Consultation for educators “Organization of outdoor games with preschool children. Educational-methodical material (group) on the topic: Workshop-workshop for teachers of preschool educational institution "Organization of outdoor games for a walk

Topic: "Features of the organization

outdoor games in regime

moments in accordance with FSES DO ".

Completed by the educator:

Vasilenko T.N.

Consultation for educators

Topic: "Features of the organization of outdoor games

in regime moments ".

Special meaning It has professional training educator, pedagogical observation and foresight. Stimulating the child's interest in play, captivating him with play activities, the teacher notices and highlights significant factors in the development and behavior of children. It is necessary to identify (sometimes by individual strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate the positive qualities and gradually overcome the negative ones.
Pedagogical observation, love for children allow the teacher to thoughtfully choose methods of guiding children's activities, correct the child's behavior and his own, create a joyful, benevolent atmosphere in the group. The joy of children that accompanies the game is a powerful factor in the formation of the physical, mental, spiritual, aesthetic and moral principles of the formation of a child.
The method of conducting an outdoor game for preschool children is aimed at educating an emotional, consciously acting child to the best of his ability and possessing a variety of motor skills. Under the benevolent, attentive guidance of the teacher, a creatively thinking child is formed who knows how to navigate in environment, actively overcome the difficulties encountered, show a benevolent attitude towards comrades, endurance, self-control.
The method of conducting outdoor games is reflected in the works of scientists: E.A. Arkin, V.V. Gorinevsky, N.A. Metlova, A.V. Keneman, M.M. Kontorovich, L.I. Mikhailova, T.I. Osokina, E.A.
institution.
The experience of N.N. Kilpio, N.G. Kozhevnikova, V.I. Vasyukova and others showed the influence of the game plot on the all-round development of the child. A prerequisite for successful outdoor games is taking into account the individual characteristics of each child. His behavior in the game largely depends on the available motor skills, typological characteristics nervous system... Active motor activity trains the child's nervous system, helps to balance the processes of excitement and
braking.
The selection and planning of outdoor games depends on the working conditions of each age group: the general level of physical and mental development of children, their motor skills, the state of health of each child, his individual typological characteristics, the time of the year, the peculiarities of the regime, the venue, the interests of children. When choosing plot games, the formation of the child's ideas about the plot being played is taken into account. For a better understanding of the game plot, the teacher conducts preliminary work with the child: reads works of art, organizes observations of nature, animal habits, the activities of people of various professions (firefighters, drivers, athletes, etc.), watches videos, films and film strips, conducts conversations.
The teacher pays considerable attention to the preparation of the attributes of the game. The teacher makes them together with the children or in their presence (depending on age).
It is important to organize the game correctly, depending on the content, the order of the tasks. It can be done with all children at the same time or with a small group. The teacher varies the ways of organizing games, depending on their structure and the nature of the movements. He thinks about ways to get children to play and add play attributes. Familiarization of children with the new game is carried out clearly, concisely, figuratively, emotionally for 1.5-2 minutes. An explanation of the plot-based outdoor game, as already noted, is given after preliminary work with the child on the formation of ideas about the game images. The subject matter of plot-based outdoor games is diverse: it can be episodes from the life of people, natural phenomena, imitation of the habits of animals. In the course of explaining the game, a game goal is set for children, which promotes the activation of thought, awareness of game rules, the formation and improvement of motor skills. When explaining the game, a short figurative story is used. It changes in order to better transform the child into a play image, to develop expressiveness, beauty, gracefulness of movements; fantasy and imagination of the kid. The plot story is similar to a fairy tale that evokes in children * a recreational imagination, a kind of visual perception of all situations of play and actions that stimulate them to emotional perception.
Explaining a non-plot game, the teacher reveals the sequence of game actions, game rules and a signal. He indicates the locations of the players and play attributes using spatial terminology (in the younger groups with a reference point to the subject, in the older ones without them). When explaining the game, the teacher should not be distracted by comments to children. With the help of questions, he checks how the children understood the game. If they understand the rules of the Game, then it is fun and exciting.
Explaining games with elements of competition, the teacher clarifies the Rules, game techniques, conditions of competition. He expresses confidence that all children will try to cope well with the performance of game tasks, which imply not only high-speed, but also high-quality performance ("Who will reach the flag faster", "Whose team will not drop the ball"). Correct execution of movements gives children pleasure, a sense of confidence, and the desire to improve.
By uniting the players in groups, teams, the teacher takes into account the physical development and individual characteristics of children. The teacher selects children of equal strength into teams; to activate insecure, shy children, they connect with courageous and
active.
The interest of children in games with elements of competition increases if they put on uniforms, the team captains, the referee and his assistant are selected. For the correct and fast completion of tasks, teams receive points. The result of the calculation determines the assessment of the quality of tasks and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams and their members, contributing to friendliness and camaraderie in children's relationships.
The teacher's guide to active play consists in the distribution of roles in the games. The teacher can appoint a leader, choose with the help of a rhyme, he can invite the children to choose the driver themselves and then ask them to explain why they assign the role to this particular child; he can take the lead, or he can choose who wants to be the lead. In the younger groups, the teacher himself first plays the role of the leader. He does it emotionally, figuratively. Gradually, the leading roles are assigned to children.
During the game, the teacher pays attention to the child's compliance with the rules. He carefully analyzes the reasons for their violation. A child may violate the rules of the game in the following cases: if he did not understand the teacher's explanation accurately enough; really wanted to win; was not attentive enough, etc.
The teacher must monitor the movements, relationships, stress, emotional state of the child in the game.
He pays considerable attention to the variants of outdoor games, which allow not only to increase the child's interest in the game, but also to complicate mental and physical tasks, to improve movements, to increase psychophysical qualities.
child.
Initially, the teacher comes up with or selects versions of the game from collections of outdoor games. It takes into account the gradual complication of the rules, increases the requirement for their execution. The teacher intonationally varies the interval of the signal: “One, two , three - catch! "; "One-two-three-catch", etc.
He can change the arrangement of children and physical education aids in the game; choose several drivers; include rules requiring restraint, self-control, etc. from the child.
Gradually, children are also involved in drawing up options, which contributes to the development of their creativity.
By leading the game, the teacher educates the child's morality; forms in him the correct self-esteem, the relationship of children with each other, friendship and mutual assistance, teaches the child to overcome difficulties. PF Kapterev called overcoming difficulties moral hardening, linking it with the formation of a high spiritual potential. Correct pedagogical guidance of the game helps the child to understand himself, his comrades, ensures the development and implementation of his creative powers, has a psycho-corrective, psychotherapeutic effect.
The outdoor game ends with walking, gradually reducing physical activity and bringing the child's pulse back to normal. Assessing the game, the teacher notes the positive qualities of children, naming those who successfully performed their roles, showed courage, endurance, mutual assistance, creativity, and then analyzes the reasons for breaking the rules.

The task of modern preschool institutions is to provide a comprehensive upbringing of children. This task is carried out by various means, among which important place belongs to the game.

In practice kindergarten Role-playing, didactic, building, mobile games, games with singing, etc. are widely used. But among the whole variety of games one should single out especially active games, in which all the players are necessarily involved in active motor actions. These actions are conditioned by the plot and rules of the game and are aimed at achieving a certain conditional goal set for the children.

The outdoor play has great importance, primarily as a means of physical education. In outdoor games, the basic movements are included: walking, running, throwing, climbing, balance, as well as some special movements to strengthen and develop certain muscle groups. The movements included in the game, if they are given by the teacher in the correct dosage, develop and strengthen the body, improve metabolism, the functional activity of all organs and systems (contribute to more active breathing, increased blood circulation). In games, movement skills are consolidated, which become more accurate, coordinated; children learn to perform movements in various changing conditions, to navigate in the environment.

The most important thing in outdoor games is that children acquire specific relationships between the players. They determine not only the general character, forms of competitive struggle and mutual friendship, but also the peculiarities of the fulfillment of many game actions, the severity of some experiences. Playing, moving, the child becomes stronger, dexterous, enduring, confident in his abilities, his independence increases.

Outdoor games are one of the most favorite and useful activities for children. This is not surprising, because in games collectivism is brought up, such valuable qualities as strength, endurance, dexterity and ingenuity are manifested.

Fair folk wisdom states that "A person is known in trouble, and a child in a game." As we have already noted above, in the process of play activity, the individual characteristics of children are clearly manifested. Because the restraining centers are liberated, mental and physical skills are more naturally manifested.

Outdoor games are diverse in their content and organization. Some games have a plot, roles, and rules that are closely related to the plot; game actions in them are performed in accordance with the requirements set by the role and rules. In other games, the plot and roles are absent, only motor tasks are proposed, regulated by rules that determine the sequence, speed and dexterity of their implementation. Thirdly, the plot, the actions of the players are conditioned by the text, which determines the nature of the movements and their sequence.

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

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

Methodology for outdoor games

Methodological principles

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

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

With children of older groups, you should agree in advance, even before going to the site, where they will gather, what game they will play and on what signal they will start it (word, hit to a tambourine, bell, wave of a flag, etc.). V senior group the teacher can instruct his assistants - the most active children - to gather everyone for the game. There is another technique: after distributing the children to the links, suggest that they gather in the established places as quickly as possible on a signal (note which link has gathered more quickly). It is necessary to collect the children quickly (1-2 minutes), because any delay reduces the interest in the game.

Planning outdoor games

Creating interest in the game... First of all, you need to create an interest in the game in children. Then they will better understand its rules, they will more clearly perform the movements, experience an emotional uplift. You can, for example, read poetry, sing a song on a relevant topic, show children objects, toys that will be found in the game. It is often possible to lead to the game by asking questions, guessing riddles. In particular, you can ask: "What did you draw today?" Children, for example, will answer: "Spring, the arrival of birds." “Very good,” says the teacher. “Today we are going to play the game“ Bird flight ”.

