Ya.A. Comenius –
K. D. Ushinsky – XIX century.
P. S. Lesgaft.
V. G. Marts.
A. S. Makarenko.
Outdoor games for teenagers
The thinking and speech of children 12-14 years old becomes more mature. Teenagers’ games that are complex in content and form (for example, “Ball for the Captain”) require the calculated use of a number of previously acquired motor skills and abilities in new combinations and combinations, with greater complexity of game situations.
The development of memory in adolescents allows them to learn numerous game rules and remember the most appropriate gaming techniques and actions.
The muscular system continues to develop, but still lags behind the overall growth of the body. The relative mass of muscles and their strength increases. Muscles gradually adapt to moderate static loads, to significant but short-term stress.
Almost the same outdoor games are suitable for teenage girls as for boys. However, girls are inferior to boys of the same age in games that require speed of movement, great effort, and relatively long, intense active actions.
Game selection
The choice of game, first of all, depends on the task assigned to the lesson. When determining it, the leader takes into account the age characteristics of the children, their development, physical fitness, the number of children and the conditions of the game.
From 3 to 300 people can participate in outdoor games.
When choosing a game, you need to take into account the form of the activity (lesson, recess, squad activity, holiday, walk). If time is limited during class and recess, then walking time is not limited; the tasks and content of games during recess are different from those in the lesson; The festival mainly uses mass games, in which children of different ages and abilities can take part.
The choice of game directly depends on the location where it is played. In a small hall or corridor, games are played with a linear formation, games in which participants take turns. During walks and excursions outside the city, local games are used.
When playing outdoors, it is necessary to take into account the weather conditions. If the air temperature is low, then all participants must act actively; in hot weather it is better to use sedentary games in which participants perform the game task one by one.
The choice of game also depends on the availability of benefits; due to their absence and unsuccessful replacement, the game may not take place
Preparing the place for the game
To play outdoor games, you need to choose a flat green area; it is best to make it rectangular, at least 8 m wide and at least 12 m long. It is advisable that benches be located at a distance of 2 m from the field.
In winter, the play area must be cleared of snow and surrounded by a snow bank or an ice path that can be used for skating.
When playing games indoors, it is necessary to ensure that there are no foreign objects in the room that interfere with the movement of the players. Window glass and lamps should be covered with nets. Before playing games, the room must be ventilated and the floor wiped with a damp cloth. Before playing games on the ground, the leader must become thoroughly familiar with the area in advance and outline the boundaries for the game.
Game explanation
The success of a game largely depends on its explanation. When starting an explanation, the leader must clearly imagine the whole game.
The story should be short. The exception is games in the lower grades, which can be explained in a fabulous, exciting way.
1) name of the game;
2) the role of the players and their location;
3) progress of the game;
4) the goal of the game;
5) rules of the game.
The story should not be monotonous. Complex terms should not be used in the story. New concepts, new words need to be explained.
For better understanding of the game, it is recommended to accompany the story with a demonstration. It may be incomplete or complete. When explaining, it is necessary to take into account the mood of the students. Noticing that their attention has waned, the leader should shorten the explanation or revive it.
Distribution into teams
· Players are distributed at the discretion of the leader in cases where it is necessary to create teams of equal strength (when conducting complex sports games).
· The players are divided into teams by calculation: they stand in a line, counting on the first or second; The first numbers will make up one team, the second – another. This is the fastest method and is most often used in physical education lessons. But with this method of division, the teams are not always equal in strength.
· Separation by figure marching or calculation of the driving column. There should be as many people in each row as the number of teams required for the game. The composition of teams in this method is random and often unequal in strength.
· Distribution into teams by conspiracy. Children choose a captain, split into pairs, agree who will be who, and the captains choose them by name. With this distribution, the teams are almost always equal in strength. It can only be used in cases where the game is not limited in time.
· Distribution by appointment of captains. Children choose 2 captains, who take turns choosing players for their team. This method is quite fast, and the teams are equal in strength. The negative side is that captains are reluctant to take on weak players, which often leads to resentment and quarrels.
· Permanent teams can be not only for sports games, but also for complex outdoor games and relay races.
Selecting Team Captains
Captains are direct assistants to managers. They organize and accommodate the participants, distribute them among their strengths and are responsible for the discipline of the players during the game.
Captains are chosen by the players themselves or appointed by the leader. When the players choose the captain.
They learn to appreciate each other and, by expressing trust in their comrade, encourage him to take greater responsibility. If the players are not well organized or do not know each other well, then the commander is appointed by the leader.
Sometimes he appoints passive players as captains, thereby helping to develop the necessary character traits. In permanent teams, captains are periodically re-elected.
Isolation of drivers
It is advisable to have as many children as possible in the role of water. You can identify drivers in different ways:
· As directed by the manager. The leader appoints a driver, taking into account his role in the game. The advantage of this method is that the most suitable driver is quickly selected. But at the same time, the initiative of the players is suppressed. The leader appoints a driver in cases where the children do not know each other. When making an appointment, the manager must briefly explain his choice.
· By lot. By calculation, throwing and other methods. They often use the method of counting, throwing - the one who throws the farthest stick, stone, ball, etc. leads. This method takes a lot of time.
· At the choice of the players. This method is good from a pedagogical point of view; it allows you to identify the most worthy presenters. It is good to set a priority in choosing a leader so that each participant plays this role. This helps develop organizational skills and activity.
· Based on the results of previous games. Participants must be informed about this in advance so that they strive to demonstrate the necessary qualities in the game.
