Outdoor games as an effective means of developing coordination abilities in primary school students. Coursework in Pedagogy "An outdoor game as a means of developing physical qualities in children of senior preschool age

Svetlana Tsymbalenko
Development of coordination abilities by means of outdoor games

At preschool age, along with the formation of the mental qualities of the child, there is an active formation of his motor skills. Questions development psychophysical qualities of the child are now widely discussed by experts. Quite common in scientific environment is the assertion that psychophysical qualities are manifestations of a person's motor abilities. As a result of a systematic, purposeful process of education and training, it is possible to have a significant impact on development of these qualities.

In the process of physical education under the guidance of a teacher, the child masters motor skills and abilities in accordance with the requirements of the program for each age group.

Exercise and outdoor games, contributing to the development of coordination abilities in strict sequence and with a gradual complication of tasks should be included in physical education classes, independent motor activity during a walk.

Many experts dexterity and coordination movements are treated as synonyms. By definition, skill is ability perform movements at a certain point in time with a precisely specified amplitude, and coordination - ability build integral motor acts, transform the developed forms of actions and switch from one action to another, according to rapidly changing situations.

According to N. Bernstein, coordination is the ability move out of any position, i.e. ability cope with any movement challenge that arises.

As a training method coordination recommended the following:

Using exercises with unusual starting positions;

Mirror performance of exercises;

Change in speed and pace of movements;

Variation in the spatial boundaries in which the exercise is performed;

Complicating exercises with additional movements.

Development of coordination abilities occurs on the basis of the plasticity of the nervous system, capabilities sensations and perceptions of their own movements and the environment. Successful fulfillment of a motor task is determined by the accuracy of spatial, temporal and power components of a given movement.

The child's upbringing coordination abilities associated with the ability to consistently, consistently perform a movement. Coordination is a necessary component of any movement (running, jumping, throwing, climbing, etc.).

The best conditions for improvement coordination abilities created in various outdoor games: the child must show speed, quick wits, evasiveness, the ability to deftly move between objects, initiative in case of unexpected changes in the situation, using favorable moments for this with the help of spatial and temporal orientations.

For perfection coordination it is advisable to use tasks for the best performance of exercises with objects (rope, balls, hoops, sticks, etc.). It is useful to perform joint exercises in pairs or in a small group with balls, hoops, poles, cord, etc. Task development agility requires a systematic change of exercises or performing them in different ways to maintain novelty and increase coordination difficulty. The more motor skills a child accumulates, the easier it is to master new movements and improve dexterity.

In physical education and gaming activities, you can use running from complicated starting positions (sitting, sitting on cards, standing on one knee, etc.).

Outdoor games contribute to the development of coordination. In them, performing tasks on a signal, the child can independently change the nature of the movement, its speed, depending on changes in the situation. (for example, the action of the driver when catching, chasing, etc.). The correct motor reaction of the child will be determined by the ability to quickly choose the direction and speed of a moving object. (leading) taking into account the distance and time of its approach. This requires a certain mobility development nervous processes and contributes to their improvement, as well as some spatial, temporal and visual assessments. All this allows the child to correctly navigate in a changing environment.

In the upbringing of preschool children, the age-related characteristics of their body are taken into account - muscle weakness, insufficient regulation of their nervous system. Therefore, the selection of dynamic exercises should provide for short-term speed-strength stress (various exercises in running, throwing, jumping, as well as climbing vertical and inclined stairs) and alternating different types of movements, active actions and rest.

In the process of jumping, running, throwing, the child needs develop speed and the ability to show strength - to combine the rapid execution of a movement with a concentration of neuromuscular effort, i.e., to show speed-strength qualities.

For development of these qualities, according to E. N. Vavilova, jumping from a small height can be used, followed by a bounce up or forward; jumping to a hill from a place, from a small run; jump up from a squat; jumping in place and moving forward; jumping over lines or sticks. When performing jumps, more attention should be paid to vigorous repulsion with one or two legs, shallow landing on legs slightly bent at the knees and quickly straightening them.