Organization of children, explanation of the game... When explaining the game, it is important to place the children correctly. The educator most often puts the children of the younger group as needed for the game (in a circle). He can build the older group in a row, in a semicircle, or gather around him (in a flock). The teacher must stand so that everyone can see him (facing the children when lining up in a row, in a semicircle; next to them, if the children are gathered in a circle).

In older groups, the teacher announces the name, reveals the content and explains the rules, even before the start of the game. If the game is very difficult, then it is not recommended to immediately give a detailed explanation, but it is better to do this: first explain the main thing, and then, during the game, add the main story with details. When the game is played again, the rules are specified. If the game is familiar to the children, you can involve them in the explanation. The explanation of the content and rules of the game should be short, precise and emotional. In this case, intonation is of great importance. Explaining, it is necessary to highlight the rules of the game. Movements can be shown before or during the game. This is usually done by the teacher himself, and sometimes by one of the children of his choice. The explanation is often accompanied by a show: how the car drives out, how the bunny jumps.

The successful conduct of the game largely depends on the successful distribution of roles, therefore it is important to take into account the characteristics of children: shy, sedentary ones cannot always cope with a responsible role, but it is necessary to gradually bring them to this. On the other hand, you cannot always assign responsible roles to the same children, it is desirable that everyone knows how to fulfill these roles.

In the older group, the game is first explained, then the roles are assigned and the children are placed. If the game is held for the first time, then the teacher does it, and then the players themselves. When dividing into columns, links, teams, it is necessary to group strong children with weaker ones, especially in games where there is an element of competition ("The ball to the driver", "Relay in a circle").

Mark the playground can be done in advance or during the explanation and placement of the players. Equipment, toys and attributes are usually distributed before the start of the game, sometimes they are placed in the designated places, and the children take them during the game.

Running and directing the game... The play activities of children are supervised by an educator. Its role depends on the nature of the game itself, on the size and age of the group, on the behavior of the participants: the younger the children are, the more active the teacher is. When playing with younger children, he acts on an equal footing with them, often playing the main role, and at the same time leads the game. In the middle and senior groups, the teacher at first also performs the main role himself, and then passes it on to the children. He participates in the game even when there is not enough pair (“Find yourself a pair”). The direct participation of the teacher in the game raises interest in her, makes her more emotional.

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

The teacher makes instructions, both during the game and before repeating it, assesses the actions and behavior of the children. However, you should not abuse indications of incorrect execution of movements: comments can reduce the positive emotions that arise during the game. It is better to do instructions in a positive form, maintaining a joyful mood, encouraging decisiveness, dexterity, resourcefulness, initiative - all this makes children want to accurately follow the rules of the game.

The teacher suggests how it is more expedient to perform the movement, to catch and dodge (change direction, slip or run past the "trap" imperceptibly, stop quickly), reminds that poetry should be read expressively and not too loudly.

The teacher monitors the actions of the children and does not allow prolonged static postures (squatting, standing on one leg, raising the arms forward, up), which cause narrowing of the chest and impaired blood circulation, observes the general condition and well-being of each child.

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

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

Ending the game and summing up the results... In younger groups, the teacher ends the game with a proposal to move on to some other activities of a calmer nature. In the older groups, the results of the game are summed up: those who performed the movements correctly, showed dexterity, quickness, ingenuity, ingenuity, followed the rules, rescued their comrades are marked. The teacher also names those who broke the rules and interfered with their comrades. He analyzes how he managed to achieve success in the game, why the "trap" quickly caught some, while others never caught him. Summing up the results of the game should take place in an interesting and entertaining way, in order to arouse the desire to achieve even better results next time. All children should be involved in the discussion of the game. This teaches them to analyze their actions, causes a more conscious attitude to the implementation of the rules of the game and movements.

An active game is an irreplaceable means for a child to replenish knowledge and ideas about the world around him, to develop thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities.

“Features of outdoor games in different age groups. Place of outdoor games during the day ”.

Initial knowledge and skills healthy way life, we, teachers, must lay in the preschool age of the child. The child's attitude to his health is the foundation on which the need for a healthy lifestyle can be built.

It is well known that properly organized physical activity is the most important factor in the formation of a healthy lifestyle and strengthening of human health, regardless of his age. This is all the more true in relation to children, for whom the processes of growth and development are the main ones, and the effect of age-appropriate physical activity is especially significant. The child realizes freedom of action in outdoor games, which are considered as the main means and method of physical education and are a factor in the formation of physical culture.

In the theory and methodology of physical education, the following classification of games is adopted: outdoor games with rules include plot and non-plot games. For sports games - basketball, badminton, small towns, table tennis, hockey, football, etc. Outdoor games also differ: by the complexity of the movements; by the content of the plot; by the number of rules and roles; by the nature of the relationship between the players; by the presence of competitive elements and verbal support.

In different age groups, the management of children's games has its own characteristics.
With kids younger age the teacher actively plays himself, which gives children special pleasure, gives them an example of play behavior. The number of roles in the games of young children is insignificant (1―2). The main role is played by the educator, and the kids portray the same characters, for example, the teacher is a cat, all children are mice (“Cat and Mice).

It is important to remember that the driver only pretends to catch the children: this pedagogical technique is used so that the kids are not frightened and their interest in the game does not disappear. Kids are attracted to the game mainly by the process of action: they are interested in running, catching up, throwing, etc. It is important to teach them to act exactly on the signal, to obey the simple rules of the game. There is no element of competition in games for young children because kids are not interested in the result, but only in the process itself. The game should be selected with material familiar to the children; when explaining the course of the game, use a short fairy tale or storyline, weaving into it a signal and the rules of the game: “Little funny sparrows flew along the path, waved their wings, pecked seeds, flew up to a puddle, drank some water and flew away again ... One day a big red car appeared and the BBC began to hum. The sparrows got scared and flew away to their nests. Let's play a game like this. You will be little sparrows, and I will pretend to be a car. This explanation of the game introduces the kids into the image, affects their imagination, spurs interest. While playing the game, it is necessary to constantly remind children of the playful image. Various attributes significantly enliven the game: hats with the image of birds, the steering wheel of a car, etc. An active game in the lesson is repeated two or three times. After it, it is imperative to evaluate the actions of all the children ("All the little sparrows were dexterous, no one was caught, they played well. Well done!")

Young children are especially interested in plot games ("Cucumber-cucumber ...", "Shaggy dog", "Cat and mice", "Sparrows and a cat", "Mother hen and chickens", etc.), the simplest non-plot games ("Where ringing? "," Find your house "," Catch a mosquito "," Catchers ", etc.), as well as fun games.

Games with text are also recommended for the younger group. Outdoor games of young children are often accompanied by words - poems, songs, recitative, which reveal the content of the game and its rules; explain what movement and how to perform; serve as signals for the beginning and end; suggest the rhythm and tempo ("Along a flat path", "Horses", "A gray hare washes ...", "Once upon a time there were bunnies ...", "Small and big legs", "Silence" ... "). These games develop a sense of rhythm in children.

By the age of four, children accumulate motor experience, movements become more coordinated. Taking into account this factor, the teacher complicates the conditions of the game: increases the distance for running, throwing, jumping height; selects games that train in agility, courage, endurance.
In the games of older children, the number of roles increases (up to 3-4). Here, for example, there is already a shepherd, a wolf, geese ("Geese-Swans"), in the middle group the educator already distributes roles among all the children. The number of rules is gradually increasing, the relationship between children is becoming more complicated. In the middle group, story games such as "Cat and Mice", "Kittens and Puppies", "Mousetrap", "At a Bear in the Forest", "Colored Cars", "Horses", "Hunter and Hares", etc., are widely used. non-plot games: "Find yourself a pair", "Whose link will gather more quickly?", "Find your color", "Throw a ring", "Ball through a rope", etc. story. At the end of the game, the teacher notes the success of the children.
In outdoor games of older preschool children, more complex movements are used. The children are given the task of instantly reacting to a change in the game situation, showing courage, ingenuity, endurance, ingenuity, and dexterity.

Games accompanied by text are also given in older groups, and the words are often pronounced in chorus (“We are funny guys,” etc.).

The movements of children 5-6 years old are distinguished by greater coordination, accuracy, therefore, along with plot ("Geese-Swans", "Cat and Mice", "Firefighters in the Exercise", "Hunter, Hares and Dogs", etc.) and non-plot (" Carousel "," Mousetrap "," Do not stay on the floor "," Fishing rod "," Catchers "," Entertainers ", etc.) games are widely used games with elements of competition, which at first it is advisable to introduce as a competition between several children of equal physical strength and level of development of motor skills.

In the pre-school group, most children are good at basic movements. The teacher pays attention to the quality of movements, makes sure that they are light, beautiful, confident. Children must quickly navigate in space, show endurance, courage, resourcefulness, creatively solve motion problems. It is necessary to set tasks for them in games for independent decision... In a number of games, children are required to be able to come up with options for movements, various combinations of them (games such as "Make a figure", "Day and night", "Monkeys and hunters", etc.). Initially, the teacher plays the leading role in coming up with options for movements. Gradually, he connects children to this.

Ball games play a particularly important role in working with children. Friedrich Wilhelm August Froebel, German educator, preschool theorist, creator of the concept of “kindergarten,” wrote: “Almost everything a child needs is given to him by a ball. and in improving the nervous processes in the cerebral cortex ". The child, while playing, performs various manipulations with the ball: aiming, hitting, throwing, throwing, connecting movements with claps, various turns, etc. These games develop the eye, motor coordination functions, improve the activity of the cerebral cortex. According to Alexander Lowen, hitting the ball improves mood, relieves aggression, helps to get rid of muscle tension, and causes pleasure.

A special place is occupied by games with children during a walk. After all, it is a walk that is quite long in time that allows you to organize a variety of games with children. And the teacher must take on the role of organizer and leader of the walk games, in no way violating its amateur character. When choosing a game, you need to take into account the season, the state of the weather. On an evening walk, so that the children are not overexcited, games of medium mobility should be organized.

When choosing games for every day, you need to take into account the time and place in the daily routine. At the same time, one should not forget about either the previous or the subsequent activities of the children.