The listed methods of choosing drivers should be alternated depending on the task at hand, the conditions of the lessons, the nature and number of players and their mood.
Dosage during the game
In outdoor games, it is difficult to take into account the capabilities of each participant and his physical condition at a given time. Therefore, excessive muscle tension is not recommended. It is necessary to ensure optimal loads. Intense exercise should be alternated with rest.
When starting to conduct it, it is necessary to take into account the nature of the previous activity and the mood of the children (after great physical or mental effort - play with less intensity).
It must be taken into account that as the emotional state of the players increases, the load in the game increases. Players, captivated by the game, lose their sense of proportion, wanting to outdo each other, do not calculate their capabilities and overexert themselves. It is necessary to teach children to control and regulate their actions in the game. The workload for younger students should be increased more gradually than for older ones. Sometimes it is necessary to interrupt the game, although the players have not yet felt the need for rest.
You can take short breaks, using them to analyze mistakes, count points, clarify rules, shorten distances, and reduce the number of repetitions. You can increase the mobility of game participants by adding obstacles and increasing distances.
It is desirable that all players receive approximately the same load. Therefore, losers can only be removed from the game for a very short time.
The duration of the game played outdoors also depends on weather conditions. In outdoor winter games, participants must perform intensive movements without breaks. Players should not be given heavy loads followed by rest, so as not to cause perspiration and then rapid cooling. Winter games should be short-term. Direction in the game depends on the size of the court, and the larger it is, the more direction the participants receive.
Dragging over the line
Preparation. Two teams of players stand one against the other along the line drawn between them. Boys stand against boys, and girls against girls, approximately equal in physical strength. Four steps behind each team are the players allocated for scoring.
Contents of the game. At the teacher’s command, the players come together at the center line and take one (or two) hands. At the second signal, everyone tries to pull their opponent over the line where the assistants are standing. A player who has been pulled by touching the scorer with his palm may go over the line again and play for his team again. Each player pulled over earns the team that pulled him over one point.
The team that receives the most points during the game wins.
Rules of the game: 1. During the game, only hand grabs are allowed. 2. It is allowed to drag alone, in pairs, or by several players at the same time.
Leapfrog relay
Preparation. The players are divided into two teams, which stand in columns one at a time parallel to each other. The intervals between teams are 3-4 m. In front of each column, at a distance of 8-12 m from the starting line, a circle (1.5 m in diameter) is drawn or a rectangle is drawn. The first team numbers appear in it. Each person rests his hands on one leg and, leaning forward, hides his head.
Contents of the game. At the teacher’s signal, the players standing in the columns in front run forward and perform a vault jump, pushing off with both legs and leaning their hands on the back of a friend (leapfrog jump), and then stand in his place. The players who were jumped over run back to their columns, touch their palms to the next players, and then stand behind their teams.
Those who receive a hand touch run forward, perform a vault and remain in circles, etc. The game ends when all players have finished jumping, i.e. the player who was first jumped over, having jumped over his teammate, will remain standing in the circle, and the one who was jumped over will cross the start line from where the players started running.
The team that finishes the relay the fastest wins.
Rules of the game: 1. It is prohibited to run beyond the starting line until the returning player touches the palm of the next player. 2. The player being jumped over must not change his position during the game and stand outside the circle (square).
Cockfighting
Preparation. A circle with a diameter of 2 m is drawn on the floor. All players are divided into two teams and line up in two lines around the circle (one opposite the other).
The winner is the player who manages to push his opponent out of the circle or make him stumble, thereby bringing the team a winning point. The team whose players have a large number of victories wins.
Rules of the game: 1. The rules prohibit removing your hands from your back. 2. The match ends in a draw if both players are outside the circle at the same time. 3. The game continues until everyone has played the role of fighters. 4. Captains also fight among themselves (last).
Snipers
Preparation. To play, you need small towns and tennis balls (preferably according to the number of players). The participants of the game line up in one line and count on the first or second. The first numbers are one team, the second numbers are another. If the width of the site does not allow everyone to stand in one line, then the players form two lines, one at the back of the other. In this case, each line is a team. A line is drawn in front of the players' socks, beyond which they cannot go when throwing the ball. 6 m from this line and parallel to it, 5 towns of two colors are placed in a row (one and a half steps from one another). The teams are given names according to the color of the towns (for example, blue and white).
The team that manages to push its goals further in the course of several throws wins.
Rules of the game: 1. The towns are placed in new places after one of the teams fires. 2. Thrown balls are picked up by players of the other team. 3. The knocked-down towns are put into new places by the teacher’s assistant.
Conclusion
Outdoor games play a big role in the mental and physical development of a child. Various outdoor games help develop various muscle groups of the body, coordination of movements, and promote the development of speech and thinking.
But in order for the effect of the game to be positive, it is necessary to take into account the physiological characteristics of children of different ages when choosing it; In many ways, the success of the game depends on the choice of the venue and the preparation of this place for the game, explanation of the rules, division into teams and the choice of drivers.
As for the dosage during the game, excessive muscle tension is not recommended. It is necessary to ensure optimal loads. Intense exercise should be alternated with rest.
KGBOU AKPL
sport games
Work completed:
Shimanovskaya Irina
11th English class student
Barnaul
FAMOUS TEACHERS ABOUT THE IMPORTANCE OF ACTIVE PLAY IN THE LIFE OF CHILDREN
Ya.A. Comenius – highly appreciated the role of games “consisting in movement” for solving health, educational and educational problems.
Emphasizing the great importance of proper management of games by elders, Y. A. Komensky said that if the necessary conditions are met, the game should become “a serious matter, that is, either the development of health, or rest for the mind.