An example outdoor games, promoting coordination, are such as "Firefighters", "The most accurate", "Collect the Ribbons", "Cat and Mice", "Bird Flight", "Don't give the ball to the driver", "From bump to bump", "Butterfly Catching" and etc.

To determine the level development of coordination abilities child, it is possible to use available diagnostic tests in the form of control motor tasks offered to children in a playful or competitive form. They do not require additional training of the educator and sophisticated equipment for their implementation, moreover, they have high statistical significance.

For diagnostics coordination abilities can use a variety of physical exercises:

Walking and running between objects;

Obstacle running (climbing into a hoop, jumping over a bench, etc.);

Throwing at a target;

- general developmental object exercises.

Exercise performance can be evaluated on a five-point scale.

HERE FOR EXAMPLE TESTS

Test tasks for coordination.

The teacher explains and shows the child a simple general developmental exercise. I. p. main rack. On the count of one - the right hand on the belt, two - the left hand on the belt, three - the right hand to the right shoulder, four - the left to the shoulder, five - the right sleeve up, six - the left up, seven, eight - clapping hands above the head. Then, in the same sequence, we lower our hands down, counting seven, eight - clapping our hands below. The exercise is performed at first at a slow pace, and then the pace increases. This exercise can be performed by marching in place, then by jumping on two legs. The ability of the child to accurately perform the exercise at a fast pace is assessed by the teacher.

The teacher shows the exercise to the right side. On the count of one, two - side step to the right; three, four - two claps in front of you; five, six, seven, eight - turn around to the right. Then the child must perform exactly the same exercise to the left. The accuracy of execution is evaluated.

The child jumps forward over the rope. The teacher counts the number of jumps in 10 seconds. Two attempts are made, the best result is counted. You should choose the right rope so that its ends reach the child’s armpits when he stands with both feet in the middle and pulls it.

Related publications:

Consultation "Development of coordination abilities in preschoolers through role-playing rhythmic gymnastics" The World Health Organization has defined health as a state of complete physical and social well-being, not just the absence of it.

Development of creative abilities of preschoolers by means of non-traditional drawing techniques“The mind of a child is at his fingertips” V. I. Sukhomlinsky The child learns the world around him and tries to display it in his activity-games.

Formation of coordination abilities in children with OHP by means of respiratory gymnastics and logorhythms on fitballs It is well known that the foundations of human health are laid in childhood, so the essence of physical education and health work in our kindergarten.

Music is one of the brightest and most emotional types of art, the most effective and efficient means of educating children. She helps more.

Svetlana Lavrentievna Fetisova, candidate of pedagogical sciences, professor,

Alexander Mikhailovich Fokin, Candidate of Pedagogical Sciences, Russian State Pedagogical University. A.I. Herzen (RSPU named after A.I. Herzen), St. Petersburg,

Tamara Sergeevna Lebedeva, educator, Kindergarten "Kudesnitsa" of the compensating type of the Petrogradsky district (GBDOU "Kudesnitsa"), St. Petersburg

annotation

The article is devoted to the problem of improving the process of teaching children with various hearing impairments in a compensatory preschool institution. It analyzes the features of building physical education classes using outdoor and sports games. The subject of the research is health-improving and correctional work during physical exercises with preschool children with hearing impairments. This work reveals the features of the organization and methods of conducting outdoor and sports games with preschool children with various hearing impairments. The data obtained in the course of the experiment show the possibility of organizing physical exercises using outdoor and sports games for children with hearing impairments, which contribute not only to improving their coordination abilities, but also to increasing the efficiency of correctional and pedagogical work in a compensating preschool institution.

Keywords: outdoor and sports games, children with hearing impairment, preschool institutions of a compensating type.