In the intervals between organized classes, especially if they are associated with a fixed posture (drawing, modeling, development of speech and mathematical representations), games of medium and low mobility are useful ("Make a figure", "Do as I do", "Ball school", bilbock ). The purpose of these games is active recreation, so they should be familiar to children.
When choosing games for a daytime walk, the teacher takes into account the previous activities of the children. After quiet activities (drawing, modeling) that require focused attention, games of a more mobile nature are recommended. They need to be accompanied by the whole group at the beginning of the walk. It is desirable that there are two of them: the first game should be with a heavy load ("The Hunter and the Hares"), the second - more calm ("Day and Night").
After physical education and music lessons, games of medium mobility are recommended ("Owl", "Colored cars", etc.). They should be carried out in the middle or at the end of the walk.
It is also important to remember that it is advisable to carry out games of a more mobile nature 25-30 minutes after eating and in no case before eating: emotional uplift and physical activity increase excitability, which can negatively affect the appetite of children.
If air baths are provided after a day's sleep, then the games carried out at this time should be of great mobility, and those in which all children are actively acting ("Mother hen and chickens", "Fifteen", etc.).
On an evening walk, it is useful to organize such games of high and medium mobility, in which all children participate at the same time.

Thus, outdoor games are an irreplaceable means of replenishing a child's knowledge and ideas about the world around him; development of thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities. Physical culture and health-improving work with preschoolers should be aimed at developing children's ideas and knowledge about one of the main factors of health - movement. The work of teachers of a modern preschool educational institution is aimed at preserving and strengthening the health of children, reducing morbidity, at developing knowledge of health and a healthy lifestyle among pupils, and improving the practical skills of a healthy lifestyle. The upbringing of a person who consciously cares about his health throughout his life is an important task of a kindergarten, requiring the inclusion of all participants in the educational process in its implementation.

Practical consultation

"Outdoor games and physical pauses in regime moments"

An active game is a complex emotional motor activity, conditioned by clearly established rules that make it possible to identify a quantitative result or a qualitative result.

Outdoor play is one of the main forms of work in the physical education of preschool children, It is a means of all-round development of the personality of a preschool child. In the process of playing activities in the complex, health-improving, educational, educational tasks are solved. Russian folk outdoor games are an important layer of Russian national culture, therefore they contribute to the patriotic education of the younger generation. Russian folk outdoor games have a centuries-old history, they have survived and have survived to this day from ancient times, passed down from generation to generation, absorbing the best national traditions. These games are pedagogically valuable, they provide big influence to educate the mind, character, will, develop moral feelings, physically strengthen the child, create a certain spiritual attitude, interest in folk art.

Where does the game begin?

Usually they choose a presenter or a driver, in some cases they are divided into teams. And help with this rhymes. In the structure, a single goal and one-planarity of action are distinguished, which creates the classic simplicity of a folk game. Folk games also have play introduces the child into the game, helps the distribution of roles, and serves the self-organization of children.

The peculiarity of outdoor games is their competitive, creative, collective nature. I have no doubt that you have been a participant and organizer of outdoor games more than once. Therefore, let's remember that the most important thing in organizing such games. Each game has its own game task: "catch up", "catch", "find", etc. Try to captivate the children with it, to interest them. Draw a vivid picture of the actual action in front of the children. Remember that it is better if you are as much a participant in them as the guys are. Each game has its own rules. Explain them clearly. If during the game the rules are not followed, pause the game and show what the mistake is.

Round dance games-The importance of Russian round dance games for our nationality is very great, occupying three annual epochs in the life of the Russian people: spring, summer, autumn. They reveal the creative power of poetry and play. Russian round dances are accessible and interesting for children of any age. Russian round dances are accompanied by special songs and games in which the life of our people is conveyed in different forms.

Not a single Russian folk celebration does not do without round dance and outdoor games. Attracting children to mass folk holidays, games leads to the need for positive emotions, the desire to be together, as well as to participate in solving problems of restoring the traditions of folk holidays.

Practical part: Explaining the rules and playing with the educators

"Swan geese"

Russian folk game

At one end of the hall, the house in which the geese are located is indicated. On the side is the wolf's burrow. On the opposite side is the mother of geese. Dialogue occurs:

Mum: Geese, geese!

Geese: Yes, yes, yes!

Mum: Do you want to eat?

Geese: Yes, yes, yes!
Mum: So fly!

Geese: We can't; Gray wolf under the mountain won't let us go home.

Mum: So fly as you want, only take care of your wings.

Geese fly to their mother through the meadow, and the wolf, running out of the hole, tries to catch them.

"Burners"

Russian folk game

Children stand in pairs in a column, in front of the driver. Children say in unison:

Burn, burn, it is clear so that it does not go out.

Look at the sky: birds are flying, bells are ringing!

One, two, three - the last pair, run!

The last pair uncouples the hands and runs from both sides of the driver, trying to join hands, and the driver must stain anyone. Whom the driver spots, so forms a pair that stands up front.

"Frost is a red nose"

Russian folk game

On opposite sides of the hall, two houses are indicated, the players are located in one of them. There are two drivers, they stand in the middle of the hall facing the children and say:

Frosts: We are two young brothers

Two Frosts are daring

I am a frost red nose,

I am Frost blue nose.

Which one of you is to make up your mind

On the way - will the path start?

Children: We are not afraid of threats,

And we are not afraid of frost.

After that, the children either run across to the other side of the hall, to their own house; or they run from the frost until they freeze everyone.

"Golden Gate"

Two educators form a gate holding hands. Children stand one after another and take turns walking through the gate, saying:

Golden gate, pass gentlemen,

The first mother will pass, she will lead all the children,

First time, goodbye

The second time is forbidden

And for the third time, we will not let you pass!

Bread, salt, water, close the gate!

With the last words, the gate closes, the child who is caught becomes the gate.

"Buy Tyatya a horse for me"

A driving child is chosen, he stands with his back to the circle of children and moves with his back forward, holding two sticks (horses) in his hand. Children walk in circles saying:

Buy me a horse, black legs,

I will roll the girls along the big track.

With the last words, the presenter rests his back on two children from the circle. They turn their backs to each other, sit on the horses and on the words: "One, two, three, run!" run around who will touch the driver faster. Whoever won is the driver.

Practical part: Using physical pauses in regime moments

(Hand gymnastics)

There is a lock on the door	We clasp our hands in the castle
Who could open it	Spin the lock forward backward
Pulled, pulled, pulled	We stretch our arms in different directions
Knocked, knocked, knocked	Knocking palms on each other
Twisted, twisted, twisted,	We twist our hands down and up
And - our lock was opened!	Unhook hands

Pie

(Hand gymnastics)

(Hungarian folk song in

processing by Elmira Kotlyar)

We asked our oven: What should we bake today?	Hands extended forward, clenching and unclenching fingers
We asked the stove The dough is kneaded.	"Knead" the dough
The dough was rolled out with a rolling pin, Rolled it out - do not get tired,	"Roll out" the dough
Stuffed with curd And they called it a pie!	"We make pies"
Well, the stove, well, the stove, Give the cottage cheese a place!	We put the pie in the oven.

Pancakes

(Finger gymnastics)

If mom is kneading dough It is very interesting.	The left hand "holds the bowl" The right one "interferes with a spoon"
Okay, okay, What was baking? Pancakes.	Clap our hands Etc. hand "hold the frying pan", lion. hand "pour the dough"
One - pancakes for mom, Two - pancakes for dad, Three - pancakes for grandfather, Four - pancakes for	"Laying out on plates" calling names
And the guys are friends Get patties!	"Bake a pie"

Announcement sheet MBDOUDSKV No. 10 MO Yeisk district for consultation: "Features of the organization of outdoor games

in the regime moments of the Federal State Educational Standard of DO ". 01/20/2016

Taking into account the individual characteristics of children

In each age group, there are at least three types of children who behave differently during any activity, including play, and therefore require a different approach.

Children of the first type are very active, mobile, prone to strong excitement. They willingly accept any new game, enthusiastically join it and strive to take an active role. For such children, the most difficult thing is the implementation of the rules that restrain their spontaneous activity: to wait for their turn, not to move until a certain signal, to concede the main role or an attractive object to others. They often do not pay attention to their peers and are busy demonstrating their own capabilities.

With children of this group, it is possible to organize games in which it is necessary to perform actions that are rather difficult for a preschooler ("Turtle-traveler") or to perform simple actions, the result of the game will depend on the accuracy and accuracy of which the result of the game will depend ("Water carrier", "Small towns"). When conducting games, it is necessary to show preschoolers the importance of following the rules and try to make sure that they get satisfaction from their implementation.

Children of the second type are more timid and cautious. They usually do not immediately understand the essence of the game and are not too eager to switch to new activities for them. At first, they hold themselves tensely, without interest they observe the actions of their peers. In no case should such a child be forced to take an active role until he is ready for this. Observing the game and taking passive participation in it at first, he gradually becomes infected from an adult and peers with an interest in the game and after a while begins to take the initiative himself. Of course, this becomes possible with the support and approval (but by no means coercion!) Of the educator.

For these children, games with simple actions will be attractive, in which the result depends on concentration and dexterity ("Towns", "Fisherman and fish"), on attention ("Water").

To interest children, instead of the usual words "And now we will play ..." you can "draw" a vivid picture of the upcoming action. Sometimes it is useful to play on the self-esteem of children, expressing doubt about their strength and dexterity (but at the end of the game, do not forget to admit the fallacy of your doubts, praising the courage, speed and accuracy of each child's movements).

As a result, children's sense of self goes through several stages: “I want, but I'm afraid”; "I will try - suddenly it will work out"; "I managed! I want to try again ”; “The teacher praised me, so I did really well”; “I want to play other games, what if I win”; “I won, so I can do a lot! I will succeed!".

Children of the third type are lethargic, passive, they cannot act on an equal basis with their peers. Even with repeated repetition of the game, they, for fear of their ineptitude, do not cope with the task.