K. D. Ushinsky – XIX century. He attached great importance to play as a means of education. He viewed the child's play as the reality of the child with his actions and experiences. He emphasized that this reality is more interesting to the child than the life around him, because it is more understandable to him. In play, the child gets acquainted with everything around him, tries his hand and independently manages objects, while in reality he does not yet have any independent activity. According to Ushinsky, games do not pass without leaving a mark on the child’s future life and, to a certain extent, contribute to the formation of his personality. Games have a significant impact on the development of children's imagination, especially in preschool age.
P. S. Lesgaft. He considered games as one of the most effective means of physical education and upbringing. P. S. Lesgaft devoted a lot of space to games in physical education lessons: in the lower grades he devoted half a lesson to games, and in the middle grades - a third of the lesson. He believed that outdoor games have great educational and educational significance, and that they represent a more complex action than individual gymnastic exercises.
V. G. Marts. He strived to ensure that outdoor games, as a valuable means of physical and moral education, were introduced into schools and kindergartens. Martz considered outdoor games as a means of physical and moral education of children; he developed a methodology for managing games, and believed that the success of the game largely depends on management.
V. G. Marts organically connected outdoor play with sports play. He considers the simplest outdoor game to be the first step of the ladder along which the child will have to climb to the very top - to the sports game.
A. S. Makarenko. In his opinion, games are a means of preparing a child for life, a transitional stage to work. In games, children develop activity, initiative, and a sense of teamwork. But not every game has educational value, but only those that are active.
CHARACTERISTICS AND CLASSIFICATION OF OUTDOOR GAMES FOR DIFFERENT AGES
It is important to provide for some differences in the content and form of outdoor games for children of different age groups, and also to skillfully select them based on specific conditions. In the hands of a teacher, they can become an excellent means of improving growth processes, morphological and functional development of the body, helping to increase the level of general physical fitness of students, etc.
1. The importance of outdoor games for preschoolers.
Many famous scientists, such as F. Frebel, M. Alexander, W. Reich, noted the importance of outdoor games for the physical, mental and personal development of a child. Outdoor games meet the internal needs of preschool children for movement, and also create an optimal movement environment.
In my opinion, outdoor play is an indispensable means of physical education of a child, replenishing his knowledge and ideas about the world around him, developing thinking, dexterity, eye, reaction speed, mobility, plasticity, and the formation of personal moral and volitional qualities. During the game, not only the exercise of existing skills occurs, their consolidation, improvement, but also the formation of new physical and cognitive skills.
In games, children develop intelligence, fantasy, imagination, memory, and speech. Conscious adherence to the rules of the game forms the will, develops self-control, endurance, and the ability to control one’s actions and behavior. The game develops such personal qualities as activity, honesty, discipline, justice. During the game, the child develops comprehensively and harmoniously.
Being an important means of physical education, outdoor play simultaneously has a healing effect on the child’s body. The healing effect of outdoor games is enhanced when played in the fresh air; In the game, children practice a wide variety of movements: running, jumping, climbing, throwing, throwing, catching. A large number of movements activates breathing, blood circulation and metabolic processes, and has a beneficial effect on mental activity.
2. Characteristics and stages of development of outdoor games.
Outdoor play is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.
By definition, outdoor play is an exercise through which a child prepares for life. The educational effect of outdoor games is that the exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts. Thus, outdoor games are an important means of solving the problems of physical education of preschool children.
Outdoor games are classified according to different parameters:
By age (games for children of primary preschool age, middle preschool age, senior preschool age);
According to the degree of mobility of the child in the game (games with low, medium, high mobility);
By type of movement (games with running, throwing, jumping, climbing, etc.);
Outdoor games with rules include plot and non-story games. Sports games include basketball, gorodki, table tennis, hockey, football, etc.
Thematic outdoor games reflect in conditional form a life or fairy-tale episode. The child is captivated by playful images, he creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, etc.
Non-plot outdoor games contain motor game tasks that are interesting for children and lead to goal achievement. These games include games such as: running, catching; games with elements of competition (“Who will run to their flag the fastest?”, etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, skittles, etc.); fun games (“Ladushki”, “Horned Goat”, etc.).
Games with elements of competition require proper pedagogical guidance, which requires compliance with a number of conditions: each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which he competes. Games with elements of competition are used primarily in working with children of senior preschool age.
Important characteristics of outdoor play are:
Purpose of the game;
Rules of the game;
Game roles.
indicated the presence of a specific goal in an outdoor game. The form of the game must correspond to the goal. Actions in the game must correspond to the child’s ability to manage himself and structure his behavior in accordance with the goal.
An important characteristic of the game are the game rules. recommended gradually complicating the content and rules of the game. For this purpose, new exercises, conditions, actions are created, i.e., game options are introduced. The use of a variety of game options allows you to repeat actions familiar to the child, with more stringent requirements, and helps to maintain his interest in the game. 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 break the rules of the game in the following cases: if he does not understand the teacher’s explanation accurately enough; I really wanted to win; was not attentive enough, etc.
The teacher's guidance of outdoor play consists of the distribution of roles in the games. The teacher can appoint a driver, select using a counting rhyme, or invite the children to choose the driver themselves and then ask them to explain why they are assigning the role to this particular child; he can take the leading role or choose someone who wants to be the driver. In younger groups, the role of the leader is initially performed by the teacher himself. He does it emotionally, figuratively. Children are gradually given leading roles.