DOI: 10.5930/issn.1994-4683.2013.12.106.p168-172

MOBILE GAMES AND SPORTS AS THE DEVELOPMENT TOOL OF COORDINATION ABILITIES AT PRESCHOOL CHILDREN WITH THE HEARING DISORDER

Svetlana Lavrentievna Fetisova, the candidate of pedagogical sciences, professor, Alexander Mikhaylovich Fokin, the candidate of pedagogical sciences, The Herzen State Pedagogical University of Russian, St. Petersburg,

Tamara Sergeevna Lebedeva, the educator, Kindergarten of “Kudesnitsa” of a compensating type, Petrogradsky district, St. Petersburg

Abstract

Article is devoted to the problem of improvement of process of training of children with various hearing disorder at preschool institution of the compensating type. It analyzes the features of physical culture classes with use of the mobile games and sports. Object of the research is improving and corrective work in physical exercises classes with the children at preschool age having a hearing disorder. This article opens the features of the organization and technique of carrying out the mobile games and sports with children at preschool age having various hearing disorder. The obtained data during experiment show the possibility of the organization of the physical exercises classes with use of the mobile games and sports for the children having hearing disorder, promoting not only the improvement of indicators of their coordination abilities, but also the increasing of efficiency of correctional and pedagogical work at preschool institution of the compensating type.

keywords: mobile games and sports, children with hearing disorder, preschool institutions of compensating type.

INTRODUCTION

Currently in Russia there are more than five percent of the total population of deaf and hard of hearing children. Health professionals have found that about half of children with hearing impairment have a complex defect structure that combines defects in the respiratory, cardiovascular and other systems.

The education of children with disabilities in a preschool institution should be aimed at creating such an educational environment that contributes to solving not only the problems of correcting their deviations, but also normal socialization. This is facilitated by the inclusion of children in sports and recreation activities held in a preschool institution. Physical exercises contribute to the preservation and strengthening of children's health, the normal development of the cardiovascular, respiratory systems, and the musculoskeletal system.

Hearing impairment, in general, does not limit the possibility of physical development of children, but requires the use of a special technique and special physical exercises in the classroom. In addition, a specialist in physical culture needs to carry out special work with parents, aimed at developing their knowledge and skills in organizing physical education in the family.

Properly organized classes, based on modern scientific data and teaching methods appropriate to the characteristics of the child's body, become the most important means of achieving a health-improving and educational effect that ensures the comprehensive education of children with hearing impairment in preschool institutions. Senior preschool age is a favorable period for the development, first of all, of coordination abilities. Among the variety of means of physical education of preschoolers, the most effective means for solving this problem are outdoor and sports games. The transition to the system of physical education with the use of outdoor and sports games is associated with a number of difficulties. These include, first of all, the anatomical and physiological features of the child's body associated with hearing impairment, requiring caution in choosing the means and methods of training, as well as shortcomings in the material base and methodological preparedness of physical education specialists.

When conducting physical education classes in preschool institutions, it is necessary to take into account the individual characteristics of each child (health level, morphofunctional development, physical fitness), for which it is necessary to control the development of physical qualities and the formation of motor skills. Carrying out physical education classes using outdoor and sports games has a strengthening effect on the nervous system, provides an increase in the level of motor fitness, promotes the development of functional systems, has a healing effect, and contributes to the formation of interest in physical education. The methods used for conducting classes should be selected taking into account the state of health of hearing-impaired children and be of an educational and improving nature.

The wide use of the competitive moment when performing physical exercises is necessary so that children can take part in sports, where they can realize their desire to fight, show their skills. In essence, this is nothing more than an ordinary children's game in which reality is reflected, and childish dreams come true to become strong and dexterous, a real champion, and the result of which is the development of willpower, the ability to withstand competition and improve motor skills. Thus, the game is the most important means of physical education of children with hearing impairment.

An important feature of classes with the use of outdoor and sports games is the use of technical teaching aids (metronomes, subject landmarks, balls). One of the main teaching methods is the exemplary demonstration, which continues for a longer time than is required for hearing peers. To teach new techniques, actions, the repetition method is used, which makes it possible to repeatedly reproduce the exercise and better assimilate the material.

RESULTS AND DISCUSSION

The purpose of our study was to study the possibilities of using outdoor games with elements of sports games as a means of improving the coordination abilities of preschool children with hearing impairment in a correctional kindergarten.

