Alaska, residents of the North, Siberia, Far

VALUE

Ski movement is a cyclic movement that is favorable to the development of the bone apparatus and all muscle groups.

Skiing has a great influence on the physical development and hardening of the child's body. It involves almost all muscle groups into operation, contributes to the vigorous metabolism in the body, strengthens the functional activity of the internal organs, develops muscle sensitivity, contributes to the development of spatial orientations and coordination of movements, as children move on skiing in conditions of constant change of terrain.

Walking on skis causes active actions of large muscular groups. Initious wide amplitude of movements, constant rhythmic alternation of stress and muscle relaxation contributes to the development of muscle strength, creates favorable conditions for the performance of cardiovascular and nervous systems. Fresh air movements provide intensive work of the heart and lungs. According to observations of doctors and teachers, than more intense and more diverse movement, the actively functioning the body.

Teaching children walking on skis positively affects the formation of the foot of the foot. Ski classes have a beneficial effect on the formation of posture. Positive shifts in improving posture are quite natural, since almost all muscle groups and especially the muscles of the back are developing harmoniously and strengthen and strengthen the skiing. Under the influence of ski classes, there is a significant development of the main movements (running, jumping, throwing). So, the length of the jump in six-year-skiing children increases: Girls are 30%, in boys by 22%. And in kids who did not go skiing, the length of the jump during the same period increases only by 16% in girls and 8% in boys. Approximately the same results are observed in other types of movements. Thanks to regular ski classes, colds are reduced and colds in children.

Ski classes and ski rides contribute to the upbringing of the moral and volitional qualities of the child: creating interest and love for systematic classes, develop courage, perseverance, determination, form an excerpt and discipline, are involved in overcome difficulties and obstacles, bring up a feeling of friendship, collectivism, mutual assistance.

Walking on skis taking into account the age characteristics of children creates conditions for the organized and proper consumption of physical energy. Ski walks in the forest, Park, Square contribute to the emergence of a sense of love for the surrounding, will be a thought and the desire to learn something new, interesting about your region.

Ski inventory Must correspond to individual growth and weights of the child. Especially difficult learning skiing and sticks acquired "on the grown".

The easiest way to choose a ski and sticks to the growth of such: put skis vertically next to you and raise up straightened hand. Suitable skiing must be coached to the finger tips stretched up the hands, and the sticks reach the armpits.

The ski length should be slightly higher (by about 10 cm), and the length of the stick is slightly lower (by 10-15 cm) of the kid's growth. More accurately pick up skiing and wagons on weight and growth will help the following table.

Skis should have a weight of deflection - the lumen between the sliding surfaces and the plane on which they lie, and be quite rigid, i.e. Necessary not to fame under the weight of the skier.

Weight deflection and rigidity provide uniform pressure on the snow loaded skis. The more weight, the more tough skiing you need. Skiing with normal weight deflection (3-4 cm) and normal rigidity should be evenly and tightly fit into the ski access, in this case the ointment is erased from them equally over the entire sliding surface. The less the weight of the child, the smaller the deflection (rigidity) skis.

Ski fit both wooden and plastic. Especially comfortable plastic skiing with a scaly sliding surface: they do not require lubrication when changing the weather.

Ski sticks are suitable from any material, more preferably lighter. On sticks need straps (loops) for hand brushes, rings (segment) of the stop and pins at the ends.

The loops on sticks are made in such a volume so that they passed the brushes of the skier's hands in mittens. It is advisable to have a special handle on sticks. The absence or break of the strap force the child often lose the stick and pinch it into a fist, make it difficult to repulsion.

Sticks without rings stop falling deep into the snow, in the absence of pins, they slip. All this leads to a loss of equilibrium and, as a rule, to drops. Before using sticks, you need to explain the main way to show the child's way: the brush is loaded in the strap from the bottom and rests on it, when you decide ago, the stick is freely held mainly three fingers - large, index and middle, when the push cannot be pushed into a fist.

Of the numerous ski boot models, it is preferable to elongated with snow-protecting with a snow, free of size (about two rooms more), but not flying from legs when walking. You can use everyday winter shoes - boots, boots, boots, insulated high sneakers.

For fastening skis to the leg, the industry produces ski fastenings of various designs, the main thing when they are elected - reliability, convenience and simplicity in circulation.

For ski boots, right, socks or semi-rigid fastenings can be approached. Under ordinary winter shoes, only semi-rigid and soft fastenings with a heel leather or rubber strap are used, tightening which provides a solid adhesion of shoes with skiing.

For boots, a soft leather fastening The leather mount consists of belts inserted into a ski slot. It must be located at the level of the base of the thumb and tightly cover the shoe sock. For a more dense fixation of the skis, a heel fastening of rubber tubes is used.

Fastenings are customized by shoes. The most convenient is a design that allows the child to quickly wear and remove skis at the beginning with the help of adults, and then independently.

Skis should be stored with sticks in special racks in a dry cool place. To preserve normal deflection, the nasal and heel skis after each walk are binding, and in the middle of the loading platform put a strut 3-4 width cm.

Child clothes and shoes

Skiwear, like inventory, also has its own specifics. Even the solar, windless, with a small frost, a favorable day can be spoiled for a child if it is covered and frozen. Wet skiing is very undesirable and for health.

Children's clothing should be a dense, well-protecting from wind and non-shy movement.

Outerwear (jacket and trousers or overalls) should be from the windbreaker fabric. Under the overalls or ski costume dresses warm underwear or wool suit.

If there is a choice, it is necessary to give preference to a separate jacket and trousers - so clothing less wets, it is easier to dry, and if necessary, you can replace only one part. It is permissible if the jumpsuit or jacket with trousers are slightly viable. The main thing is that it is internal clothes: a T-shirt, a shirt, a sweater, especially tights and woolen socks. Well fitted underwear will save from very unpleasant losses. Children really like once again to sow in the snow, so it is desirable to have mittens or mittens, covered with waterproof cloth. They should be, of course, warm and moderately free. The cap is preferable to woolen, tightly adjacent to the head and closing ears. The scarf is better replaced by a sweater with a high gate.

Skiing use boots on a warmed lining, with a wide nasal part. In colder weather, we should wear two pairs of wool socks. Filed shoes are undesirable: the leg in it overheats, the weight of shoes and skis with fasteners presses on the weak muscular arch of the foot, which can lead to its flattened.

With preschoolers, we are advised only in frosty weather at temperatures from -1 to - 12 ° C, for children 2-4 years old - up to -8 °. In windy weather, the lower boundary rises by another 2-3 °. With a strong wind (speed 6-10 m / s), when the trees are noticeably swing, the smoke is nailed to the ground, and in the open area of \u200b\u200bthe blizzard, the ski rush must be canceled.

Skiing technique

Before talking about learning children of preschool age walking on skis, you need to clarify main ways of movement, descents, rates, braking, turns.