Stages of development of outdoor play:
1. Learning the game.
2. Repetition of outdoor games.
3. Complication of outdoor games.
Any game begins with learning it. The teacher explains to the children the goal of the game, the rules of the game, the content of the game (the course of the game), and distributes the game roles. Learning a game with young children of preschool age differs from learning a game with children of older preschool age in that it is carried out on the basis of a plot story using more attributes for the game. It is based on the emotional images of the game’s characters, which allows them to arouse direct interest in the child. In the process of learning, the effect of a child’s imitation of the movements of adults is used.
The next stage in the development of the game is its repetition and consolidation. At this stage, there is an exercise in basic movements, movement training. Moreover, the highest level of development of the game is considered to be the complication of the rules, game conditions, game goals, as well as the basic movements used in the game. Games with more complex rules, goals and movements are used mainly with children of older preschool age.
3. Requirements of the program “Program of education and training in kindergarten” / Ed. , "to the selection of outdoor games
Basic movement, exercise | Names of outdoor games by age group |
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II junior | preparatory |
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“Run to me!”, “Birds and Chicks”, “Mice and the Cat”, “Run to the flag!”, “Find your color”, “Tram”, “Train”, “Shaggy Dog”, “Birds in Nests” | “Planes”, “Colored cars”, “At the bear in the forest”, “Bird and cat”, “Find yourself a mate”, “Horses”, “Ring the rattle”, “Homeless hare”, “Traps” | “Traps”, “Corners”, “Pair running”, “Mousetrap”, “We are funny guys”, “Geese-swans”, “Make a figure”, “Crucian carp and pike”, “Dashes”, “Sly fox”, “ Entertainers", "Counter dashes", "empty space" | “Change the subject”, “Trap, take the ribbon”, “Owl”, “Blind Man’s Bluff”, “Two Frosts”, “Catch up with your pair”, “Paints”, “Burns”, “Kite and the hen”, “Whose link will get together sooner” ?”, “Quickly take it, quickly put it down” |
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“On a Level Path”, “Catch a Mosquito”, “Sparrows and the Cat”, “From Mound to Mock” | “Hares and the Wolf”, “Fox in the Chicken Coop”, “Grey Bunny Washing” | “Don’t stay on the floor”, “Who will jump better?”, “Fishing rod”, “From bump to bump”, “Classes”, “who will make fewer jumps?” | "Frogs and Herons", "Don't Get Caught", "Wolf in the Moat" |
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Climbing, climbing, crawling | "The Mother Hen and the Chicks", "Mice in the Pantry", "Rabbits" | “The Shepherd and the Flock”, “Migration of Birds”, “Kittens and Puppies” | “Who will get to the flag faster?”, “The Bear and the Bees”, “Firemen in Training” | "Migration of Birds", "Catching Monkeys" |
Throwing, catching, throwing | “Toss - catch”, “Knock down the club”, “Ball over the net” | “Hunters and Hares”, “Throw the flag”, “Hit the hoop”, “Knock down the ball”, “Knock down the pin”, “Ball for the driver” | “Stop”, “Who is the most accurate?”, “Hunters and animals”, “Ball traps”, “Whoever is named catches the ball” |
4. Methods of conducting outdoor games with preschool children.
To conduct games with children of primary preschool age, it is necessary to create the correct subject-spatial environment. In the games of children over one and a half years old, one can notice signs of imitation of adults. Taking this into account, the teacher engages the children V games with the help of a toy, tries to awaken their interest with an emotional figurative explanation. In younger groups, story games and the simplest non-story games such as “trap”, as well as fun games, are most often used.
Children of the second year of life have a great need for movement. To satisfy their need for movement, you need: a slide, benches, boxes and other items. There should be enough space to run, climb steps, slide down a slide, etc., play hide and seek, catch up. Due to the developed ability to imitate, most outdoor games of children of primary preschool age are plot-based.
It is important to teach the child to act exactly on a signal and obey the simple rules of the game. The success of the game in the younger group depends on the teacher. It should interest children and give examples of movements. The teacher performs the leading roles in the game himself or assigns it to the most active child, sometimes preparing someone from the older groups for this. It is important to remember that the driver only pretends to catch the children: this pedagogical technique is used so as not to frighten the children and so that they do not lose interest in the game.
In the fifth year of life, the nature of children's play activities changes. They begin to be interested in the result of outdoor play, they strive to express their feelings, desires, implement their plans, and creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitativeness and imitation continue to play an important role in older preschool age.
By the middle group, children accumulate motor experience, movements become more coordinated. Taking this factor into account, the teacher complicates the conditions of the game: the distance for running, throwing, and jumping height increase; games are selected that exercise children in dexterity, courage, and endurance. And in this group, the teacher distributes roles among the children. The role of driver is initially assigned to children who can handle it. If a child is unable to accurately complete a task, he may lose faith in his abilities and it will be difficult to attract him to active actions.
As in the younger group, the teacher, when conducting a story game, uses a figurative story. Fairy-tale play images encourage the child to combine real features of the perceived plot into new combinations. The imagination of a child of the 5th year of life is of a recreative nature, so the teacher must guide its development all the time.
In outdoor games for children of senior preschool age, more complex movements are used. Children are given the task of instantly reacting to changes in the game situation, showing courage, intelligence, endurance, ingenuity, and dexterity.
The movements of children in the older group are characterized by greater coordination and accuracy, therefore, along with plot and non-story games, games with elements of competition are widely used, which at first it is advisable to introduce between several children who are equal in physical strength and development of motor skills.