Such children need personal contact with an adult, his attention, encouragement. Collective outdoor play with them is not effective. For the normal mental and personal development of these children, they must first be included in games with two or three slow children, and then add one or two more active peers to this game community. In the future, it is necessary not to complicate the content of the games, but to gradually increase their pace.

As a rule, such children have low self-esteem and the teacher will need more time for the child in his sense of self to move from the thought “I want, but I'm afraid to the conscious confidence“ I can! I can do it! "

The games "Squirrel with Nuts", "Cuttlefish" "Gorodki" are the most suitable for preschoolers of this group, since they do not contain complex actions and do not require special dexterity.

Conversation about the perception of victory and defeat

In outdoor games, peers enter into complex relationships in which moments of mutual support and competition are intertwined. At the same time, on the one hand, the child wants to "be like everyone else", and on the other - "better than everyone else." The desire to “be” as the development of children, the need for recognition “to be better than everyone else” is manifested in the desire to win.

In their quest to win, children can face difficulties and setbacks. This will lead to disappointment and negative emotions. Therefore, it is advisable to conduct several conversations with preschoolers on the topic "Today is the defeated, tomorrow is the winner." The purpose of such conversations is to lead children to the conclusion: "It is impossible to win without risking losing!" You can talk about some athletes and famous people who, before becoming famous, experienced the bitterness of defeat.

Creating a Success Situation

The desire to “be better than everyone else” is a motive for achieving success, one of the conditions for the development of will and the ability to realize one's own strengths and weaknesses. In order to raise the level of children's aspirations, sometimes it is necessary to resort to purposeful creation of a situation of success: start with simple games where everyone can win. This will allow you to gain self-confidence and become more active in activities and in communication.

The successes of preschoolers in outdoor games are of great importance to them, which is confirmed by many teachers. "Success inspires a child, promotes the development of his initiative ... subsequently ensures the formation of the character of a fighter who believes in his own strength" (YE Lukoyanov).

Step-by-step transition to outdoor games, where individual results are important

The goal of the first stage is motivational: children get pleasure from the very process of outdoor play and strengthen the desire to participate in it. The achievement of this goal will be facilitated by games such as "Water", "Squirrel with nuts", "Cuttlefish", "Gorodki".

The purpose of the second stage is functional, it is associated with the implementation of the rules of the game, the development of new movements, roles, the development of dexterity and speed of movements. It is very important at first to offer the children acquaintances ("Fisherman and Fish", "Towns") or new, but simple outdoor games, or to organize team competitions (games like "Water Carrier"), in which defeat is not perceived as a personal failure.

The goal of the third stage is competitive: the child must achieve positive results. After many children feel that if they focus and try, they can win, it is advisable to introduce additional rules that complicate the game and the path to victory, or select games that require high precision movements, greater flexibility, dexterity, quick wits. The more difficult the game, the more joy winning a fair fight brings.

Different games can be part of team or individual competition. For example, a combination of the games "Water" and "Water carrier" will make up the stages of the "Water relay", and the games "Squirrel with nuts" (jumping with a ball), "Towns" (throwing), "Cuttlefish" (running on all fours) and "Turtle" Traveler "(coordination of movements) will be included in" Merry Starts ".

Compliance with the rules of the game

To help each child take a worthy place in the team, overcome uncertainty, and arouse the desire to play not only a secondary, but also the main role in the game, it is useful to introduce rules of behavior:

every child has the right to participate in the game;

those wishing to play must agree together what they will play;

the leader is chosen by children with the general consent of all participants in the game;

when discussing candidates, it is necessary to explain why this particular child is chosen (the role of the leader must be earned);

children must independently resolve controversial issues, finish the game in an organized manner;

if one of the participants does not want to play anymore, he must tell his playmates and the presenter about the reason for his departure;

all participants in the game are obliged to treat each other with respect, to reckon with the opinions of their comrades, to be exacting towards violators of the rules;

both the facilitator and other children have the right to give advice and expand the content of the game with the general consent of all participants.

Evaluating, together with an adult, the actions of peers and their mistakes in the game, the child not only learns the rules better, but also begins to realize his own mistakes. By playing fair, that is, by the rules, children win the approval of an adult, recognition and respect of their peers.

Pedagogically competent distribution of roles

One of the crucial moments in children's games is the distribution of roles. Many outdoor games require captains, driving, that is, command roles. Game practice has accumulated many democratic examples of the distribution of roles, such as drawing lots, counting rhymes, throwing a dice with numbers, etc.

What is important for a teacher when assigning roles?

• - Help unauthorized people to strengthen their credibility; inactive - to be active; undisciplined - to become organized; for beginners or children who are shy of the peer group - make friends with everyone.
• - Explain the importance of not only command, but also secondary roles.
• - Provide for the active participation of children in the game: the child will leave the game if he has nothing to do.
• - Do not use negative roles in the game.

Equipment and equipment of the playground

The place for the game should correspond to its content, the number of players and be safe for children.

In an active game, as in big sports, the result sometimes depends not only on one's own efforts, but also on external factors: random circumstances, weather conditions. If a child tries to win and feels that he has every chance for this, then the loss due to the interference of strangers, puddles, pits and other obstacles is perceived by him as a tragedy and can harm him emotional state... Hence follows pedagogical requirement: The more important it is for a child to win a relay race or any game where winners are determined at the end, the more carefully the conditions for the game should be thought out and sports equipment should be selected.

The teacher himself should not interrupt children during the game without a serious reason.

Thus, outdoor games can be perceived as everyday children's fun that satisfies the body's need for movement, joint activities and joyful emotions, but can be considered as a pedagogical tool not only physical, but also social development preschoolers. It's all about knowing the methodological and psychological and pedagogical aspects of the management of outdoor games and the teacher's interest in developing socially significant qualities in preschoolers: courage, confidence, ingenuity, mutual assistance, self-control and adequate self-esteem, the ability to survive defeat and achieve victory.

The listed qualities will help the child feel comfortable not only in the familiar peer group, but also in the new school collective, where educational activities will come out on top, which also requires quick wit, confidence in knowledge, self-control, patience, the ability to take risks and overcome difficulties.

The essence of outdoor games

A game in general is understood as an occupation conditioned by a set of rules, techniques and serving to fill leisure and entertainment. In addition, play is interpreted as an activity, activities for children or an activity that is a kind of sport.

In the theory of physical education, play is a historically established social phenomenon, a separate specific type of activity inherent in a person. Play as an activity is diverse. These are children's games with and without toys, board games, round dance games, outdoor and sports games. Play is a relatively independent activity of children and adults, in which the motivation and perceived need of people for the knowledge of the unknown, for the development of spiritual and bodily-motor abilities are satisfied. Modern play is a means of a child's self-knowledge of play, his social upbringing, a means of sports activity. Game activity as an element of social culture is a means and method of personal physical culture formation. Playful activity is the most important opportunity for the upbringing of the younger generation. The game, as a rule, is conditioned by personal and collective goal-setting, a variety of motivated actions, the implementation of individual target attitudes and a vivid desire to realize the central idea of ​​the game, to achieve the set goal.

There is a generalized idea that in the process of playing a person does not create material values ​​to satisfy his vital needs. We can partly agree with this, if we bear in mind the game associated with the personal satisfaction of a person of any age with the needs in the formation of his own health, solving the problems of rehabilitation, active recreation. But if modern sports games are attributed to games, and this is so, then the above is coupled only with sports games of that level of motor capabilities that correspond to the goals of health improvement, physical and mental rehabilitation.

But the games of modern sports of the highest achievements and professional sports are not adequate to the above-mentioned motivations, needs and goals of the players' activities. They serve the purpose and solve the problem of creating wealth, primarily for leaders, organizers, and then the players. At the same time, one should take into account the important circumstance that sports games of the level of highest achievements and professional sports as a spectacle are a source of production of aesthetic, spiritual values, the values ​​of the art of movement. In this case, the values ​​are produced by the players, the team, and the consumers of these values ​​are the audience, who determine the value of the game actions and enjoy them.

In the existing variety of types of physical activity, outdoor games are distinguished by their popularity and mass attention. An active game in accordance with the available dictionary interpretation, there is a kind physical activity, a means of physical education, a general developmental means of sports training associated with walking, running, jumping, throwing, climbing and other exercises carried out both indoors and on the ground along certain rules in the form of competitions.

An active game is characterized by such a manifestation of motor activity, in which the role and significance of bodily movements of a creative nature, conditioned by a number of developing and consistently interconnected events, are most clearly represented. Those events that, as a plot, constitute the meaning, content and basis of the game - as a kind of collective bodily-motor work, conditioned by the theme, meaning, ideas. The mobile game is mainly based on overcoming various difficulties, obstacles, specially created by a conceived plot on the way to achieving the game goal. And it is this that largely determines the developing essence of the game.

Outdoor games are subdivided into actual outdoor games and sports games.... It is clear that the name of the type of motor activity "outdoor games" is rather arbitrary, since for the well-known sports games both of a mass nature and of the highest achievements associated with sports are characterized by high physical activity, but they differ from outdoor games both in the goal setting and in the tasks being solved.

Elementary, mass outdoor games are aimed at conscious initiative activity, at achieving a goal determined by the content of the game, which is determined either by the rules of the game or by the players themselves.

In the practice of modern physical education, individual, collective outdoor games are carried out, as well as games that form the elementary foundations of a sports game of the same type, leading to sports activities associated with the achievement of personal or social results.

A systematic understanding of the variety of outdoor games is provided by their classification, which allows not only to streamline the existing ideas about this type of physical activity, but also, if a specialist wishes, to clarify and expand them, especially under the influence of their own pedagogical experience.

Methodology for organizing outdoor games

How to organize an outdoor game. The functions of the teacher in the organization of the game. Game selection. Selection of inventory and definition of the functions and purpose of the game.