Step step - Walking on skis with alternate lifting ski socks, pressing the back end of the ski to the snow, the right hand is taken forward along with the left foot and on the contrary, the torso is somewhat tilted forward.

Sliding Step - Slide skiing with alternate repulsion that left, then right foot. For example, when repulsing with the left leg, the right is bended in the knee and takes forward, it is transferred to it the body weight and slip on the right ski. Then the same cycle is repeated, but the left leg is already sliding.

Alternated twofall move - The cycle of movement consists of two sliding steps and push for each of them with a variety of foot and a hand with a stick. Strike foot starts immediately after stopping the skis. At the same time, you need to transfer body weight to a sliding ski. Starts up with a full extension of the leg in all joints, after which all the muscles relax.

Repulsion is performed strong, but smooth movement. Ski seems to be dragged back. The strongest part of this movement in its middle. After jolts - slide on one skid. At the same time, the leg ending the push is endured forward. During the slip, the support leg is prepared for the impetus, for which it is somewhat bent in the knee and ankle joints. With the end of the flush end, the sliding ski stops, and the cycle is repeated again.

The hand for a push is placed ahead of a few bent in the elbow joint. The stick is a little tilted forward. Pressure on the stick is carried out simultaneously with its lowering.

Starts by a sharp extension of all the joints of the hand, after which all the muscles relax and the hand is free to end. Turns on skis are performed on site and in motion.

Turns.

Distinguish turns with crossing around the backs and socks skis. When overpaying to the left around the ledgers skis, the left ski toe is slightly lifted and falling to approximately 25-30 °. Then the right ski is raised and placed near the left. After that movement begin again. It is also done with a crossing around the skis socks, but only the backdraft of one of the skis is raised, depending on which direction the turn takes place.

Turns can be performed under the invoice: The teacher considers to six - a child during this time makes a full turn.

Rotate Makh In working with preschool children it is rare. This turn can be right or left to 180 °. From the source position - the main pillar of the skier - the child transfers the body weight to one of the skis, for example, right. The left leg with ski bends in the knee and rises back-up, then transferred to the left-back. The ski stick at the same time is placed behind the heel of the right ski. Right leg with skiing is applied around the left and turning, the child lowers it on the snow, next to the left skiing.

Rotate jumps, and especially the turn in motion (by taxi, in fuel), in working with preschoolers not used.

Lifts. In the direction of movement lifts differ: straight, burned, zigzag; By way of movement - alternate traveling (sliding and stepping step), " lestenka, "" Raytury "and" Christmas tree ".

On gentle slopes Applied lifting with stepping or sliding steps. Rises with alternate moves are performed in the same way as when walking on a snowy virgin, but with a slightly large tilt of the body forward and with a high pressure of sticks on sticks.

Lifting "Lestenka" It is carried out in the side turn to the slope. Skis are located across the slope, in a horizontal position parallel to one another. The rise is carried out by the palm steps, and it is important to pay attention to the fact that when shifting skis, the child raised not only sock, but also the back.

Children of preschool age available lifting the "halftore". In this case, the skiing, standing above on the slope, is raised at an angle in the direction of movement, toes outward, on the inner ribs. The rise of "Christmas tree" for preschoolers is not recommended.

Descents can be performed straight and imagined from the initial positions - In the main, high, low racks.

Main stand applied on complex descents with turns and irregularities of the area; low- to increase speed, high - On the gentle slopes for leisure of the muscles of the legs.

Low stand The skier squats as low as possible and tilts the torso forward. Feet standing throughout the foot, hands stretch forward. During descents in the main rack, the skier's position is free, relaxed. The legs are slightly bent in the knees and the ankle joints, the legs are tilted forward, the hands are a little bent in the elbows. Skisi is set narrowly on a soft and not strongly rolled snow, and one ski is advanced forward (on the foot length). On the icing snow, skiing is wider.

In the main stand It should be achieved that the legs are not tense and amortized the shocks on the irregularities. High rack is applied to reduce the speed of descent. When descending in a high rack, the skier straightens.

Children of preschool age lifts and descents are available with gentle slopes., slope steepness up to 15 °, slope length up to 20 m.

BRAKING. To slow down speed or stop moving at descents, braking is performed different ways: "Plougom", "Pop" ("College") and lateral scaling.

When braking "Plougom" The skier closes the ski socks and breed the backs. Skis are put on the inner ribs. Used "Plow" for braking on gentle slopes.

Braking "Pop" ("Semi-lodge") applied on the plain (after rolling) and on the "braid" descent. The body weight is transferred to one ski, the other ski is placed at an angle, a back out. Ski socks are closed, the knees bend and somewhat close.

Brakes "Plougom", side slipping in work with preschoolers do not apply.

Breaker children on descents most often fall. The safest is the fall on the side, in which it is necessary to sit down, as you can quickly put skis across the slope, hold the sticks to keep the pins back so as not to stumble upon them. You just need to get up after a complete stop. Lying on the side, parallel to the skis, they have their slope across and tighten to the body. Get up, leaning on the top, and then on the bottom stick.

On the way of the skier often encounter obstacles (ditch, potholes lying on the ground of the bitch, tree trunks, etc.). The tutor needs to teach children to overcome them. To do this, can be used. various methods: swear straight and sideways, transition to a stepping step or "ladder".

Tasks learning walking on skis in different age groups

Children 3-4 years oldhaving mastered the new type of movement - walking on skis, use motor experience of ordinary walk. At the same time, the child retains the direct position of the body, the foot is slightly bent in the knee. It is difficult for him to keep equilibrium and save the direction. The unevenness of the length of the steps is noted, the tempo instability, often the rhythm and coordination is disturbed when moving.

Many features of the movement of children 3-4 years old are due to the unusual feeling of slandering skiing. As a result, the child randomly balanced his hands, the body, makes extra movements, loses its balance, the skis diverge or cross it, and it falls. In an effort to keep on a narrow area of \u200b\u200bthe support, the child puts his hands and legs wide, slowly shifts the tense legs.

Tasks learningwalking on kids for 3-4 years (Junior group):

Integrate a child with upcoming ski activities;

To acquaint ski equipment, teach to wear and remove skis, stand on parallel lying skiing;

Help the children to master the new sense of sledge by the legs for them;

Contribute to mastering dynamic equilibrium when walking on skis;

Training to travel by skiing with a stepping and sliding step;

Teach children by turning over.

The main task in teaching is the development of a new complex of sensations associated with the legs of skis ("Ski feeling").

In the middle group The formation of motor skills in skiing continues, during movement, the child puts hands and legs wide. At the same time, he can not find the right position of the body for a long time, most often stands straight, while maintaining the usual balance. Insufficient fold fold in the knees does not give the necessary force to repulsion. Sliding at this age is barely planned; This is not even a slip, but a kind of pulling the legs with a ski to the level of the support leg. In children, 4-5 years old there is still no direct relationship between the pace and the length of the sliding step, the steps rate is quite high. With age and with the formation of skill, the length of the step and the speed of movement increases.