So, in the game “Who will reach the flag faster?” The task is completed by 2-3 children. As children master skills and navigate in space, competitions on links are introduced. The best team is considered to be the one whose members complete the task quickly and correctly.
In the pre-school group, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, making sure that they are light, beautiful, and confident. Children must quickly navigate space, show restraint, courage, resourcefulness, and creatively solve motor problems. In games, it is necessary to set tasks for children to solve independently.
So, in the game “Colored Figures”, children are divided into links, and in each section a leader is chosen. At the teacher’s signal, children with flags in their hands scatter around the hall. At the command “Circle!” they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall and at the command “In a circle!” They are built around the leader, and while the teacher counts to 5, they lay out some figure from the flags.
This complication of the task requires children to be able to quickly switch from one activity to another - in this case, from active running to performing a collective creative task.
By searching for solutions to motor problems in outdoor games, children themselves acquire knowledge. An important role in the development of children’s creative activity is played by involving them in creating variants of games and complicating the rules. At first, the leading role in varying games belongs to the teacher, but gradually children are given more and more independence.
In the school preparatory group, along with story-based and non-storyline games, relay races, sports games, and games with elements of competition are held. Children in the preparatory group should know all the ways to select leaders and widely use counting rhymes.
5. Conducting outdoor games with children of the middle age group.
In conducting outdoor games with children of the middle group, I rely on the requirements of the “Program of Education and Training in Kindergarten / Ed. , "to the selection of outdoor games.
When working with children, I use games recommended by the program, then I add games from other sources or from my own experience. I often transform the game, modify the rules of the game, complicate them: I increase the distance for running, throwing, and the height of jumping. I choose games that comprehensively develop children’s psychophysical qualities and basic movements, as well as cognitive processes.
When selecting games for children of the middle age group, I am guided by the fact that outdoor games should contribute to the following tasks:
1. Development of psychophysical qualities of children: speed, strength, flexibility, endurance, motor coordination.
2. Accumulation and enrichment of children’s motor experience, mastery of basic movements.
3. Formation in children of the need for physical activity and physical improvement.
In the middle group I mainly conduct story-based outdoor games. Although I also use non-plot outdoor games (“Toss and catch”, “Ball over the net”, “Who left?”) and games with elements of competition (“Find where it’s hidden”, “Find and remain silent”) when working with children of secondary groups. When conducting a story game, I use a figurative story that develops children's imagination. I tell children about hares and the wolf (game “Hares and Wolf”), about the bear (“Bear the Bear in the Forest”), about foxes and chickens (game “Fox in the Chicken Coop”), I try to arouse children’s interest in game images and game roles.
I explain how a bear waddles, how a fox or wolf sneaks, how hares jump. Children, as a rule, are happy to repeat the movements shown after me, taking on the role of hares, or wolves, bears, foxes, or chickens. Fairy-tale play images encourage the child to more diligently perform this or that movement.
Often, in games, we use attributes for the child to better fit into the role - animal masks for the driver (fox, wolf, cat, hare, etc.), additional items for playing roles (baskets, dummies of berries, mushrooms for the game “A Bear in the Forest” ", hat and whip for the shepherd in the game "Shepherd and the Flock"). The use of attributes always pleases children more than a game without attributes; it makes children more excited about the game, a greater desire to play.
When conducting the game, I try to have each child play the role of leader or driver, so that the children do not feel disappointed. In this regard, each game is played many times and children do not get tired of it, since they have a great need for movement and games.
Many children in my group have a developed desire for leadership and dominance. Every child in my group strives to play the role of leader (driver), so it is quite difficult to distribute roles. When assigning roles, I try to:
1. Help non-authoritative children strengthen their authority; undisciplined - become organized; inactive – become active; unsociable - make friends with everyone.
2. Explain the importance of not only team roles, but also secondary roles.
3. Take into account the individual characteristics and interests of children.
For active, active children who are prone to overexcitement, games with complex actions, for example, “Colored Cars,” or simple games in which the effectiveness of the game depends on accuracy and precision, such as “Towns,” “Knock down the Mace,” “Water Carrier.” When playing games, it is necessary to show preschoolers the importance of following the rules and try to ensure that they enjoy following them.
For cautious and timid children, games with simple actions will be interesting, in which the result depends on concentration and dexterity (“Cat and Mouse”, “Migration of Birds”), and on concentration (“Bird and Cat”, “Find Yourself a Mate”). Often children of this type are psychologically unprepared to take on leading roles, are embarrassed, and do not dare to start playing. However, with gradual inclusion in the game in secondary roles, with the manifestation of motor activity in the game, and also, having received the approval of the teacher, in the future they cope well with the main roles.
For sluggish, passive and asthenic children, I choose games that do not require complex actions, special dexterity and speed of movement (Kittens and Puppies, “The Gray Bunny Washes itself”).
To develop running, I use the following games: “Airplanes”, “Colored Cars”, “At the Bear in the Forest”, “Bird and Cat”, “Find Yourself a Pair”, “Horses”, “Ring the Rattle”, “Homeless Hare”, “ Traps." During these games, I strive to consolidate and develop the ability to run easily, coordinating the movements of the arms and legs. I develop in children the ability to run easily, rhythmically, energetically pushing off with their toes.
In my group there are many children who are hyperactive, restless, with reduced self-control and attention, for whom it is difficult to coordinate the movements of arms and legs, to maintain distance in play, but with an increased need for movement. Therefore, I try, first of all, to accustom them to perform actions on a signal, and also teach children to keep distances while moving, not to bump into each other while walking or running.