At the preliminary stage of the experiment, an assessment was made of the level of development of the coordination abilities of children with hearing impairment in comparison with their healthy peers. As a result, low indicators of the level of coordination abilities of children with varying degrees of hearing impairment and lagging behind those of hearing children were revealed (Fig.).

Rice. The ratio of indicators of the initial level of development of coordination abilities in preschool children (%)

The main stage of the experiment provided for a differentiated approach to carrying out special tasks aimed at developing the coordination abilities of hearing-impaired and deaf children of preschool age. To test the effectiveness of the use of mobile and sports games for the development of coordination abilities, control and experimental groups were formed with the participation of 5-6 year old children with various hearing impairments. The experiment was carried out on the basis of the Kindergarten "Kudesnitsa" of the compensating type of the Petrogradsky district of St. Petersburg. In the experimental group, the children studied according to the developed methodology, and the control group - according to the traditional program.

When selecting outdoor games in the experimental group, those were used that effectively affect various analyzers and contribute to solving problems for the development of coordination abilities. At the end of the experiment, the results on the development of coordination abilities of children in the experimental group were significantly better than the results of children in the control group, namely:

Romberg: "heel-toe", "stork") in the experimental group improved by 30%, and in the control group by 15%.

Studies show that physical education classes based on game material have a deeper impact on the development of coordination abilities of preschool children with hearing impairment.

CONCLUSION

The study showed that there is every reason to assert that the existing need to improve the health and increase the level of physical fitness of children with hearing impairment is inextricably linked with the need to improve the system of physical education of children carried out in the family and in educational institutions, which will allow further successful integration of children, with hearing impairments in the educational process of elementary school. For this purpose, it is most preferable to use the whole variety of games, including some sports, simplified versions of which are available for preschool children. This is due to the fact that play activity occupies a dominant position in the lives of children, and the games themselves are the most valuable form of physical exercise, attractive and accessible from a very early age.

LITERATURE

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3. Mitin, A.E. The use of humanitarian technologies by a specialist in AFC in work with parents of disabled children / A.E. Mitin // Adaptive physical culture. - 2012. - No. 1 (49). -FROM. 15-17.
4. Morphological features of physical development and development of motor qualities in hearing-impaired schoolchildren / L.G. Kharitonova, L.A. Suyangulova, N.V. Pavlova, N.V. Malakhov // New technologies for human health improvement: materials of scientific and practical. conf. - Chelyabinsk: [b. and.], 2002. - S. 88-90.
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6. Portnykh, Yu.I. Using the method of game design in the process of teaching competitive game activity / Yu.I. Portnykh, S.L. Fetisova // Uchenye zapiski universiteta im. P.F. Lesgaft. - 2010. - No. 1. - S. 85-88
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1. Lukina, G.G. (2003), Prevention and correction of violations of the musculoskeletal device at preschool children in the course of physical training, Thesis of the candidate of pedagogical sciences, St. Petersburg.
2. Mitin, A.E. (2010), “Humanitarian technologies and safety of the sports and educational environment of preschool institution”, Preschool education, No. 9, rr. 108-111.
3. Mitin, A.E. (2012), “Application of humanitarian technologies by the teacher on AFK in work with parents of disabled children”, Adaptive physical culture, no. 1, pp. 15-17.
4. Kharitonova L.G, Suyangulova L.A., Pavlova N.V. and Malakhova N.V. (2002), “Morphological features of physical development and development of motive qualities in school students hard of hearing”, New technologies of improvement of the person, Proceedings of the Conference, Chelyabinsk, pp. 88-90.
5. Petrenkina, N.L. and Filippova, S.O. (2012), “Modern approaches to an assessment of a physical condition of preschool children”, Modern problems of science and education, No. 6, pp. 294.
6. Portnykh, Yu.I. and Fetisova, S.L. (2010), “Use of a method of game design in the course of training of game competitive activity”, Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 1, rr. 85-88.
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Mobile games are called games where natural movements are used, and achieving the goal does not require high physical and psychological stress.

The systematic use of outdoor games contributes to the development by students of the "school of movements", which includes the whole range of vital skills. Under their influence, all physical qualities develop more intensively. At the same time, the ability of children to analyze and make decisions develops, which has a positive effect on the formation of thinking and mental activity in general.