Learning tasks in the middle group:

Fasten the ability to wear and remove skis, stand on parallel lying skiing. Learn sense of slandiness by skiing;

Develop dynamic equilibrium;

Fasten the ability to walk on the skiing and moving step, to make turns on the place of stepper;

Learn a descent with gentle slopes in a low rack and lifting on the "Lestenka" slope.

In the senior group Under the influence of training in children, the quality of skiing is significantly improved. They hold the body correctly, slightly leaning forward, there is a great coherence of hands and legs, repulsion is made to the leg sock.

With repeated repetition of exercises, motor skills are formed and secured; The speed of movement increases, the length of the step, the children take possess a relatively uniform sliding step. But nevertheless, the multisage is sharply expressed, which should be translated into a certain way of movement.

Teaching tasks in the senior group:

Develop the "sense of skis", "Snow Snow";

Develop equilibrium;

Contribute to mastering a sense of rhythmic skiing;

Learn the descent from the mountains in the middle rack and the lifting step;

Fasten the lifting skill with "Lestenka";

Continue training with a sliding step, seeking to fit the skier's right rise with the simultaneous transfer of the body weight from one foot to another, extending step, coordinate the work of the hands and legs when walking on skiing without sticks;

Fasten the skill of turns with flouring in place and in motion;

To acquaint children with braking skiing "Pop".

In the preparatory school group In children there is a long sliding step, this is due not only to the change in the levers of the motor apparatus, but also the muscle training, mastering the motor skill. Children are already able to significantly push forward moving leg.

The child in the seven years is significantly developed by the muscular strength of the foot. Under the influence of physical exercises, its flexibility increases. In this regard, the child is able to give a greater amplitude of the reversal movements. The push becomes stronger and sharp.

Quantitative and qualitative indicators of movements indicate that the motorcycles of the child are developing significantly. Children are exempt from a number of extra movements; The movements themselves become more economical, and the body is relatively more obedient, deft, capable of performing accurate coordination.

The equilibrium function is improved - one of the main tasks of the formation of motor skills. And thanks to this, children acquire the ability when losing the balance to create a new support, putting forward a leg in the direction of the fall - "muscle feeling" is improved.

Teaching tasks in the group preparatory for school:

Give the basis of the technique of movement on skis by an alternate double run.

To this end:

Help children master the foundations of cross coordination of movements when walking with sticks;

Teaching skiing, achieving one-reference slip;

Pay attention to the correct substantial, finished push and a wide sliding step;

Strive for more energetic removal of the mask leg, stop forward;

Continue to develop a "sense of skis", "Snow Snow", "Feeling of Equilibrium";

Master the descent from the smooth slopes of greater steepness at the length of the slope of 18 m in different racks;

Continue to improve the lifts on the slopes: "Lestenka", a stepping step, to learn the raising "semi-trap";

Fasten braking skills on the descent "emphasis."

Skiing Training

In a preschool educational institution, children begin to train mobile movement with the second younger group, as well as the child can learn this at an early age with the help of parents.

The most effective form of teaching children walking skiing is Organized classesunder the guidance of the teacher during the morning and evening walk.

Best time to walk on skiing with children - 10- 12 hours of the day. Classes in this watch (hours of walking) are stacked in the regime of the children's institution.

Classes are carried out individually, subgroups, with the whole group.

With children for 3 years it is advisable to conduct classes with small subgroups, 3-5 people. Such classes can be carried out on the site of kindergarten daily during the morning, daily or evening walk.

With children of 4 years, classes are held at the beginning of the subgroups of 10-15 people, all children are gradually involved.

With children 5-7 years old classes are held with the whole group, at least twice a week. The duration of ski sessions depends on the age of children and the degrees of mastering the motor skills on skiing.

Pre-teacher plans classes, a system of preparation for them. It clarifies the content, the dosage of the exercise, determines the teaching techniques.

Then the teacher is conducting conversation with children, during which in an affordable form talks about the value of classes, about clothes, shoes for them, the rules for storing the ski equipment and care. The child teach to transfer skis: on the shoulder, at hand, in hand; Wear and remove skis.

Claims consist of three pieces: introductory, primary and final.

The main purpose of the introductory part It is the preparation of the body to perform the upcoming physical activity, the so-called "warming up" of the body. The preliminary "warming up" allows the child to maximize the "sense of skis" and the "sense of snow", it is a psychological preparation for the fulfillment of subsequent tasks, disciplines children, helps to collect attention, increase the emotional tone.

For example, after the construction, the children leave skis on the snow and make a run, or the tutor spends with children a small game in time without skis: "Snowball" (jogging with circling) - For four-year-old children, "Rope" (Running, holding hands) - Five-year-old, "track in footprint" (walking in each other) - for children 6-7 years old.

Jogging for children 3-4 years should not exceed 8-10 seconds, for five-year-old - 15 seconds, for children of six years - 18 seconds and seven-year-old - 20-22 seconds. Jogging should alternate with walking.

Tasks of the main part of the lesson is the training of children elements of technology movement on skis, improving it, the development of agility, determination, courage.

So, in the main part of the lesson, the children of six years walk on the training skiing at a distance from 30 to 100 m. It may be walking in a circle, bypassing a number of items, for the checkbox, for the fastest child, for the educator, walking in various directions, walking By parallel lines, walking to a distance of up to 100 m to work out a long sliding step, etc.

In the main part of the class exercises (walking near the gate, walking with squatting, with cotton, turns, sliding and running). This includes carrying out descents, lifts on the slopes.

Classes are based on gradual increase and reduction of exercise. The greatest physical activity on the body of the child is descending from the slopes and skiing: "Who is rather before the flag?", "Who will pass and never fall?", "Who will pass and never falls the bag?", "Whoever Will not lower his arms? ".

The task of the final part of the lesson It is a gradual reduction of load, summing up, organized transition to new activities.

Skiing Training held in the next sequence:

First traineled with a stepping and moving step without sticks,

After that turns on the spot (around the backs and socks) and in motion ("crossing", "plow", "half aulic"),

Braking

Rises on a slide (ordinary step, "Christmas tree", "halftop", "ladder") and descents from it ("Lednka", in low, medium and high rack),

Alternate two-star and simultaneous sacrificing move with sticks.

First, children move on skiing without sticks. This contributes to the development of coordination of the movements of the hands and legs, the development of equilibrium. The late use of sticks makes it difficult to move, encourages the child to "hang" on them, which can lead to injuries.

Skiing training occurs in stages using a sample of motion and explaining the sequence of the motor action. Excellent learning impact has consideration of drawings, diameters that give an idea of \u200b\u200bcorrect walking on skis.

Skiing skills are fixed in rolling games "Catching", "wider step", "counter-relay", "not back", etc.