Functions of a teacher, game leader... The most important duties of a professional teacher who uses outdoor games as a means of purposeful organized physical education are: performing a set of organizational actions; carrying out an outdoor game with the implementation of a complex of effects of general developmental bodily-motor and educational character. The general organizational actions of the teacher include: the choice of the game and the factors of the effectiveness of its implementation; analysis of the systemic and structural nature of the game; preparation of the venue for the game, inventory and auxiliary equipment. The organization of children for the implementation of the game includes: explaining the content of the game; placement of players, specifying individual functions and rules; determination of drivers (if necessary); team building; choice of captains; appointing teaching assistants and explaining their responsibilities, appointing judges, if necessary. Carrying out the game includes direct control of the game process, including: monitoring the progress of the game, compliance with the rules; personal exercise of refereeing; load adjustment; the end of the game; summing up the results of the game.

The choice of the game and the conditions for its successful conduct... The content of the chosen outdoor game is determined by the goal factor and the main objectives of the lesson, or another form of activity, within the framework of which it is supposed to be carried out. For a teacher, it is important that playing a game just for the sake of playing is a rather wasteful pastime based on the strategic goal of physical education - the formation of physical culture of the child's personality... As noted earlier, the selection of the game is based, first of all, on the main tasks of the lesson and the psychophysiological characteristics of the age of the participants in the game, the generalized level of their physical development and motor fitness, the quantitative ratio of boys and girls in teams.

The organizational form of classes, or the event within which the game is supposed to be held, has a decisive influence on its preparation and conduct. The most acceptable in educational and upbringing aspects is the form of an academic lesson, one of the elements of which is an outdoor game. It is in the rules of the lesson that one can plan and purposefully solve the assigned tasks, since the lesson form determines both age and gender, and the time allotted for the lesson.

Other forms, for example, classes in a summer camp, during a break between classes, impose additional professional responsibility on the teacher conducting the game due to the possible different ages of the participants, different initial physical readiness, the time limit for the game and other attendant factors.

The most suitable place for outdoor games is a summer sports ground or gym, which allows children to fully demonstrate their physical activity. Carrying out games in the conditions of school recreation requires from the organizer the manifestation of creativity, extraordinary organizational solutions, in general - a fairly high level of professionalism.

The time of year and weather conditions will certainly influence the choice of the game and its content. In warm summer and hot weather, it is necessary to plan games with little physical activity in order to avoid overheating of the child's body. And vice versa, in winter weather conditions the chosen game should be saturated with active movements and movements.

The content of the selected game can be changed in accordance with the organizational situations that have arisen (large and too small number of participants, lack of inventory, etc.). Changes in the game, the rules at their suggestion, are perceived by children as sufficiently emotional and positively perceived, especially if this leads to a better organization of the game and the quality of its conduct.

Analysis of the consistency and structure of the game carried out by the teacher in the process of personal preparation for its implementation. Creating an idea of ​​the game as a system allows you to highlight its main elements, their functions in the course of the game, think over the features of direct and indirect connections between the elements. The process of the game is something other than the realization of connections between its components, for example, the interaction of the teacher and the team, the captain and the team, the implementation of the functions of assistants and the participation of the teacher in this, the influence of referees on the management of the game.

In the process of preparing for the game, the teacher must present the game in a structural aspect, that is, determine for himself the place, role and significance of each of the components of the game as a system. The head of the game must imagine all possible situations caused by the course of the game, think over possible solutions. It is important to foresee possible negative manifestations and imagine ways to eliminate them. In the system of an active game, the main elements are the players and the teacher-leader. Each participant in the game is an individual who has a different attitude to the game and manifests itself in it. The task of the teacher is to create conditions under which all players, including the passive, poorly trained, would ultimately actively participate in it.

The preliminary analysis of the game involves the choice of the teacher and the appointment of assistants, endowing them with functions that correspond to the content and conditions of the game. At the same time, assistants should, as much as possible, familiarize themselves with the game, the rules for its conduct.

Preliminary preparation of the venue for the game is a sine qua non condition for its success. It is important to know that the participants in the game subtly feel the presence of preliminary preparation, which manifests itself in their positive emotions, desire to play, and otherwise, in indifference to the upcoming game.

Examples of the preparation of the venue for the game can be the corresponding marking of the site with the use of various kinds of landmarks; drawing boundary lines, placing equipment and aids in connection with the content of the game; clearing the site from snow, removing rain puddles, etc.

When preparing the venue for the game, remove all foreign objects that impede the course of the game. When playing with the ball indoors, it is necessary to take into account its possible impacts on the glass, and with this both injuries and material expenses. Windows should be protected with elastic or rigid mesh. If the conditions of the game are simple enough, then it is advisable to carry out preparatory actions together with the participants of the game, which increases their organizational and emotional attitude to the game actions.

Preparation of inventory and auxiliary equipment can be carried out by the teacher himself and his assistants. But the created situation is especially valuable in which all the players actively participate in the preparation. The most popular equipment in outdoor games are balls, gymnastic sticks and jump ropes, hoops, skittles. Colored vests and headbands are used to distinguish between players and teams. Gymnastic apparatus can be used as auxiliary equipment, especially in relay races, cubes made of wood.

Inventory and auxiliary equipment are selected and, if necessary, specially created by student activists in accordance with the content and conditions of the game. The weight and size of the equipment must be appropriate for the physical capabilities of the players. Storage of inventory, as a rule, is carried out in a specially designated place. But before the game, it is advisable to place it in places convenient for their quick placement in accordance with the conditions of the game.

It is advisable to explain the essence of the game in the structure or role-playing arrangement of the children from which the game begins. The success of explaining and perceiving the essence and conditions of the game depends on how clearly, accurately and professionally the teacher himself imagines it. The explanation should be consistent, logical, concise, except in the case of the games of preschoolers and younger students. At this age, a detailed, without haste explanation is required in connection with the specifics of the perception of information by children of this age.

In the theory, methodology and practice of outdoor games, a fairly simple and reliable scheme for explaining the essence of the game has developed and operates. It consists of: the name of the game, its main distinguishing feature; the content of the game; the roles of the players and their location on the site; helper functions; the rules of the game; conditions for determining the winners; answers to questions from participants in the game, which are addressed to all children. Special attention one should pay attention to the rules of the game so as not to make forced stops during the game to clarify them. The explanation should be clear, with clear diction, with moderate emotions, but not monotonous, in a language understandable to children. In rare cases, as a sharpening of attention to the content of the game, the rules and conditions, the teacher can use the method of a short sample survey of listeners.

It is advisable to use every opportunity to simultaneously narrate and show the movement fragments of the game. Explanation of the essence of the game and the rules should be carried out when the maximum attention of the children to the actions of the counselor is achieved. Explanation of the content of the game and the conditions must be consistent, logical, and coherent. In this case, it is advisable to be guided by the following story plan: the name of the game; the role of the players and their location; sequence of game actions; rules and other conditions of the game. When explaining the game, one should take into account the general mood of the children, the general psychological background of the team. With a decrease in the attention of children during the story, it is necessary to shorten the explanation, if possible without prejudice to its meaning and the emotional side of the upcoming game. The explanation ends with the answers to the children’s questions, if any, and the answer should be addressed to all the players. In cases of repeated play, as a rule, attention is drawn to its key points and to clarify the rules. An effective pedagogical technique is a selective survey of children about the meaning and content of the game, about the features of the rules for its implementation.

Placing players with the definition of individual functions and rules of the game... Explanation of the essence of play can be carried out in an organized formation of children, less often with their arbitrary, but grouped placement. The most rational way of explanation is the story, carried out in the position of the players, in which the game begins. It is important with different placement options for the players, so that the counselor sees all the children, and they, in turn, would see the counselor.

If the game begins with moving the children in a scattered run, then to explain the game and starting actions, the children are placed in a row or grouped near the counselor, but with the condition of a good mutual view. When playing in a circle, the counselor takes a place for the explanation in the row of the players, which provides a good overview for everyone and the same perception of the story. The counselor should not be located in the center of the circle or even at some distance from it, since for a large number of players, the meaning of explaining the essence of the game and the rules may not be heard. If the game is of a team nature, and the starting location assumes a line or column, then the counselor must, for an explanation, bring the team members closer together, position himself in the middle between the players, be sure to turn them to face him. When explaining, the counselor should, without undue emphasis, alternately address the players of one and the other team.

When starting placement, it is important to consider the direction of the sun's rays and anticipate their effect on the listeners. Otherwise, the attention of children will be scattered by the rays of the sun. The same applies to the counselor when he is in front of the guys. When placing children for play, it is important to calculate the place of the counselor to show the elements of the game at the same time as the story. It is important that, when shown, the actions of the counselor are obvious to all players.

Determination of the individual functions of the players may consist of: the distribution of children into teams; choice of drivers; appointment of assistants.

The creation of a team of players can be carried out in a number of ways. If it is necessary to create equivalent teams, then the counselor himself organizes this as the most oriented in the preparedness of children. This method is acceptable in cases where outdoor games are quite complex in content, as a rule, with elements of sports games, which corresponds to the age of the senior classes.

There is a gymnastic method of distribution into teams of calculation. In this case, the children first line up in a line by the formation of "boys-girls", and by a given calculation "for the first-second", or "first-second-third", etc. each player receives his team number. This method allows you to quickly, most often in a physical education lesson, prepare for the game.

Distribution into teams can also occur through the use of curly marching techniques, such as crushing. But this method, like any other, is applicable provided that the students own the elements of curly marching and the total number of players is an even number with an equal number of girls and boys.

For distribution into teams, it is possible to use the organizational method "by agreement". It consists in the fact that children choose captains in pairs, in which they have united beforehand and preferably according to approximately equal preparedness. At the same time, the children in pairs agree on which captain's team they will play in. The captain, by calling a player, assigns him to his team. This method is emotional, takes into account the individuality of the child, has the character of a game even before the game and is quite popular among children and organizers.