When teaching schoolchildren exercises from the sections of athletics, gymnastics, outdoor games play an important role as a form of consolidation and improvement of the studied movements.

Games are widely used in work with elementary school students, where lessons and other forms of physical education are often practiced, consisting almost entirely of games. With the age of children, the content of games becomes more complicated: from imitative movements they move on to games, the content of which consists of various forms of running, jumping, throwing.

At the same time, relationships between children gradually become more complicated. They are accustomed to concerted action, when each participant performs the role assigned to him. In middle and high school, outdoor games are used as preparatory games, subject to the technique and tactics of sports games and other exercises of the school curriculum. Games can be held as part of a physical education lesson and in the council of other forms of physical education (evenings, holidays, health days, etc.) or as independent events at breaks, at the place of residence, in the family, etc.

Outdoor games create good opportunities for using methods of indirect influence, when children are not aware that they are being brought up. However, students can openly set the task of teaching them to behave in a certain way: to be polite, helpful. However, one of the main pedagogical tasks is to teach children to play independently.

Educational tasks:

1. Formation and improvement of vital motor skills and abilities. Schoolchildren need to form the following five groups of motor skills and abilities:

skills and abilities with the help of which a person moves himself in space (walking, running, swimming, skiing);

skills in managing static postures and body positions during movement (stances, starting positions, various postures, drills, etc.)

skills and abilities performs various movements with objects (balls, ropes, ribbons, dumbbells, sticks)

skills to control the movements of arms and legs in combination with movements in other parts of the body (somersaults, flips, lifts, hangs, stops, balances);

the ability to perform complex movements to overcome artificial obstacles (support jumps, climbing, long and high jumps).

2. Formation of the necessary knowledge in the field of physical culture and sports. Students should know:

conditions and rules for performing physical exercises;

the influence of knowledge of physical exercises on the main systems of the body;

rules for self-training of motor abilities;

basic methods of self-control during physical exercises;

the role of physical culture in the family, etc.

Educational tasks:

• 1. Education of the need and skills to independently engage in physical exercises, consciously apply them for the purpose of relaxation, training, increasing efficiency and improving health. The solution of this problem in the activity of a teacher in physical culture and sports provides for the creation of the necessary prerequisites for independent physical education of students, and this necessitates: increasing the physical education of schoolchildren; stimulation of positive motivation for physical culture; formation of the foundations of the correct technique for the implementation of vital motor skills and abilities; the formation of organizational and methodological skills, which make it possible for the student to correctly build his independent lesson, dose the load, apply an adequate method of educating physical qualities, exercise the simplest self-control, etc.
• 2. Education of personal qualities (aesthetic, moral, promotion of the development of mental processes).

Wellness tasks:

Strengthening health, promoting normal physical development: the formation of correct posture, the development of various body groups, the correct and timely development of all body systems and their functions, the strengthening of the nervous system, the activation of metabolic processes.

Ensuring optimal for each age and gender harmonious development of physical qualities. At primary school age, it is necessary to pay attention to the comprehensive development of physical qualities, but the emphasis is on the development of coordination abilities, as well as speed of movement. At middle school age, much attention is paid to the development of speed abilities in all forms, and speed-strength training is also added, which is not related to the maximum stresses of the strength component.

Increasing the body's resistance to adverse environmental influences. Whenever possible, physical education classes, including physical education lessons, should be carried out outdoors, and not in the gym.

Improving overall performance and instilling hygiene skills. These tasks require that schoolchildren perform daily physical exercises, take water, air, solar procedures, observe the regimes of study and rest, sleep, good nutrition. This is especially true for primary and secondary school age, since it is during this period that the most intensive development of all systems and functions of the body takes place.

Classification and content of outdoor games in relation to the tasks of educating motor qualities in the program of physical culture

The issue of classifying outdoor games in relation to the tasks of educating schoolchildren's motor qualities is one of the most important in terms of developing pedagogical recommendations for the practical use of outdoor games in school.