Skiing training classes are carried out with a gradual increase in its time from 15 to 40 minutes. After all the groups of the group learn how to go on skis well, it is possible to walk for them walks outside the selection of the preschool - in the park, in the forest, in the stadium. Duration of walks - from 30 to 60 minutes. Senior preschool children are able to participate in tourist walks. It is important to connect parents to participate in them, which can also fix the skills received by children on weekends.

20. Physical education in Dow. (Value, structure and content of physical education; the place of physical education in the day; the duration of occupation in different age groups; compliance with hygienic requirements; suit and footwear for physical education; the importance of the teacher in organizing and conducting physical education activities; the practical skills necessary for physical education classes; medical and pedagogical control in class).

The main form of organizing exercise With preschoolers is Physical activity.

This form of work is leading to form the right motor skills and skills, creates favorable conditions for the assimilation of general provisions and patterns when performing physical exercises, promotes the development of the versatile abilities of children. Educational physical education classes simultaneously with all children make it possible to provide conscious assimilation of the material, bring children to generalizations associated with the mastering actions and their use. Without generalization, it is impossible to transfer the correct execution to other situations.

Physical education exercise allow teach preschoolers independently create conditions for musculoskelling, to summarize complex motor actions, form and develop self-organization skills in the use of various movements and raise interest and striving for active actionsThereby providing a base for interesting and meaningful activities in everyday life. The more fascinating and meaningful lessons, the richer the motor experience of the child, the greater the prerequisites for ensuring a high motor regime during the day, which is necessary to meet the need of a growing organism in movements.

Physical education promotes formation of preschoolers training skills. They involve children to memorize an action plan and followed them in the course of exercise. Develop evaluation judgments in children: the achievement of good results in front of all children instills confidence in the child and creates a joyful mood, awareness of their abilities and opportunities in the implementation of common interests, and divided joy is double joy.

The successful solution of educational tasks is possible only when compliance with the requirements for the health orientation of physical education. Providing high motor activity of children, compliance with scientifically based loads on all bodies and systems of the child make it possible to ensure the effect in its physical development and health promotion.

Specially organized physical education with the whole group provide passing and mastering software in a specific sequence; allow, as needed, repeat and secure motor actions. Training is conducted systematically. Classes are based on a certain plan and therefore allow you to dose the physiological burden, gradually and carefully increasing it, which helps to increase the endurance of the body. Preparation of the body to perform complex movements allows you to prevent injuries when performing them.

Children teaching to listen to the instructions of the educator, perform the movements at the same time by the whole groupBy organizing in various ways, which forms their activity, brings up conscious attitude towards the exercises, skill to listen to the end and act in accordance with the specified plan or creatively execute the proposed tasks.

At physical training children acquire knowledge of the general provisions characteristic of each group of movements, guided by which the child is able to act independently and assimilate the available patterns of performing learning movements.

Vfizeculture occupation is made to distinguish two interdependent parties: content and structure.

1. Composition included in exercise. This is a generalized subject matter classes, one of the parties of a wider, holistic content.

2. The content of the activities are engaged,associated with the implementation of the proposed exercises. This side of the classes is consisted of the very diverse intellectual and physical actions of children to whom the hearing of the teacher, the observation of the shown, directly fulfillment and others, and others are actively involved in the active operations of children.

3. The content of the teacher's activitieswhich consists of the following actions: setting and explaining the tasks, identifying specific tasks and the organization of their implementation, continuous monitoring of the actions of children, analysis of these actions, assessment of the implementation, adjustment of loads, as well as the tactful direction of behavior of engaged in the relationship between them, etc. P.

Structure of classes.Interconnected and consistent location in the time of all elements of the content Call called food Cultural Structure.

Physical activity is customary to share three parts: introductory, main main (general weary exercises, main movements and a mobile game) and final. They are mandatory and always arranged in the sequence named. The separation of these parts is due to certain physiological, psychological and pedagogical patterns.

In the introductory, as in other parts of the lesson, are decided primarily educational tasks:

1. learning building exercises;

2. Mastering different ways of walking and running;

3. Fastening the execution of simple learned movements (jumps with advance on one and two legs);

4. The use of supply exercises for successful mastering complex movements included in the occupation;

5. Development of the speed of the reaction and the intensification of children's attention;

6. Development of dynamic orientation in space;

7. Involvement of various organs and systems in a constantly increasing physiological burden;

In the main part With the help of general array exercises, other tasks are solved:

1. The teacher must ensure the formation of correct posture;

2. Promote the preparation of the child's body to load, in order to warm up various parts of the body with the help of certain exercises, which will warn injuries and provide the best result in the performance of the movement;

3. Apply the summory exercises to create the conditions for successful mastery of learning movements.

The main movements are included for the initial learning, consolidation, improvement and ensure sufficient physiological burden, for the development of certain physical qualities.

In the final part It is envisaged to transition from intensive activity to a calm, reduction of physiological burden, so that within 2-4 minutes after class the child's pulse came to its original state. This is achieved by including sedentary games and walk in different pace.

Duration of all classes The younger group is 5-20 minutes, in the middle - 20-25 minutes, in the older - 25-30 minutes, in the preparatory - up to 35 minutes. One of the three physical education classes for children is 5 to 7 years old should be held year-round in the open air. It is carried out only in the absence of medical contraindications in children and the presence of sportswear in children, corresponding to weather conditions

Hygienic requirements

Conducting activities related to the movement, the educator must take into account that although the child's body has the ability to be freed from some part of dust, but with its constant effects, the resistance of the lungs weakens, and they are easily exposed to pathogenic microbes in dust. Dust in the room during gymnastics, musical and physical education practices is dangerous not only by what affects the respiratory organs and the mucous membrane of the eyes, but also the possibility of infection in children. Therefore, it is very important to carefully ventilate the room and produce wet cleaning.

Air temperature of the physical culture hall +17 degrees. C and relative humidity - 40 - 55%. In the break between classes and before classes in the hall, a wet cleaning and ventilation is carried out.

Depending on the time of year, the air temperature and children's health, such classes should be carried out at open windows, fraumugas or vents. Cold season is recommended to be carried out at one open Framuga, and in the warm time - with open framugs or windows. To monitor the aircraft system control, it is necessary on the inner wall at an altitude of 1 - 1.2 meters from the floor to hang the thermometer.

Illumination of the hall is at least 200 LCs at 0.5 meters from the floor. Lighting fittings should provide uniform dissipated light.

Individual benefits on their size and weight should correspond to the age characteristics of children.

Children are engaged in sports form - comfortable, light and clean (not from synthetics). On the legs - slippers on the rubber sole. If there are conditions (warm floor), you can deal with barefoot. The educator should be in a sports suit and appropriate shoes.