There is a way to create teams "of choice by the captains". The captains selected by the players take turns choosing the children for their team. This method is distinguished by the speed of creating sufficiently equivalent teams. However, captains should be prepared for the fact that there are poorly prepared children among the children, so as not to leave them unattended, but it is better to specially invite such a child to the team, thereby giving him confidence and giving him the opportunity to fully express himself in collective actions. In the implementation of this method, the role of the counselor in preparing children for the role of captain is undoubted. This method is also the most acceptable for high school students who are already able not only to determine their supporters according to their level of preparedness, but also to perform personal actions, showing attention to insufficiently prepared children.

The selection of drivers, captains is an action that is quite subtle from a psychological and pedagogical point of view. Since there is an authoritarian way, when the leader is appointed by the teacher or the head of the game, as well as the collective way - by the players themselves, there are a number of features that are important to consider when organizing the game. So, if the captains are appointed only by the counselor, and often the same guys, then there is a danger of such children being singled out as confidants, loved by the counselors, which is certainly unacceptable. On the other hand, the constant choice of the most prepared captain by children is also unacceptable, since in this way conditions are not created for the manifestation of leadership qualities in less prepared children. Therefore, a counselor should have in his arsenal a number of ways to select captains, drivers, taking into account the psychological characteristics of children of a certain age and the possibility of manifestation and formation of the qualities of a leader.

The captain or driver can be appointed by the counselor himself. This method has one advantage - the fast organization of the game, but the will of the group of children is not taken into account. This disadvantage can be leveled out when the counselor explains the motives of his decision, and thus the negative of a volitional (non-game) decision will be weakened.

A common way of choosing the leader of the game is by drawing lots. The selection by lot can be carried out by calculation, urgent solving of the riddle, a quick quiz and in the simplest way - by throwing a coin. Compositions of teams can be determined in the same way. As a draw, you can use a gymnastic stick, which competitors intercept from top to bottom with a brush, with the determination of the winner in full, with the whole brush, the last grip from above.

An emotional way to determine the captain or the leader is to draw lots, based on pulling out straws held in the leader's hand. The one who pulled out the shortest straw becomes the leader of the game.

When organizing the game, a method is used to select the driver for the best, long-range throwing of the available projectile. Along with certain advantages, this method may not allow a poorly prepared child to feel like a leader.

There is a method for the driving player to designate a winner in a previous game. This approach stimulates the play activity of children, but in this case, medium and poorly prepared children may remain outside the zone of leadership's attention. The fairest way of assigning the choice of captains or drivers is the established sequence of performing such functions. In order to avoid self-denial, the counselor should explain the functions of the driver or captain, the importance of this role in determining the life position of each ward, in the formation of organizational and managerial skills.

Highlighting helpers carried out by the counselor to monitor the observance of the rules of the game, determine its result, and place the inventory due to the content of the game. The role of the assistant is also important for the formation of his social activity. Therefore, it is highly advisable that all those who play were in the role of assistants and, as often as possible, during the school year.

The counselor announces the assigned assistants to the participants in the game without explaining the reasons for his choice. Assistants can be appointed on their own initiative, at the request of the child. The number of assistants depends on the content of the game, the conditions of its conduct and the complexity of the rules. Assistants are appointed, as a rule, after explaining the essence of the game and choosing the captains or drivers. Children with impaired physical development or freed from physical activity by a doctor can be assigned to the role of assistants. If an outdoor game is held in an open area, on the ground, then assistants should be appointed in advance in order to carry out solid preparation for the game in difficult conditions.

Classification of outdoor games

Individual, solitary outdoor games are created, organized and conducted by one child. In this case, the child can himself determine the meaning and content of the game, temporary rules for himself, which he can modify in the course of the game, for the sake of more effective achievement of the goal, due to the own meaning of the game actions. This type of game is characteristic of children, mainly of younger preschool age, as well as children who are limited in collective communication for one reason or another.

Children of younger, preschool and, less often, primary school age prefer the so-called free, or free games. They consist in the fact that children themselves spontaneously come up with a game, with the obligatory presence of a goal and its achievement. Such games are predominantly narrative in nature, with the distribution of roles in accordance with the plot and are often used by teachers to expand psychological tasks, including rehabilitation ones. In this regard, such games are called role-playing.

Collective outdoor games are called so on the basis of the simultaneous participation in the game of a certain number of players. This type of games is the most popular among children and is very diverse. Collective games are subdivided into team and non-team games.

Non-team games are conducted with and without a driver. On a functional basis, non-team games without drivers are characterized by individual rivalry of those playing for their own place on the playing ground or in the formation of the players, as determined by the rules, as well as the individual manifestation of the observance of order in collective actions. A feature of non-team games with a driver is, in terms of the role functions of the players, the confrontation with the drivers and the opposition of the players of one team to the driver from another by interacting with teammates or with their support and direct physical assistance.

Team games They are subdivided into games, during which the participants, in accordance with the content of the game and the rules, do not come into physical contact with an opponent, and into games with the presence of physical opposing contact of rival players in the process of game actions.

In games without physical contact there are rivals on the functional basis of the players: the manifestation of single combat for their team; the manifestation of the struggle for your team through mutual support and physical mutual assistance of the players of the same team.

Outdoor games with contact interaction the players of the opposing teams are divided according to the functions of the players: into individual single combat for their team; fighting for the interests of his team, but with the totality of all single-combat actions, the support of teammates and their physical assistance.

A number of team games have a pronounced pre-sport, or semi-athletic character, in the content of which simple elements, techniques of certain sports games are introduced, which do not require specially directed technical training and preparedness of players. These games are characterized by the distribution of roles and roles among the participating game functions. Semi-sports games are held according to special rules and stimulate players to demonstrate elementary technical and physical readiness.

Non-team and team outdoor games are characterized by a number of typical motional actions generalized for these groups:

• performing rhythmic movements - the manifestation of creativity, as well as imitation of animals in their specific movements;
• dashes for short distances with the manifestation of speed of movement and dexterity;
• high-speed action of a clearly coordinated nature with various inventory items;
• jumps associated with overcoming obstacles, power resistance;
• the manifestation of previously formed motor skills based on the ability to navigate in space, catching and distinguishing sounds and observation.

Outdoor games with a driver and without a driver are conducted by players of different age groups, however, it is advisable to use the version of the game with a driver in accordance with the age-related motor abilities of children, without over-complicating the content and rules of the game.

V musical outdoor games mainly two types of music are used. The first is based on the musical background of the plot side of an outdoor game, for example, the genre of a fairy tale. In this case, the counselor is required to show elementary musical readiness, if possible - to involve specialists - musicians in the creation of a game motor composition. The second option is based on the use of music in the game as a background music for the motor content of the game in order to increase its emotionality. Moreover, this background can be either neutral in character, or determine the tempo-rhythm picture of the development of the game. In all options for using music in the process of outdoor play, the counselor is required to demonstrate professional creativity and a desire to deliver aesthetic pleasure to children.

Outdoor games with physical contact with an opponent are subdivided into games where contact is mediated, for example, in a tug of war, or accidental, which is difficult to avoid without violating the content of the game and its essence. When selecting games or spontaneously determining their content, it is recommended to avoid games with potentially traumatic content, where purposeful physical contact of the players can lead to undesirable and dangerous consequences for their health.

Sport games represent the highest form of outdoor games as a means and method of physical education. The universality of sports games lies in the fact that all ages of people are submissive to this form of physical activity, with the only proviso that in the age aspect, promotion to the use of sports games is carried out through the gradual introduction of physical education of pre-sports and sports games. Sports games, according to their purpose, are subdivided into games of popular mass use within the framework of general physical development and improvement as a means of sports for all. Higher form sports games - games of high performance sports and professional sports, which are a valuable and irreplaceable means of developing children's perception and awareness of the aesthetic values ​​of physical culture on the example of sports games with a high performing level of players. In different age periods, the contemplation of sports games with a high performing level has an unconditional beneficial effect on the education of children in this area, on the formation of personal bodily-motor culture. The use of sports games with an orientation of a mass character, as well as the contemplation of real games on television, contribute to the child's possible sports orientation, his choice for a professional sports career.

Methodology for outdoor games with young children

How to organize and conduct an outdoor game with children from 6 to 9 years old

Children 6 - 8 years old due to ontogenetic features of development, they are distinguished by increased motor activity, a pronounced need for it. A certain obstacle in its manifestation, as in other age periods, is a modern specific mode of educational activity, high intellectual mental load of children and a pronounced general hypodynamia. The social importance and value of outdoor games in these conditions, their demand, undoubtedly, is increasing.

Children of this age, despite a 6-hour school day, show a natural need and activity in movement. They want to play a lot, to show, not yet fully, the formed natural movements during the fulfillment of just such motor actions in the conditions of play. But when choosing a game, an important physiological circumstance should be taken into account, which lies in the fact that the children's body is not yet ready to accept a prolonged load. In this regard, outdoor games for children of primary school age should be characterized by a wave-like nature of the load, involve short breaks for rest. After all, how quickly children 6-8 years old get tired, so quickly they recover their strength. The content of the selected games should correspond to the anatomical and physiological characteristics of the organism of children of this age. The child's support apparatus is being actively formed. Due to insufficiently developed strength abilities, active formation of the structure of the articular joints, it is advisable to focus on games with diverse movements, but without unnecessarily prolonged loads on the musculoskeletal system.

The rapid recovery of the child's body after exercise is due to the age-related characteristics of the cardiovascular system. In connection with the elasticity of the walls of blood vessels, their wide lumen and active blood trophism under the influence of the game, the intensive development of the heart muscle occurs, the abundant supply of other muscles with oxygen and food. At this age, the child's psyche is actively being built. The emotionality of outdoor play is precisely the building material that both increases and regulates the strength and mobility of nervous processes.

But it should be remembered that for children of this age, games with both overly complex motor content and an increased emotional background are still unacceptable. In this case, games of a plot nature are appropriate, with imitation of already known movements of humans, animals, birds. Children perceive well play actions associated with throwing and catching, dexterous movements with their accessible coordination.

Children 9 years old are characterized by a noticeable increase in muscle strength, both in boys and girls, speed of motor actions, coordination and a noticeable improvement in endurance.