Games are divided into three groups:

Non-team games. This group of games is characterized by the fact that they do not have common goals for the players. In these games, children are subject to certain rules that provide for the personal interests of the player and reflect the interests of other participants.

Transitional to command. They are characterized by the fact that they lack a constant, common goal for the players and there is no need to act in the interests of others. In these games, the player, at will, can pursue his personal goals, as well as help others. It is in these games that children begin to be included in collective activities.

Team games. First of all, these games are characterized by joint activities aimed at achieving a common goal, complete subordination of the personal interests of the players to the aspirations of their team. These games significantly strengthen the health of children, have a beneficial effect on the development of psychophysical qualities.

Analysis of the classification of games makes it possible to single out several areas:

• 1. Classification, which depends on the tasks solved in the course of the games.
• 2. Games with features of the relationship of participants.
• 3. Groups of games with specific organization and content.

Games that have a common idea and move, in separate groups, run in parallel. Adhering to this principle, the compilers of textbooks tend to follow the didactic principle: from simple forms to more complex ones. Therefore, they distinguish the following groups of games: musical games; running games; ball games; games for the education of strength and dexterity; games for the education of mental abilities; water games; winter Games; games on the ground; indoor games.

Based on the specific conditions for conducting competitions in complexes of outdoor games among schoolchildren, E.M. Geller offers a peculiar classification. It was created on the basis of the following characteristic features:

• 1. Motor activity of participants.
• 2. Organizations of the players.
• 3. Predominant manifestation of motor qualities.
• 4. The predominant type of movements.

Based on the foregoing, it can be seen that the existing classifications are diverse and differ from each other. Therefore, games are very difficult to systematize in such a way that the games of one group are strictly delimited from the games of another group. At the same time, groups must be interconnected and interdependent. Therefore, it is impossible to talk about the advantage of one group over another. It should be noted that of the classifications discussed above, the classifications of V.G. Yakovleva and E.M. Geller.

The existing analysis of the classifications of games in the process of developing motor qualities during physical education classes among schoolchildren made it possible to develop a grouping of games in accordance with the tasks set. The grouping was based on the principle of the predominant impact of games on the development of motor qualities in combination with the formation of basic motor qualities. Outdoor games are based on physical exercises, during which participants overcome various obstacles, strive to achieve a certain, predetermined goal. Games are an effective means of physical education, active recreation, improve health. Outdoor games contribute to the education of will, perseverance in overcoming difficulties, accustom children to mutual assistance, honesty and truthfulness.

On the basis of modern ideas about the ways and methods of educating motor qualities in students, it is assumed that a sufficiently high effect can be achieved by applying a certain range of special physical exercises, outdoor games with the so-called "primary focus. Outdoor games are aimed at developing motor qualities, so the degree of primary orientation is determined by the nature of the exercises.

Literature analysis showed that outdoor games act as an effective means of physical training, contributing to the development of physical qualities.

The value of outdoor games when working with children of primary school age

In the lessons in grades 1-4, outdoor games occupy a leading place. This is due to the need to satisfy the great need for movement inherent in young children. Children grow up, they develop the most important systems and functions of the body.

Activities such as running, crawling, balance, crawling, rhythmic walking, jumping, children learn better in games. They are easier to perceive movements, facilitated in specific understandable images.

Motor experience in children of this age is very small, therefore, at first it is recommended to play not complicated games of a plot nature with elementary rules and a simple structure. From simple games it is necessary to move on to more complex ones, gradually increasing the requirement for coordination of movements, the behavior of the players, for the manifestation of initiative by each participant in the game.

In grade 1, from the beginning of the school year, team games are not recommended. With the acquisition of motor experience and with an increase in children's interest in collective activities, games with elements of competition in pairs (in running, racing hoops, jumping rope, rolling a ball) can be included in the lesson. In the future, children should be divided into several groups and competitive games such as relay races should be held with them with various simple tasks.

Children in grades 1-4 are very active. They all want to be leaders, regardless of their capabilities. Therefore, in these classes it is necessary to appoint leaders in accordance with their abilities or choose by calculation to a conditional number.