When carrying out activities in air at t 0 \u003d 20 ° С - Clothes: panties, shirt, socks, sports shoes; With T 0 from -12 ° C to -15 ° C - Windbreaker (Bologna type tissue jacket), training suit with ward, flannel shirt, T-shirt, panties, tights, woolen socks, sneakers, wool hat on cotton lining, mittens

Training teacher to conduct classes

Successful classes are possible only if there is a serious preparation for them a teacher. Even highly qualified teachers cannot neglect this condition. The training of the teacher to the class can be divided into substantive, personal and logistical.

Personal preparation the teacher to the lesson consists of two parts: speech and motor. The teacher must be checked in the pronunciation of commands, in counting the movement pace; Thusize the rules offered by them; Determine the content and form of the intended conversation, descriptions of the game, the lighting of the sports event, etc. Motor training of the teacher is reduced to the trial execution of those movements, actions that are scheduled to demonstrate to children, as well as verify the reliability of the necessary support and insurance techniques. An important meaning is to comply with the appearance of both clothes and in the manner hold on, in the ability to use gesture, etc.

Material and technical training inappropriate training places of classes, equipment and small inventory. Especially responsible task is to ensure the safety of classes. For this, every time you need to check the technical service of sports shells, mats, places of places for throwing, etc.

Medical and pedagogical control

All work on physical education is carried out by educators of groups at Regular control by medical professionals and the head of the preschool institution.

Medical controlfor the physical education of children in preschool institutions includes :

1. Dynamic observation of the health of the health and physical development of children ..

2. Medical and pedagogical observations of the organizing of the motor regime, the methodology for conducting and organizing exercise and their impact on the child's body; Control over the exercise system.

3. Control over the sanitary and hygienic condition of occupations (premises, plot), physical education equipment, sportswear and shoes.

4. Sanitary and educational work on the physical education of preschoolers among the staff of the pre-school institution and parents.

The doctor's duties include a comprehensive assessment of the health of children, systematic control over the organization of all sections of physical education and hardened in kindergarten and conducting medical and pedagogical observations on physical education at least 2 times in each age group during the year.

Medical and pedagogical observationsconducted by a doctor or medical sister together with the head, educator-methodologist and educator of the group .

The main attention in this work should be given to the motor regime, the total reflective general motor activity of children with free and organized forms of it. As studies have shown, at present, in many preschool institutions, the existing motor regime allows you to fill only 50-60% of the natural needs of children in movements. Evaluation of the motor regime is carried out on the basis of the complex of indicators:

1. Muscular activity time of children with reflection of content and quality in various moderates determined by the method of individual timekeeping.

2. Volume of motor activities using the step meter method for a quantitative assessment of motor activity.

3. The intensity of the motor activity by the method of pulsometry (counting the heart rate in the UD / min.) When performing various types of muscle activity.

Evaluation of the effectiveness of physical education For preschoolers, they are carried out in terms of motor density and middle level of heart rate (heart disease) in children.

Motor density of classes in the hall (the ratio of the time of occupation spent by the child on movement, to the general duration of the lesson, expressed in interest) should be at least 70%; In air - at least 80%.

To ensure the training effect in the classroom in the hall, the average level of heart rate in children 3-4 years is - 130 - 140 ° C. / min., In air - 140 - 160 Д. / min.; in children 5 - 7 years old - in the hall 140 - 150 wt. / min.; in air - 150 - 160 Д. / min.

21. Physical and psychological burden in classes and receptions of its regulation. (Dosage of the load, the rate of exercise, the number of repetitions, alternation of motor activity and recreation; general and motor density of classes; signs of fatigue or insufficient load in class).

The nature of the physical and mental load in the classes and and the techniques of its regulation.

Without the appropriate load, the obligatory accounting of the physical abilities of children cannot be ensured by the effectiveness of physical education. The physical activity depends on many reasons: on the nature of the exercises and games, combinations of different types of movements, their intensity, duration, the number of repetitions, the pace and amplitudes, the conditions of exercises, the level of assimilation, the degree of motor activity of the child and its emotional state.

The effectiveness of the occupation depends on the compliance of the amount and content of the age of children, the state of health and physical fitness, the peculiarities of individual performance. The teacher should know the individual physical possibilities of each student, to own a variety of ways and techniques for regulating physical exercise in the classroom.

It is important throughout the lesson to achieve high children's activity. To do this, when conducting physical education with children of preschool age, the most appropriate alternation of load and rest. At this age, the nervous system and the whole body of the child as a whole possess extreme plasticity, fuel to external influences. therefore rational dosage volume and intensivelyload, regular alternation of her rest will be determine the optimality of the dynamics of the child's body, ensure the timeliness of restoration processes and improve performance.

Dosage volume and intensivelysTI loadon the one hand, it is expressed in the magnitude of the impact of physicalization on the body and the intensity of their implementation, which increases the functional processes of the organism; On the other hand, in the impact on the dynamics of psychological functions that manifest themselves in the mental activity of the child, the concentration of attention and perception during the explanation and demonstration of exercises, comprehending the tasks, the accuracy of the response to them, etc.

It must be distinguished mental activitywhich is associated with mental load and motor activitywhich provides physical Load.

Mental activity provides not only the awareness and assimilation of knowledge about the technique of performing movements, but serves and rest, change the activities on physical culture lesson. Between physical and mental loads arises inverse proportional dependence: With an increase in the physical activity, as a rule, mental decreases, and when the mental load increases, the physical falls.

Rightthe ratio of time spent on psycho spendingand physical strength kidand following this recreation, Must be the main thing careeducator when conducting classes with children preschool age.

Relaxation In the process of occupation can be activeand Passivenym.

Leisure It assumes the switching of previous activities, which caused some fatigue to another. Passsurnu- Characterized by relative peace, excluding active motor activities.

The correct alternation of the load and active recreation in the class ensures the preservation of the optimal attribability of the child's attention, prevents naturally evolving fatigue. At the same time, the load causing the known voltage and the spending of forces and in connection with this fatigue is at the same time an incentive for the rehabilitation processes of the body, increasing its functionality. Existing studies show that the performance of the body during the alternation of work and recreation is naturally changing in the process of changing certain phases. With sufficient load, the performance gradually decreases, accompanied by some fatigue. Changing the activities of a child, carrying a rest of the body, promotes the activation of rehabilitation processes that get the stimulus from the load prior to them.

In this way, organic communication and interconnections abouttreatment and Restoration Tras Determine prettyload and recreation.

Consider this question on a specific example of physical education.

The introductory part of the classes contributes to the gradual workability of the body and the activation of mental functions, preparing the child to the main part of the lesson.

At the beginning of the main part Children are offered new material requiring the greatest focusattention. When learning a new engine action, a child is created by its original image, a motor representation. This binds to comprehending the task, observing the sequence of the exercise elements performed by the educator, its explanations, or explanation of the method of performing an exercise without a visual show. After that, the children independently begin to play it. At this time, the child shows volitional effort (mental and physicalkone)Trying it is possible to accurately perform an exercise. All this causes sufficient nervous system voltage, increasemental and physiological functions of the body. Therefore, such a process should not be long.