To develop jumping, we play the following games: “Hares and the Wolf”, “Fox in the Chicken Coop”, “Grey Bunny Washing Up”. These games reinforce the ability to jump on two legs in place, and on one leg in place.
To develop crawling and climbing, I use outdoor games: “Shepherd and the Herd”, “Migration of Birds”, “Kittens and Puppies”. In these games, children develop the ability to crawl, climb, climb, climb over objects, and the ability to climb from one span of a gymnastic wall to another (up, down, right, left).
In the throwing and catching games: “Toss - catch”, “Knock down the club”, “Ball over the net”, the ability to take the correct starting position when throwing, throwing and catching the ball with your hands is reinforced, without pressing them to your chest.
In the games: “Find where it’s hidden”, “Find and remain silent”, “Who’s gone?”, “Hide and Seek”, children’s motor activity, children’s need for movement, spatial orientation, attention, and endurance are developed.
When working with children I use the following folk games: “Bear the Bear in the Forest”, “Burners”, “Salki”.
Learning a game with children differs from playing a familiar one in that
it begins with an imaginative story. For example: “Once upon a time there lived a mother goat with steep horns, gentle and kind eyes, and smooth gray fur. The goat had little kids. Mom loved her kids and played with them. The kids ran and jumped merrily around the yard. When mom went to graze the grass, she told the children to sit in the house and not open the door for anyone, especially the evil wolf: “When I return, I’ll knock on the door and sing a song: “Little goats, kids, open the door, unlock it, your mother has come, she’s brought milk.” " The huge gray wolf really wanted to catch the little goats. He overheard the mother goat's song and decided to trick the kids. Only the mother goat is at the door, and the gray wolf is right there. He knocks on the door and says in a rough voice: “Little goats, kids, open the door, unlock it, your mother has come and brought milk.” He sang a song and waited. And the kids heard a rude voice and guessed that it was a wolf. “We hear, we hear,” they shouted, “not my mother’s voice, go away, evil wolf, we won’t open the door for you!” So the wolf went back into the forest. And then my mother came and sang in a gentle, gentle voice: “Little goats, kids, open the door, unlock it, your mother has come and brought milk.” The little goats opened the door for their mother. They said that a gray wolf came, but they did not let him into the house. Mom praised the obedient children, then gave them milk. And they began to run, jump and play in the yard.”
When explaining the game to children, I set a game goal that helps activate thought, understand the rules of the game, and form and improve motor skills. When explaining the game I use a short, figurative storyline. It changes in order to better transform the child into a playful image, develop expressiveness, beauty, and graceful movements; fantasy and imagination.
When explaining a non-story game, I reveal the sequence of game actions, game rules and signal, indicate the locations of the players and game attributes, and use spatial terminology with a reference to the object. Using questions, I check how the children understand the game.
When explaining games with elements of competition, I clarify the rules, game techniques, and conditions of the competition. I try to express confidence that all children will try to cope well with the game tasks, which require not only speed, but also high-quality execution (“Who will run to the flag faster”, “Whose team will not drop the ball”).
Let me give you an example of making the game more difficult. "Homeless Hare":
Purpose of the game: Improving children's running, jumping, attention and dexterity.
Progress of the game: Children are divided into groups of 3-4 people, join hands and depict bunny “houses”. Each “house” hides one “hare”. One of the children portrays a “homeless hare”, one of the children depicts a “hunter”. The teacher gives the command to start the game: “One, two, three!” The “homeless hare” runs away, and the “hunter” catches him. The “hare” can run into any house, then another “hare” runs away from the “hunter”. The “hunter” can catch the “hare” only outside the “house”.
First complication for the game: the presence of two “homeless hares” or two “hunters” in the game. In this case, children will need more running speed, motor agility and reaction speed, as well as greater concentration.
Second complication for the game: The "hunter" can run into the "house", just like in the game "Cat and Mouse", while the children playing the role of the "houses" must help the "hares" escape from the house - raise their hands up, and also stop " hunter”, having detained him in the “house” - give up.
I try to instill independence in children in organizing familiar games with a small group of peers. I teach you to independently follow the rules. I develop children’s creative abilities in games (inventing game options, combining movements).
Conclusions from the work:
1. Outdoor play is of great importance for the all-round development of a child: physical, mental, emotional, social.
2. Outdoor play is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.
3. In the selection of games, it is necessary to rely on the requirements and recommendations of the main educational program on which the preschool educational institution operates.
4. When learning a game with children of the middle age group, it is advisable to rely on plot-based game images, on the imaginative thinking and imagination of children.
5. When conducting outdoor games, you need to consider:
Age and psychological and pedagogical characteristics of children;
Focus on the development of basic movements and psychophysiological qualities of preschool children;
The scope of interests and needs of the child;
Gradual step-by-step complication of game goals, tasks, rules and conditions of the game.
Bibliography
1. Agapova games for preschoolers/, . – M.: ARKTI, 2008. – 124 p.
2. Dumpling - recreational activities for children 5-7 years old. – M.: TC Sfera, 2009. – 128 p.
3. Gorokhov’s activity and independence of preschool children: monograph. – Samara: State Educational Institution SF State Educational Institution of Higher Professional Education MGPU, 2011. – 104 p.
4. Gromova games for children. – M.: TC Sfera, 2009. – 128 p.
5. From birth to school. Approximate basic general education program for preschool education / Ed. , . – M.: Mozaika-Sintez, 2010. – 304 p.