Attention in children 6-8 years old is only being formed, they are characterized by switching objects of interest, absent-mindedness often appears. At the same time, children are quite active, show independence, strive for knowledge of the world around them, for the earliest possible achievement of a result, including in an active game. Due to the mobility of the nervous system, the tendency to change the nature of emotions, children are prone to both frustration with failures in the game, and a quick positive change in mood. For the counselor in this case, it is important to unobtrusively manage these processes, thereby turning the game into a child's joy.

At this age, children are easily mentally vulnerable. Therefore, it is inappropriate for the counselor to deprive the child of the opportunity to play. If the rules of active play require it, then it is recommended to leave the child without play only for a short time.

When choosing a game, it is important to take into account the fact that at this age there is a process of transition from figurative, objective thinking to semantic, conceptual. The emergence of analytical thinking, observation, the emerging ability to compare lead to predictable, conscious play actions. This makes it possible to introduce into the content of the game those elements that develop the noted abilities, including stricter rules for its conduct. At the same time, due to the peculiarities of this age, it is possible to successfully use a figurative story-comparison in the course of explaining the content of the game, the roles in it, and the rules of the game.

It is important for the counselor to clearly plan the load in the game. It is advisable to focus on children with an average level of physical fitness, while observing the impact of the load on insufficiently physically prepared players, take this circumstance into account when assigning roles.

At primary school age, children are more interested in games in which collective action is required. Games for boys and girls are still predominantly general in nature. Nevertheless, at this age, differences in the priorities of the content of the game are already beginning to appear. Girls are gradually showing a tendency to games of a calm, measured nature with elements of precise actions, rhythmics, with objects characteristic of types of rhythmic gymnastics. Boys are inclined to games of a pronounced competitive nature, with elements of martial arts, with the struggle for possession of the ball.

Games with elements of overcoming obstacles, moving and manipulating the ball, throwing various small, lightweight shells and objects are of general interest and popularity. Games for children 9-10 years old are longer, involve the implementation of a larger range of movements with an increase in their intensity. The games contain requirements for more precise adherence to the rules. You should not exclude the possibility of repeated repetition of the game from class to class, while stopping it in a timely manner if it has already become uninteresting for children.

Children 9 years old emotionally react to the nature of the inventory, auxiliary shells, objects, which should be given a variedly colorful character. The equipment used should wear an aesthetically consistent look, be lightweight, easy to use and safe from injury. It is highly advisable to encourage the children themselves to make equipment that is simple in design, or better with the help of their parents, by prior agreement with the counselor. This, of course, will sharpen the children's interest in using tools, objects, and will foster a respectful attitude towards them as a result of their labor. Tasks for making inventory should be distributed evenly, preferably to all children, on time, regardless of other reasons. This is quite applicable, increased requirements for the design and quality of equipment are imposed on children of older age groups.

The use of outdoor games for younger adolescents

What games can be used for middle school children (10 to 12 years old).

a brief description of

At the age of 10-12 years in children, there is a significant slowdown in progressive changes in motor functions against the background of active puberty in boys and its completion in girls, an increase in the excitability of the nervous system, but activation of inhibitory processes in the psyche, with the manifestation of its instability.

This age period, characterized by the maturation of almost all systems and functions of the body, the active manifestation of independence in decision-making, allows the use of outdoor games of a pronounced command character, with elements of increasingly complex tactical decisions in the course of game actions, tactical combat.

At this age, an active adaptation of the child's body to exercises of a power, speed-power nature, associated with the manifestation of endurance, is manifested. It is characteristic that this occurs against the background of a certain delay in the functional development of the cardiovascular system, pronounced puberty and high mobility of nervous processes. The noted psychophysiological contrasts impose additional responsibility on the teacher for the selection of outdoor games. Despite the fact that at this age the specificity of games for children of primary school age still has a residual influence on the play activity of children, adolescents are already more actively interested in games with the content of a complicated, semantic, but less plot-based nature, with the possibility of manifestation of creativity, their own "I" and yourself in collective action.

Adolescence is characterized by the desire of children for competitive activity, which, as a rule, is the difference between outdoor games used in this age period. Among adolescents, various relay races with a pronounced competitive content, including elements of martial arts, with power resistance to an opponent, with overcoming various kinds of obstacles, with the manifestation of mutual assistance, are popular.

The duration of outdoor games at this age increases markedly in comparison with games for younger schoolchildren. Load with a complex manifestation of motor qualities, too, increases the intensity of game motor actions. Teenagers with special preferences relate to games, the content of which includes tasks related to individual tactical decisions.

When choosing games for this age, it is advisable to take into account the characteristics of boys and girls. Girls of this age period are slightly behind boys in the development of strength, speed, endurance. Therefore, when creating rival teams, it is necessary to provide for the same number of playing boys and girls in each of the teams to equalize the chance of winning. Equal distribution of clearly more prepared children among teams at the teacher's discretion can serve the same purpose.

When choosing outdoor games, it is important to take into account the fact that adolescent girls are attracted to games containing elements of music or conducted in general with musical accompaniment. The same can be attributed to the elements of the dance character, large dance fragments of the game.

For adolescent children, games are characteristic that are close to a certain sports game by the presence of specific game actions and techniques. Such pre-sports and semi-sports games are held according to the simplified rules of the corresponding “sports game”, as well as with the number of players in the team, based on the specific situation. At this age, the child's sense of responsibility is activated, both for his own actions and collective ones. Therefore, children are very responsible for the observance of the rules of the game, actively react to violations of the opponent, which imposes additional responsibility on the teacher and for his personal participation in refereeing, and on the preparedness of the judges from among the children.

The use of outdoor games for older adolescents

What games and with what content can be used for children 13-15 years old.

a brief description of

The age of adolescents 13-15 years old is characterized by relatively high level their physical development and motor fitness. In this, boys are already noticeably ahead of girls, but the musculoskeletal system of children of this age group is still in the stage of active formation. Boys show more vigorous growth muscle mass than in girls, due to the completion of their puberty by this time.

The characteristic features of this age group are the increased responsibility for their own actions, the activation of analytical thinking, a critical and at the same time sympathetic attitude towards the actions of comrades who made mistakes during the game. Older adolescents become more self-possessed, characterized by a developing ability to relate to their own and team failures in a more balanced way. Adolescents of this age already have, to one degree or another, formed skills in outdoor games. Taking into account their increased physical qualities, outdoor games of a sports orientation and certain sports games become more attractive.

For young men, it is advisable to select outdoor games, in the content of which exercises harmoniously alternate with the manifestation of speed, strength, relatively complex coordination of motor actions, with resistance of various kinds of weights, but of moderate impact.

When choosing outdoor games of a team, competitive nature with the participation of boys and girls, it is highly desirable to vary the load during the game according to the principle of its wave-like nature in order to, if possible, level the difference in physical readiness of participants of different sexes. Planning and managing the loads at this age of the players, despite their relatively developed ability to perceive it, is one of the most important tasks of the teacher. Inadequacy of physical activity "one for all", which is typical for games, can lead to significant disruptions in the work of systems and body functions.

At this age, the interest of young men and women in sports games significantly increases, which attract those involved not only with increased requirements for bodily-motor actions, but also with the possibility of creativity, sharp thinking, tactics of individual and team actions, and the strategy of winning the game. But it should be remembered that outdoor games do not lose their importance even at this age and are successfully used as a means of active specific warm-up before an amateur sports game. This application of outdoor games is also popular in sports of the highest achievements in professional sports.

Elena Ivantsova
Consultation for teachers "Techniques for effective management of outdoor games"

When choosing a game, you must first of all refer to the Program. The program list of games is compiled taking into account the general and motor readiness of children of a particular age and is aimed at solving the corresponding educational problems. Software requirements are also a criterion for the selection of folk and traditional for a given region. outdoor games, for varying motor tasks in familiar games.

Each game should provide the greatest motor and emotional the effect... Therefore, you should not select games with movements unfamiliar to children, so as not to slow down game actions.

The motor content of the games must be consistent with the conditions of the game. Games with running for speed, with throwing in mobile aim or distance do not have effect indoors... It is also important to consider the season and weather conditions.

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

On the second walk, given the general fatigue of the children towards the end of the day, do not learn new games.

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

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

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

The rules are mandatory requirements for the participants in the game. They determine the location and movement players, clarify the nature of behavior, the rights and obligations of the players, determine the ways of playing the game, tricks and the conditions for taking into account its results. This does not exclude the manifestation of creative activity, as well as the initiative of the players within the framework of the rules of the game.

Motor actions in mobile games are very diverse. They can be: imitative, imaginative and creative, rhythmic; to be performed in the form of motor tasks requiring the manifestation of dexterity, speed, strength and other physical qualities. All motor actions can be performed in a wide variety of combinations and combinations.

Methodology mobile games include myself:

Gathering children to play, creating interest,

Explanation of the rules of the game,

Distribution of roles, choice of a driver,

- management of the course of the game,

- summing up.

Gathering children for play to create interest. Older children love and know how to play. You can agree with them about the place and signal of the gathering long before the start of the walk. Young children do not accept such methods. Directly on game the playground for older children can be assembled using barriers (One, two, three! Play quickly run) Are effective and surprise moments: those who will be able to run under a rotating rope, who will be able to slide along the ice path, etc. will play.

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

So supervisor attracting the attention of the kids, he must start playing with enthusiasm himself, suggests in a mysterious voice.

You need to maintain interest throughout the game. Receptions creation of interest are closely related to collection of children... Sometimes they are the same thing. For example, an intriguing question to toddlers: "Do you want to be pilots? Run to the airfield."

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

In older groups tricks Interest creation is used mainly when the game is unlearned. These are most often poems, songs, riddles (including motor) on the theme of the game, examining tracks in the snow or icons on the grass, by which you need to find hiding, changing clothes, etc.

Explanation of the rules. The explanation of the game should be short and clear, interesting and emotional. All means of expressiveness - voice intonation, facial expressions, gestures, and in plot games and imitation, should find a suitable application in explanations in order to highlight the main thing, create an atmosphere of joy and give purposefulness game action... Thus, the explanation of the game is both the instruction and the moment of creation. game situation.