This is due to the fact that prolonged excitation of some cell groupsor whole sites of the cerebral cortex inevitably causes the phenomenon of brackerin others. Externally, this is manifested in the absentness of Vnimania in children, decreases interest and emotions, somesound coordination, sometimes in excitation.

One of the important techniques of braking is to protect the cerebral cells from the excitation. If irritation becomes too long pl often repeats, or if it turns out overly strong and threatening exhaustion, then bark lowings excitability and it ceases to answer irritation.

Concerning it becomes understoodwhat the role plays dosageload Study, timely switching baby with oneactivities on another and regular alternation of work and frombreathing.

After assimilation Children of the new exercise they are offered repeated, performed with less voltage. Having another content, these exercises cover new muscle groups associated with the work of certain sections of the cerebral cortex.

Before performing a familiar exercise, children listen to the verbal instruction of the educator and then reproduce motor actions. Time spent Educator on instruction, activating mental activity children gives leisure muscular activity.

After that, the children consciously perform and control the details of the motor action, clarify its correctness, fixing by repeated repetitions. Next, the exercises or one of the options under stabilization are offered for this. Performing these exercises provides preservation of awarenesschild task, but does not require attention to the way youfitting Motor Action Due to the already developed system at the level of dynamic stereotype, their automation. Before performing such exercises, children can individually be asked to recall and tell the way of performing the exercise, after which all children are included in motion,

Alternationthese (approximate) tasks allows the educator to provide comfortable (without athleting) pacetotal classes, default of the nature of children, quantityin repetitions of exerciseAccident in timely alternation and the necessary interconnection of the psychic and physiological functions of the body.

Proper alternation of children's activities in the class ensures its overall exercise density.

General and motor density

Distinguish general and motor density of classes physical culture.

The feasibility of using the time of classes is determined according to the general density of classeswhich is expressed temporaryan indicator to the entire duration of the lesson given in percent.

In the motor, the exercise density is only the time spent on the performance of exercise, that is, direct physical exertion.

Total density characterized relationship of pedagogically justified time classes(perception of explanations, instructions, show teacher, doing exercise, observation and analysis, installation and cleaning of benefits, etc.) to the duration of all classes.

Pedagogically justified The time used on the explanation, instructions to ensure the accuracy of execution, to show, perform physical exercises.

At the necessary auxiliary activities in the process of occupation, the minimum time is given (distribution of benefits, rebuilding children, rearrangement of physical education shells). The educator thinks in advance the organization of these actions and eliminates the possibility of non-producing time. Random organizational problems (lack of necessary manuals for exercising, shortcomings in a suit or shoes of children, the appearance of unauthorized persons in the hall) are defined as pedagogically unjustified time cost.

For the characteristic of physical education, it is very important motor density - The greatest motor activity of children in the process of occupation, which determines the productivity of each particular occupation. However, the requirement for motor density of classes does not exclude the implementation of educational tasks. The correct appropriate alternation of mental and physical activity of children is necessary in educational purposes, being an indicator of the well-thought-out content of the classes, and its qualified conduct.

Motor density characterizes the scope of direct motor activity of the child in class. It is expressed the ratio of time spent on the performance of physical exercises and games, all the duration of the lesson.

Proper expedient alternation of mental and physical activity Children is reliable indicator of thoughtful content and it qualified holding.

If a total lesson density, with the right organization, approaching 100%, then motor density may be it is estimated only regarding pedagogical tasks.

The smallest motor density may be provided if 1/3 of the new material is used in the lesson, then the motor density is 65-67% is considered the norm. If the occupation solves the task of fixing and improving movements, the motor density should be approached by 68-80%.

Efficiency of physical education It is estimated not only for the successful solution of educational tasks and the impact on the development of the personality, but also on health effects on the body. Sufficient motor activity, on the one hand, provides a good assimilation of the material (with the repetition of the material) when learning, and on the other hand, it allows to ensure the training effect on the child's body.

The magnitude of the load and its proper distribution during the class Determined in physiological curvewhich fixes the work of the cardiovascular system when performing all exercise included in different parts of the classes.

According to G. P. Yurko, with proper load distribution:

- in the introductory part lessons the pulse should increase by 15-20% from the source

Increase Pulse after performing overall exercises may be 40% from the source;

- Performing major movements and holding rolling game should lead to an increase in the pulse by 70-80% from the source

- in the final part Classes it increases just 10-15% of the original.

After 3-4 minutes after classes, the pulse must come to the initial level.

"Games and relay to educate physical quality

endurance in young athletes. "

Sidorenko Sergey Yuryevich

physical education teacher

Maura Lyceum number 28

In our modern world, due to a large learning load, hobbies of computer games, a sedentary lifestyle, there is a problem of lack of motor activity from schoolchildren. Classes in sections, sports circles help partially solve this problem. Sports activities contribute to the comprehensive development of the child's personality, it is aimed at improving the intellectual, spiritual, mental and physical development of the child. In the process of games, children are formed vital qualities as persistence, honesty, courage, courage, mutual execution.

I offer you games and relay, which often use the lessons in physical culture to develop endurance in primary school students.

Game, heart rate, number of movements

Content, Rules

Inventory

Organ.-

method.

note

"Relay-trains."

Before teams facing columns (8 - 12 people),

a line is carried out, and 10 -12 m from each of them are stacks (printed balls).

On the signal, the first command numbers are running around the racks (counterclockwise) and run to the starting line. They run past their columns, go to her back and run back to the racks. When they run the starting line, the second numbers are attached to them, and the second numbers are joined, and now the players are already an obstacle. After turning around the team, third numbers are joined around the team, etc. The game ends when the whole team depicting trains (not extinguishing hands), finishes, that is, the last player will cross the start line.

In the game, the first command numbers are obtained in the game, so when repetition, the players are located in the reverse order.

Rules: Wins the team whose players will fulfill the task.

On-bivny balls

Stand-ki.

Instead of racks

you can use. skittles

"Run teams"

Several commands (10 -12 people each) is given a start. Teams start moving, trying to run all distance (up to 500 m), without stretching, and in full finish finish. The finish is denoted by a corridor width of 10 m. Wins a team that will spend less time and on the finish of its participants will be in the designated corridor at the same time.

The distance is better to place on a closed circle (the running track of the school stadium).

Rules:the team wins, and which the closing resorts earlier.

Stopwatch

Starts can be given separately for each command.

"Do not let the ball watering"

One of the players is driven. At the beginning of the game, it is in the middle of the site. The remaining players are placed on the site in an arbitrary order and, running, throw one other basketball ball. Drinking tries to take possession of the ball. From the place where he managed to catch the ball, he throws in any player. In case of contact, the player becomes leading, and the former leading participates in the game on a par with everyone.

Players, the former number of times in the rollers of the leading, win.