6. Penzulaeva games and play exercises for children 3-5 years old/. – M.: Vlados, 2003. – 80 p.
7. Stepanenkova and methods of physical education and child development: Textbook. aid for students higher textbook establishments. – 2nd ed., rev. – M.: Publishing Center “Academy”, 2006. – 368 p.
We live in the age of information and new technologies. Modern children spend more and more time at home on the computer, not feeling the desire to engage in outdoor games and take walks in the fresh air. But regular and moderate physical activity is extremely important for any body. Today we will talk about How do outdoor games influence children's development?, whether it is worth devoting time to them, what educational tasks should be solved during physical exercises.
The role of outdoor games in child development
It’s not for nothing that they say “movement is life.” After all, it is with the help of regular physical activity that the baby will be able to increase his immunity, improve his health and become resilient and dexterous. The role of outdoor play in the physical development of a child is invaluable. Such activities will teach the child to control his body, improve motor skills and help him master new capabilities of his body.
Active games- It's not just entertainment. In fact, the number of benefits from such a pastime is considerable. The child learns to interact with other children; such activities help to relax, overcome shyness, become organized and disciplined, gain new knowledge about the world around him and consolidate already familiar information.
PECULIARITIES! Select games taking into account the age and developmental characteristics of the child.
Carrying out active entertainment in the fresh air is doubly useful. The lungs are well saturated with oxygen, the nervous system is strengthened, which helps improve the quality of sleep, increase appetite, reduce fatigue and irritability. 
Outdoor games for children goals and objectives
Outdoor sports games are an excellent way to introduce a toddler to a healthy lifestyle. With their help, you can teach your baby important skills and abilities. Not only teachers, but also parents themselves can use active activities for educational purposes.
Purpose of mobile entertainment– not only help children have fun in their leisure time, but also teach such important things as teamwork, mutual assistance, agility, endurance, courage, perseverance.
Regular physical activity can improve your baby's health. The parents’ task is to arouse in the child a genuine interest in outdoor entertainment, as well as teach him to play independently, observing all the necessary rules. 
Also, using outdoor games with children is an excellent way to adjust the individual characteristics of children. With their help, a shy and timid child can be taught to be sociable and communicative, a hyperactive child to be disciplined and collected, etc.
It is important that each child plays both a leading and a secondary role in the game. For active children Activities that require concentration and the implementation of clear actions, on which the final result will depend, are well suited. Passive kids It is better to first offer to get comfortable with simple entertainment, gradually helping to develop speed and dexterity, and then, when positive dynamics are achieved, move on to more complex levels of training.
REFERENCE! Before starting the fun, be sure to explain the rules to the children clearly and in detail, explain that compliance with them is very important, and you must always remain honest and fair in the game. After class, have a conversation with the kids, talk about the mistakes they made, tell them how to avoid them, and most importantly, don’t forget to praise them for their successes.
Outdoor games as a means of child development
Undoubtedly, outdoor games are necessary in the development of children of preschool and school age; they contribute to both the physical and mental development of the child - an indisputable fact. What benefits does a child receive by regularly practicing this pastime?
The most important thing is that children experience genuine pleasure from outdoor games, emotional uplift and sincere joy. Active activities are great suitable for relieving psychological tension. When a child plays, he relaxes, abstracts himself, “blows off steam,” and learns to control his emotions. Many children gradually overcome their complexes.
Victories and defeats in gaming activities help to master the realities of life from childhood. The process of education and training takes place best in a playful form, because the baby is as relaxed as possible in such classes. 
When faced with the next rules of the game, the child understands that they cannot be broken, this is excellent discipline and encourages him to be organized.
PECULIARITIES! To maintain your child’s interest in games, it is important to constantly and gradually complicate them and use new options. Use symbolic prizes in the form of sweets or give the winners souvenirs. Remember, while participating in interesting activities, children often forget about time and do not even feel tired.
By playing in a team, the baby learns to interact with other participants, which develops his communication skills and helps him establish communication with peers and find compromises.
Few people know, but outdoor games contribute and development of intelligence. Many active activities involve not only participation in the physical education of children, but also require intense mental work and quick decision-making.
Classes help overcome many personal psychological barriers: shyness, isolation, uncertainty. In order to feel self-confidence, just one victory is enough. Such entertainment stimulates you to become better and helps you reveal your hidden capabilities. After all, many active games are competitive in nature, where each participant strives to be better than the rest. 
Through active activities, the child practices expressing a different range of emotions. Karapuz rejoices in his victory, empathizes with the losing participants, supports and protects the weak, etc. All this requires difficult internal work on oneself.
IMPORTANT! If parents want to establish relationships with their baby and strengthen the emotional connection, especially during difficult crisis periods in development, outdoor games will help them with this.
Many active entertainments require the ability to quickly respond to various unexpected situations, take decisions on new problems, showing initiative, ingenuity and quick wits.
It is not difficult to instill an interest in outdoor games among modern children. Regularly conduct exciting, active activities, stimulate your child’s desire to lead a healthy lifestyle, and most importantly, set your own example.
The importance of outdoor games in children's lives: useful video
Mobile musical exercises have a complex effect on the development of the baby. You will learn more about this after watching the following video:
“The importance of outdoor play in the life of a preschooler”
The problem of the health of the younger generation is one of the important problems in the life of modern society. How to ensure that the child is healthy, what needs to be done for this, what measures to take? Researchers of this problem have come to a consensus: involving children in an active lifestyle, their participation in outdoor games and sports competitions helps to develop in them a positive attitude towards a healthy lifestyle, a variety of skills in the physical, cognitive, and emotional areas of life.