For young children, the explanation is carried out in stages, that is, during game action.

A preliminary explanation of the game for older preschoolers is to teach them to plan their actions. Sequence explanations: name the game and its intention, summarize the content as briefly as possible, emphasize the rules, remind the movement (if necessary, assign roles, distribute attributes, place the players on the court, start game actions.

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

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

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

The choice for the main role should be perceived by children as encouragement, as trust, as the educator's confidence that the child will fulfill an important assignment. Assignment to the main role is the most common reception... The choice of a caregiver must be motivated. "Masha was the first to hear the barker and quickly came running. She will be an entertainer." supervisor must appoint them himself according to his abilities. Drivers can also be assigned player who won in the previous game, encouraging him for not being caught, performing the task better than others, taking the most beautiful pose in the game, etc.

Counters are often used to be assigned to the lead role. They warn conflicts: who fell the last word, that will drive. Really, counting rhymes are clear to elders children: per by hand everyone who counts is jealously watched. Therefore, you cannot divide words into parts. The counting device must be flawless in pedagogical sense.

You can assign roles with the help of a "magic" wand, all kinds of spinners (whirligig, hoop, pins, etc., with the help of interceptions, etc.).

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

For the teacher you need to follow the movements preschoolers: encourage successful performance, prompt The best way actions, suggest actions to the bewildered, give the necessary signals, avoid static postures (squatting, regulate physical activity, which should increase gradually, help by example. a large number of comments about improper performance negatively affect the mood of children. Therefore, comments must be made in a friendly manner.

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

The repetition and duration of the game for each age is regulated by the program, but the educator must be able to assess the actual situation. If children cough while running, then they are tired and cannot catch their breath. It is necessary to switch to a different, calmer game.

An important point leadership is the participation of the educator in the game. Direct participation with young children is mandatory teacher in the game, which most often plays the main role itself.

It is better to give signals in games for preschool children not with a whistle, but with verbal commands, which contributes to the development of a second signaling system, recitative are also good.

Summing up... Has great educational value summarizing, assessment of the results, actions of children, their behavior in play activities... At summing up At the end of the game, the educator notes those who showed dexterity, speed, followed the rules. Names those who broke the rules. The teacher analyzes how they managed to achieve success in the game. The outcome of the game should be optimistic, short and specific. The kids must be praised. Summing up the outcome of the game should take place in an interesting and entertaining way.

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

By varying the game, you cannot change the concept and composition of the game, but can:

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

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

- change the placement of the players on the court;

- change the signal;

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

Children themselves can be involved in drawing up options for games, especially in older groups.

V mobile For older preschool children, more complex movements are used. Children are tasked with responding instantly to change. game situation, show courage, ingenuity, endurance, dexterity, ingenuity. Movable games become more complicated in content, rules, number of roles (up to 3-4, roles are distributed among all children; relay games are used.

For most games the leader needs a bright, colorful inventory, since in children the visual receptor is still poorly developed, and attention is scattered. The equipment should be light, convenient in volume, and correspond to the physical capabilities of children. The walk should be planned outdoor games and play exercises of varying degrees of intensity. Within a month, 15-20 outdoor games(including relay games, with 3-4 new games learned.

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

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

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

Organizer: Art. educator Andronova A.V.

1. Workshop program:

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

1. Workshop progress.

1. The message of Art. educator on the topic:Planning and organization of outdoor games with preschool children for a walk.

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

Walking challenge in the morning - restore strength after exercise, get the maximum positive charge.

The walk should give the child relaxation, relieve tension after class and create a cheerful mood in him, which in turn provides the appropriate tone for the successful physical and mental development of the child in other conditions and types of activity.

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

If there was a physical or musical activity before the walk, then the walk will begin with observation.

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

When planning the content of educational work during a walk, the teacher provideseven alternation of calm and motor activity of children,correct distribution of physical activity throughout the walk, adhering to next an approximate structure of a walk:

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

Planning for the development of walking movements should facilitatestrengthening, improving games and physical exercises, increasing the physical activity of children. At the same time, it is important to choose the right time for games and exercises.

Organized motor activity should not be allowed to be carried out at the expense of the time of independent activity of children.

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

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

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

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

It is important that all pupils of the group take part in outdoor games. To this end, onthe walk is only plannedgames familiar to children.

With new games children get acquainted at physical education classes.

Games help to solve important problems of upbringing, teaching children, listening skills, being attentive, correctly controlling their movements, getting used to discipline and a conscious attitude to classes.

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

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

Compliance with the physiological laws of adaptation to stress.

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

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

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

Let me remind you that the timing and exercise
on a walk depends on previous group work.

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

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

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

When carrying out exercises, the main types of movements, different methods of organization should be used (frontal, subgroup, individual). The most appropriate is the mixed use of different ways of organization.

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

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

During a month, 15-20 outdoor games (including relay games) can be held, with 3-4 new games learned.

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

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

For instance, for the older group are recommendedsports exercises and elements of sports games: badminton, table tennis, basketball, football, hockey, towns.

Sport games.Sports games and exercises take place daily during walks or in the gym.

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

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

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

Badminton. The ability to hold the racket correctly, to hit the shuttlecock, toss it to a partner without a net. Mastering the game according to simplified rules.

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

Role-playing games.Role-playing games should correspond to the age, interests, level of development of children and take into account gender-role differentiation. They are based on the knowledge that children have. The topics should be very diverse.Games are held on household and industrial topics; games to consolidate traffic rules and rules of conduct on the streets of the city; construction, theatrical; games with themes related to modern life.

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

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

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

Avoid boredom and overwork.

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

Finger gymnastics -it is recommended to be carried out with children who have problems in speech development.

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

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

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

In outdoor games, several tasks are solved:

increasing the emotional tone of each of the children,

satisfying the need for a variety of active movements,

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

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

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

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

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

Outdoor games are planned and conducted by the teacher independently, taking into account the wishes of the children, according to the recommendations of specialists or thematic. They can be quite varied, so in order to avoid monotonyit is advisable to plan outdoor games by days of the week, weeks.Such planning allows taking into account the interests of each child, fully covering the program material on the section of outdoor games, and organizing the activities of the educator.

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

the motor experience of children is expanding, their skills in

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

independence, activity, positive relationships with peers.

BLITZ survey

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

2. How many outdoor games are held per day?

3. The main task of outdoor games?

4. How, by what principle, are outdoor games selected?

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

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

Outdoor play is one of the important tools for the all-round development of children. Physical, mental, moral, aesthetic education is carried out in it. Active motor activity of a playful nature and positive emotions caused by it

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

1. 2. The purpose of the game.

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

1. 3. Classification of outdoor games.

Outdoor games are divided into 2 groups:

elementary -plot, plotless, fun games;

complex - football, towns, volleyball, etc.

In terms of motor content (the dominant basic movement is running, jumping, etc.)

By the figurative content:

a) plot - they are characterized by roles with corresponding motor actions, reflect the phenomena the surrounding life, habits of animals and birds, transport, human actions). Especially popular in junior and middle groups.

b) plotless - do not have a plot, images, but are similar to the plot of the presence of rules, roles. These games are associated with the performance of a specific motor task and require independence, speed and dexterity from children. ("Catchers", "Runs", "Who Will Throw Next", "Ball School", "Skittles", "Ring Throw")

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

(low, medium and high mobility)

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

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

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

1. 4. The variability of the complication of the game.

1. Increase the distance.

2. Change the type of movements.

3. Change the pace of movement.

4. Increase in the number of traps.

5. Increase in the number of children.

5. The complication of the rules.

6. Change the placement of the players.

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

Children themselves can be involved in drawing up new versions of the game.

1. Methodology for conducting outdoor games.

1. 1. Game selection.

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

The season and weather conditions are taken into account.

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

fatigue and physical activity during the day.

At the request of the children

At the request of the birthday man.

At the request of those who have distinguished themselves with something good.

1. 2. Gathering children for the game.

Lay out the playground, prepare manuals and equipment.

Collection for the game 1-2 min.

Older age:

Zazyvalochki ("One, two, three, play quickly, run!")

Making a riddle

Displaying a vivid picture

A word, a blow to a tambourine, a bell, a wave of a flag, a whistle.

Instruct individual children to collect the rest while the whirligig is spinning

or music sounds

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

Younger age: - singing a song, reciting a poem, demonstratively accompanying the movement "My cheerful ringing ball ...".

Ring the bell

Gather the children with a bright toy display.

Wear a mask-cap

1. 3. Explanation of the game.

It should be short, understandable, interesting and emotional.

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

The teacher himself places and moves the children, tells how to act, accompanied by a demonstration (“how a bunny jumps,“ a car drives out ”). There is no need to learn the text on purpose, children will learn it in the course of the game. The teacher takes on the leading role, and then, when the kids get comfortable with the game, assigns this role to the children themselves.

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

If the game is difficult, you do not need to give a detailed explanation, but it is better to do this: first, explain the most important thing, and then, during the game, supplement the main story with specific details. When repeated, the rules are specified.

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

1. 4. Distribution of roles

A counting device (they prevent conflicts)

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

Optional

At the choice of the birthday man

1. 5. Guidance during the game.

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

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

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

1. 6. End of the game, summing up.

Summing up the results of the game should take place in an interesting way in order to generate desire

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

In the older groups, a result is summed up: those who correctly performed the movements, showing dexterity, quickness, ingenuity, followed the rules, rescued their comrades, names those who broke the rules, analyzes how they managed to achieve success are noted. Children can be involved in the discussion. This teaches them to analyze their actions, causes a more conscious attitude to the implementation of the rules of the game and movements.

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

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

4. Display of outdoor games for use while walking.

5. Joint drafting of a script for a sports holiday.

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

1. Checkout long-term plans in the same style.
2. Create information booklets for parents about the importance of outdoor play.
3. To hold a physical culture holiday "Merry Starts" on the street.