Rules:

A player who driven hit the ball raises his hand and says loudly: "I - driven!"

Any player has the right to raise or catch the ball, bounced off the player who has become leading and continuing the game.

B.

ball

"Salki".

Simple option. Playing freely located in the hall (on the site). One of the participants is driven. He is given to the handkerchief, which he raises up and loudly says: "I - Salka!" Salka tries to catch up and touch someone from playing. Claws are handed over, it says loudly: "I am Salka" - and the game continues.

A new leading is not allowed to immediately touch the player's hand. The winners are the guys who were not dilated.

When holding a game with a large number of participants, it is better to divide the platform for three or four independent sites. Then the cabin and the group of playing run only within their plot.

Complete options.

a) Having exhaled comrade, you can cross the road to lead. Then Salka begins to pursue the one who crosses him the road, or another player;

b) There are one or two houses (outlined circles), where the players are not allowed. There is no longer permitted in the house for more than 10 seconds;

c) playing, except for three cabin, have a ribbon behind the collar. Salka, catching up running away, pulls the tape and makes her end for his collar. The remaining without a tape becomes cabbage. He declares about it and begins to catch the rest of the players.

d) Salki is not allowed to touch the hand of who injured the shell, climbed onto the gymnastic wall, clinging to the crossbar, in a word, torn his legs from the ground. Rules are prohibited by the cabin karable running more than 5 seconds. Changing the role with the pursuer changes.

The game can be carried out on one half century. Places.

"Changing places."

The game is carried out on a basketball or on a volleyball court. Players are divided into equal commands and are built up at the facial lines. At the command signal, simultaneously run over to the opposite direction, i.e. We change places in advance by defining the way of movement (running, jumping on one leg, jumps on two legs).

Rules:

It is impossible to deliberately hold rivals.

By running, take a pre-agitated position.

The victory is awarded to the team, which first took the place from the opposite line.

In order not to create interference to each other, the teams are built in counter-position corners of the site.

"Linear relay with running."

Three teams are built into the ranks and are located in the form of the letter "P". Before the team located between two others, the general line of start is held. Ahead, for 15-20 meters, put three towns in a row, at a distance of 1.5 meters one from the other. The first numbers from each team get up behind the start of the run. According to Teacher's team "Marsh!" They run forward, and the next running order from each team occupy their places at the start. Slipped, reaching their towns, rob them on the right side and, returning back, concern the palm of the right hand of the next players of their team, after which they occupy their places in the ranks. The next players in turn will run forward, repeat the actions of the first numbers, etc. The game is repeated two or three times.

Rules: K.omanda, who completed the mining earlier than others wins.

Towns

right side routine

"Relay with sudden stop-kami."

Relay with sudden stops and continuation of movement by signals. A linear relay is carried out (see the game above), but on the first signal (whistle, cotton in the palm) of the teacher, the next runners should immediately take the position, lying with a support on the elbow of the left hand, and on the second signal to continue moving forward.

Rules: Wins the team that without errors and earlier will return to the start.

On the site between the commands you can draw a dividers

"Circular relay."

This game is on the development of endurance.

Usually held in the gym, stadium, as well as in the forest.

To prepare in the stadium or in the hall, the start and finish line is determined.

In the hall and at the stadium the game is carried out in a circle. Participants stand at the start as shown in the figure.

The teacher's signal begins the relay. Each participant must run 6 - 8 circles (the length of the circle at the discretion of the teacher) and then transfer the relay chopper to the next team member. After 10 - 15 minutes you can repeat the relay.

Rules:the team comes to the team that the first finishes the relay.

Baton

If the relay is carried out in the forest, the place of the game is cleared of foreign objects. In the middle line of the basketball court.

"Large relay in a circle."

On the four corners of the site are flags, and in the center - a large flag. The class is divided into three teams that are built into the columns one near the start line. From each command are called to the start line one by one runner. By the signal, they are upgraded by four flags, and, reaching the finish line (next to the starting line), transmit the reinstall wand in the second numbers that occupied the starting position at the start.

Rules:Wins a team that closes the player whose before finished running around the flags. It should be the first to run up - to the central flag (rack) and knock on the tree with a relay stick. Running the second brings his team second place.

Flag-ki, eta-ferca stick

The teacher monitors the execution of the rules. Small flags are knocking on the outside. The last player in the team before running to the central flag, must definitely stay out the fourth corner check box.

"Ball captain."

Near the short sides of the site drawn three inscribed circles, respectively, one, three and five meters. In the center of the site draws a circle with a diameter of 1 meter.

Accessories for the game - Basketball Ball, distinctive sleeves.

The first numbers of each team are captain. They get up in the middle of the circles, drawn in the short sides of the site. There are four players from the other team between the circumferences of the Big and Medium Circles - interceptors. The remaining players (attackers) are located on the site arbitrarily.

The teacher throws the ball up in the center of the playground between the two players of various teams. Each of them tries to beat off or transfer the ball to their players. The born the ball is striving by gears to bring it closer to his captain and throw him the ball so that he caught him on the fly. The transfer of the ball Captain is hampered by the fact that there are interceptors from another team around him who try to prevent fishing. The interceptors beat off or throw the ball with their attackers, and in turn they seek to pass the ball to their captain. The team whose captain will catch the ball, two points are counted. After that, the game is started again from the center of the site. Wins a team that has gained more points.

Rules:

It is allowed to throw and catch the ball with hands, as well as

chuck off his head.

Jogging with the ball more than two steps is prohibited.

No coarse shocks are allowed.

To take away or hit the ball from the hands is not allowed.

Playing do not have the right to enter the line of defined circles.

The ball, flying outside the site, is introduced into the game by some of the attackers of another team from the place where the ball crossed the site line.

B. Ball

For violations of the rules 2, 3 and 5, a player of one of the teams, the other team gets the right to a five-meter throw to its captain. This throw can only beat one of the interceptors of the intruder command. The remaining players get behind the line of the free throw. Behind the ball caught by the captain rapt from a five-meter throw, the team gets one point, after which it starts with the center of the site; If the captain does not catch the ball, then the game continues. After one of the captains of any of the teams caught the ball on the fly, players (captain, interceptors, attackers) can change roles

"Ten gears."

The game is conducted according to the rules of basketball, but without throws in the basket. The ball is introduced into the game from the center. Players of the team, mastering the ball, skillfully maneuvering and not giving the ball to the enemy, try to make 10 gears in Puudryat, for which the team is charged one point. After that, the game stops, and the ball is again introduced into the game by throwing from the center. The game is carried out for a while or to a certain number of points.

Rules:

Differed number of gears

annulled if the ball intercepted

rival or team allowed

error.

If the opponent is trying to pick up

the ball violated the rules, the ball is introduced

behind the side line, and the score continues.

B. Ball

Errors:double running, jogging, loss.