The main goal for you and me, dear parents, should be: - maintaining and strengthening the health of children and improving their motor status, taking into account individual capabilities and abilities.
Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the world around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct, socially desirable behavior, and develops a character.
The main activity of preschool children is play, during which the child’s spiritual and physical strength, attention, memory, dexterity, and discipline are developed. In addition, play is a unique way of learning social experience, characteristic of preschool age.
Have a huge impact on the development of a child outdoor games.
Outdoor play is a natural companion in a child’s life, a source of joyful emotions that has great power. Outdoor games are a traditional means of pedagogy.
At the same time, these games bring joy and satisfaction to the child; activate breathing, blood circulation and metabolic processes, improve movements, develop coordination, build speed, strength, endurance.
This game is an exercise through which the child prepares for life. The exciting content and emotional intensity of the game encourage certain mental and physical efforts. Children's play, running, jumping, talking and laughing, which we often do not attach importance to, are the most necessary things for their development. All this is inherent in them by nature itself. During games, the child’s imagination becomes especially acute, he becomes active and receives rich impressions.
For them, playing means, first of all, moving and acting.
During outdoor games, children improve their movements, develop qualities such as initiative and independence, confidence and perseverance. They learn to coordinate their actions and even follow certain rules.
Therefore, it is necessary to use games for the development of the child. Games awaken new pictures in the minds of children and help develop physical qualities.
Also, outdoor games are an effective way to develop endurance, which is especially important for preschoolers, in whom the process of excitement prevails over the process of inhibition.
It is in outdoor games that children begin to develop an interest in the competitive side - competition in dexterity, speed, ingenuity, courage, organization.
The healing effect achieved through outdoor games is closely related to the positive emotions of children that arise during play activities and have a beneficial effect on the child’s psyche.
In terms of content, all outdoor games are expressive and accessible to the child. They stimulate the active work of thought, help broaden horizons, clarify ideas about the world around us, improve all mental processes, form physical skills, and stimulate the transition of the child’s body to a higher stage of development. That is why play is recognized as the leading activity of a preschool child.
Thus, outdoor games serve as a method of improving motor skills already mastered by children and developing physical qualities.
The participation of adults in outdoor games brings double benefits: it gives children a lot of joy, and gives parents the opportunity to get to know their child better and become his friend.
Dear parents, if you want your child’s childhood to be unforgettable, give it to your child, play with him, be a friend to him and don’t be afraid to seem funny. Children are very “pure” and sincere and therefore will appreciate everything that we (adults) give them.....
Play with your children and be happy together...
(their role and significance)
Role games, in particular meaning outdoor games , in a child’s life is difficult to overestimate.
In the process of conducting outdoor games, decisions are made and , And educational, And developmental tasks. In addition, properly organized outdoor play contributes to promoting child health.
How is all of the above tasks accomplished through organizing and conducting outdoor games? Let's consider.
In preschool age (especially younger ones), the organizer of children's outdoor games is usually an adult (teacher, parent). It is with the help of an adult that the child masters new, each time more complex movements (bouncing, jumping, climbing, throwing, running and walking in various variations, and many, many others). All these movements are then practiced and improved during the game (to catch up, you need to run faster, so as not to be caught, you need to increase your reaction speed, so as not to fall when walking along a narrow “path,” you need to maintain balance, and so on).
Story-based outdoor games help children get acquainted with the world around them. Thanks to such games, children consolidate and expand their understanding of various animals, their habits, vehicles and traffic rules. In general, you can’t list everything.
By playing outdoor games, children not only become familiar with the rules of the game, learn to act in accordance with them, and comply with certain requirements, but also improve their ability to navigate in space and time (master the concepts of “fast”, “slow”, “left”, “ on the right”, “in the middle” and others).
Repeated repetitions of various actions in the game contribute to the development of physical data: strength, dexterity, coordination of movements, endurance, and so on.
In a joint, active activity that brings joy to communication and pleasure from one’s own achievements, which is collective outdoor play, children work together to take into account the interests of others and help each other. Outdoor play creates good conditions for the development of positive, moral qualities (caring for younger children, mutual assistance, politeness, etc.), and also helps the child overcome existing difficulties and problems in communication (shyness, isolation, shyness, timidity, constraint, uncertainty).
In the process of play, children develop attention, memory, speech, the ability to control their movements, their body, and the ability to express volitional efforts is formed.
Thanks to outdoor games, the child is provided with the necessary physical activity during the day, the body is strengthened and healed. How does this healing happen? Joyful emotional experiences, strengthening (training) of the activity of various body systems (respiratory, cardiovascular, musculoskeletal), staying in the fresh air, and improving metabolism, thanks to all of the above, contribute to strengthening a child’s health.
Thus, we can note the great importance of outdoor games in the lives of children, since they contribute to the overall strengthening of the child’s body and help in solving educational, educational and developmental problems.
I would also like to add that I am very surprised by some mothers who care about the cleanliness of their child’s outfit (“don’t climb the ladder - it’s dirty, you’ll stain your dress” and the like), but are not at all worried that they are limiting their children’s movement , which means in development. It is simply vital for a child to move, but I think it is very important to ensure the safety of these very movements.
When organizing outdoor games with children, I think it’s worth remembering the following rules: the game should please the child, bring him joy, be interesting, accessible (according to age and abilities) and safe for him. And also, I think: it is impossible to force, to interest is possible and necessary, to ensure security is necessary.
I hope that you, like me, dear adults, think that outdoor games are very important for the health and education of our children that the role of outdoor games and their importance for the development of a child is difficult to overestimate.