For the education of inhibitory functions, the signals given in the game are of great importance. We study in grades 1-3, it is recommended to mainly give verbal signals that contribute to the development of the second signaling system, which is still very imperfect at this age.

Each lesson includes games related to the general task of the lesson. In the main part, for the development of speed and dexterity, games are most often played - dashes ("October", "Two frosts", "Wolf in the ditch"), in which children, after a quick run with dodging, jumps, jumps, can rest.

Games with rhythmic walking and additional gymnastic movements, which require organization from the players, attention to the coordination of movements, contribute to overall physical development. It is better to include them in the preparatory and final parts of the lesson ("Who came up?", "The ball to the neighbor", "Guess whose voice", "Forbidden movement").

Some lessons in grades 1-4 may consist entirely of a variety of outdoor games. A lesson consisting of games requires the participants to have some game skills and organized behavior. Such a lesson includes 2-3 games familiar to children, and 1-2 new ones.

A methodically correct lesson is of great educational value, but its educational value is often not sufficient, since in games it is difficult to follow the correct formation of skills for each participant.

Game lessons are recommended to be held at the end of each quarter before the holidays (mainly in 1st grade) in order to establish how students have mastered the basic movements completed in the quarter, to check their general organization and discipline in the game, to determine how they have mastered the games they have completed, and to advise carry them out on your own.

Hygienic and health-improving value of outdoor games

Outdoor games have a hygienic and health-improving value only with the correct setting of classes, taking into account age characteristics and physical fitness, which are protected by the main content, outdoor games are a variety of movements and actions of the players. With proper guidance, they have a beneficial effect on the cardiovascular, muscular, respiratory and other systems of the body. Outdoor games increase functional activity, involve large and small muscles of the body in a variety of dynamic work, increase joint mobility. Of great health significance is the holding of outdoor games in the fresh air both in winter and summer. Promotes hardening of children under the influence of physical exercises used in outdoor games. Muscular work stimulates the functions of the endocrine glands. Games should have a beneficial effect on the nervous system of children. This is achieved through optimal loads, as well as such an organization of the game that would evoke positive emotions. The use of outdoor games compensates for the lack of physical activity. If physical development lags in children, it is necessary to use outdoor games that contribute to the improvement of the body, increase the overall level of physical development. Outdoor games are used for therapeutic purposes when restoring health (in hospitals and sanatoriums). This is facilitated by the functional and emotional upsurge that occurs during the game.

The educational value of outdoor games

Play is the first activity that plays a large role in the formation of personality; the child develops in play. The game contributes to the comprehensive development of the child, develops observation and the ability to analyze and generalize. Of educational importance are games related to the motor structure of individual sports. They are aimed at improving the consolidation of various technical and tactical techniques and skills. Outdoor outdoor games (pioneer camps, recreation centers, hiking, excursions) are of great educational importance. Games on the ground contribute to the formation of skills necessary: ​​a tourist, a scout, a tracker. Of great educational importance is the acquaintance of students with folk games. Outdoor games contribute to the development of organizational skills, roles: "leader, scoring, referee's assistants, etc." Competitions in outdoor games introduce the rules and organization of competitions, help children to conduct competitions on their own.

The educational value of outdoor games

Of great importance in the education of physical qualities (speed, flexibility, strength, endurance, dexterity.). In outdoor games, physical qualities develop in a complex: speed, quickly run away, catch up, overtake, instantly respond to sound, visual signals. The changing environment in the game requires a quick transition from one action to another. The strength of the game with a speed-strength orientation. Endurance: games with frequent repetitions of intense movements with continuous motor activity associated with a significant expenditure of strength and energy. The flexibility of the game is associated with a frequent change in the direction of movement. Of great importance are outdoor games in the moral education of the child. Outdoor games are collective in nature, develop a sense of camaraderie, responsibility for each other's actions. The rule of the game contributes to the education of conscious discipline, honesty, endurance. A large place is occupied by creative imagination, which develops in role-playing games, the plot content of the game with musical accompaniment contributes to the development of musicality.