The development of game endurance is an important component in the development of primary school students. In the initial training groups, much attention is paid to general physical training. Half of classes fall on the moving games, game tasks, sports games. In view of this, it is necessary to introduce sports games in the school program as a mandatory element of thematic planning. Especially in junior grades, since early endurance develops mainly with the help of moving games.

Moving games play the greatest role in the development of endurance, they help to attract children to sports to achieve not only good results in the future, but also be prepared for further work in adulthood.

Since the robing games in their content are very diverse and attractive for children, it contributes to the manifestation of their greatest interest in sports. While in the future distracts adolescents from the disastrous negative influence of society.

Play games are an important means of dexterity development, they can combine a wide variety of motor tasks, developing agility: to run, climb, to keep balance, move the load; Prickly, sit down and take the ball, spend it, get into target, return jumps on two legs to the original position to the starting line, etc. In play-playing games, children compete in overcoming various obstacles in the rapid rational solution of motor problems. When performing the game-relay, a number of tasks are solved - fixing and improving the skills of major movements, development in playing orientation in space, physical qualities of speed and dexterity, courage, determination, organization and discipline, attention, exposure, endurance, accuracy, coordination of motion. Relay games for agility development should be diverse, covering various muscle groups and aimed at improving the regulatory activities of the central nervous system. Improving agility, which is associated with rapid mastering new movements, is carried out in exercises performed in relay games. Perfection of dexterity should be continuous, as the assimilation of one task must be processed to the next, more complex content. The best way to develop dexterity in children of younger school age when they already have the necessary stock of motor skills, is the use of games and game assignments, where movements are performed in difficult frequently changing conditions. This requirement and respond to the game (Appendix No. 1) of the relay. (Appendix No. 2)

Relay are:

Linear - competing stand in parallel columns;

Counter-team teams are divided in half, and her half becomes in the columns against each other;

Circular - teams become in a circle.

Planning the relay, it is necessary to be guided by the following rules: to include well-familiar children in its content; Remember that from the quantity, complexity of tasks, the distance between the places of their implementation, the preparedness of children of the elected assessment of the result of the relay depends on the size and nature of the physical activity. It does not necessarily defeat the team that the first finished the relay. When determining the winner, an objective and non-complex speaker system is used. The results of each team involved in the relay are estimated by the educator either in terms of quality, organization and consistency of the actions of children, or in time spent on completing the task. The organization and methods of the game-relay should be aimed at raising the relationship between children and their moral and volitional behavior. It should be given to children to the tasks without limitation. Need careful selection of commands. Total commands should be 3-4, in each team no more than 4-5 children are approximately equal. Rules must be fulfilled for all participants. Violation of the rules should be recorded and taken into account when summing up. Overcoming a simple obstacle course serves to improve the skills and skills of children, the integrated development of motor qualities. It is especially valuable that the child gets the opportunity to use his skills in new non-standard conditions, to act in accordance with its preparedness, peculiar to its forces, to show certain volitional efforts. The manager of the baton needs assistants who are watching the fulfillment of the rules, notice the errors, lead the points of the points, correct the obstacles to the need. The content of the game relay depends on the age characteristics and the level of students' prepared; The size of the hall, square, season, the presence of the necessary physical education equipment. And depending on the above, you can select different combinations of motor tasks for the tracks of obstacles. The most acceptable amount of them is 3-5.

Conclusion.

The purpose of the study of literature methods on the development of agility in children of younger school age has shown that for the development of agility, it is necessary to purposefully seek to activate mental activities in the process of physical exercises. The effectiveness of the formation of motor skills depends on the proper selection of methods and techniques, means and principles of training. Studying the features of the development of agility in children of younger school age showed that this age is sensitive for the development of a number of physical qualities: dexterity, coordination abilities, which allows for a rational teaching methodology it is easy to master a variety of engine skills. The study of agility development tools in children of younger school age has shown that the means of developing dexterity in young children are exercise, as well as an important means of mobile games, game-plants. That, subject to the requirements of the methodology and taking into account the physical development of children, when implementing an individual approach, mobile games, game-playing can be a means of dexterity development. Perfection of dexterity should be continuous, as the assimilation of one task must be processed to the next, more complex content. The theoretical significance of the study lies in the fact that psychological and pedagogical aspects on the theoretical part of the work of psychological and pedagogical aspects relating to the characteristics of the agility development process in children of younger school age are analyzed.

The practical significance of the study is that we are drawn up by mobile games and games, which can use educational institutions in the process of organizing work with children in lessons to solve agility development tasks. Students can also use students during pedagogical practice and parents in organizing mobile games, game-relay.

List of references.

1.Vavisova E. N. Develop the preschoolers strength, dexterity, endurance [Text] / E.N. Vavilov. - M.: Education, 1981. - 98C.

2.Vavilova E. N. Learn to run, jump, climb, throw [Text] / E.N. Vavilov. - M.: Enlightenment, 1983. - 83c.

3.Gurevich I.A. 300 Competitive and Gaming Tasks on Physical Education: Practical Guide [Text] / I.A. Gurevich. - MN: Higher School, 1994 - 319c.
4. Childe folk moving games [Text] / Ed. Keneman A.V., T. I. Osokina. - M.: Enlightenment, 1995. - 224С.

5.Mannovsky Yu.F. We educate children healthy [Text] / Yu.F. Zmanovsky. - M.: Medicine, 1989. - 128C.

6.Litvinova M.F. Russian Folk Moving Games [Text] / M.F. Litvinova. - M.: Enlightenment, 1986. - 175С.

7. Mamaev A.P. Methods of physical education with the basics of theories [Text] / A.P. Mamaev, S.T. Melnikov. - M.: Enlightenment, 1991-320c.
8.Makaeva M.D. Education of a healthy child [Text] / M.D. Mahaneva. - M.: Arcta, 2000. - 107c.

9. Development of the movements of the child - preschooler [Text] / Ed. M. I. Fonareva. - M.: Enlightenment, 1975.-133c.
10. Reshetnikov N. V. Physical culture [Text] / N.V. Reshetnikov, Yu.L. Kislitsyn. - M.: Academy, 1998. - 157c.

11. Stepanenkova E. J. Theory and methods of physical education and development of the child E.Ya. Stepanenkova. - M.: Academy, 2001. - 368C.

12. Strakovskaya V.L. 300 Mobile Games for Health of Children from 1 to 14 years old V.L. Strakovskaya. - M.: New School, 1994. - 288c.
13. Theory and methodology of physical education [Text] / Ed. B. A. Ashmarin. -M .: Enlightenment, 1990.-308С.
14.Sholodov Zh. K. Theory and technique of physical education and sports [Text] / J.K. Kholodov, V.S. Kuznetsov. - M.: Academy, 2000. - 480s.

15.Shishkina V. A. Movement + Movement [Text] / V.A. Shishkin. - M.: Enlightenment, 1992.-96c.

Appendix No. 1.

Slim from the ball

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