Introduction…………………………………………………………………………...3

Chapter 1

1.1 Characteristics of an outdoor game as a means and method of physical education and general development of a child……………………………………………………………………………………………………………………………………………………………………………………………………………………

1.2 Classification of mobile games and games with sports elements ... ... 11

1.3 Methodology for managing outdoor games in senior preschool age………………………………………………………………….……..……13

Chapter 2. Diagnostics of the effectiveness of experimental work on the formation of physical qualities in preschool children by means of outdoor games…………………………………………………………………………….….…. .17

17

2.3 Identification of the level of development of physical qualities of children, older preschool age……………………………………………………………………………………………………20

Conclusion………………………………………………………………………….26

Literature …………………………………………………………………………27

Application…………………………………………………………………………28

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"Mobile game as a means of developing physical qualities in children of senior preschool age"

Speed ​​Games

Who has longer. Place the hoop with the rim on the floor, holding it with your hand from above. With a sharp quick movement, twist the hoop with one hand around the vertical axis (like a top), then release it, let it spin and catch it, preventing it from falling.

Top. Sitting in the hoop, raise your legs, vigorously push off with your hands and try to turn around. Exercise to perform on a smooth floor.

Running in a hoop. Children sit on the floor in large hoops, legs straight, rest against the hoop. Perform side steps to the right and left at a fast pace.

Get the hoop. Put the hoop on the floor with the rim, vigorously push and catch up, avoiding falling.

EXERCISES AND GAMES WITH A STICK(75-80 cm, diameter 2.5-3 cm)

Who will reach the top faster.Hold the stick vertically at its lower end. Intercept alternately with one and the other hand, putting fist to fist. The one who reaches the top the fastest wins.

Rowers. Sit legs apart, stick at the chest. Quickly lean forward, touch the toes with a stick. Calmly straighten up, pull the stick to your chest. Repeat 8-10 times.

Propeller. Hold the stick in the middle with your right hand. Actively working with a brush, quickly turn the stick to the right and left, after resting, perform a movement with the left hand.

MOBILE GAMES AND GAMES WITH ELEMENTS OF COMPETITION

Better catch. The players (5-6 children) stand in a small circle, each holding a ball and a pebble. Having thrown the ball, you need to run out of the circle, put a pebble on the ground as far as possible from it and, returning to the circle, have time to catch the ball that bounced off the ground. Whoever manages to put the pebble farthest without dropping the ball wins.

Complication: throw the ball, put a pebble, running out of the circle, then return, quickly catch the ball on the fly (the ball should not fall to the ground).

Take it soon. The players stand in the middle of the site in two lines opposite each other at a distance of 2 m. On the sides of the site at a distance of 10-15 m, boundary lines are indicated behind each line. Between each pair, a small object (a cube, a pebble, a bump) is placed on the ground. Children take one of the starting positions - sitting, lying, resting on their knees. At the signal of the educator, everyone tends to quickly get up, grab the object and run beyond the boundary line. The one who did not have time to take the item catches up. The one who manages to take the item and run away with it wins.

Catch up. On one side of the playground, two children stand one behind the other, the distance between them is 2-3 m. On a signal, they run in a straight direction to the other side, the one standing behind tries to catch up with the one in front. The distance for running children 5 years old is 20 m, children 6-7 years old - up to 30 m. The selection of children in pairs is important. With a large difference in the level of training, it is necessary to change the handicap - increase or decrease the distance between the players. At the same time, one should not miss the educational effect and try to make sure that a less strong child can catch up with a faster one, emphasize his efforts and successes.

Who is more likely to wind the cord.Two cords are tied to a tree, a fence, each 2-3 m long. At the ends of the cords are smooth wooden or plastic sticks (20-25 cm long, 2.5-3 cm in diameter). Two children take sticks, go with them to the entire length of the cord (it is stretched at the same time). At the signal of the teacher or one of the children, they begin to rotate the wand with turns of the brush, winding the cord. The one who completes the task faster wins.

Who is more likely to reach the middle. For the game, a cord 4-5 m long is used. At both ends it has sticks (20-25 cm long, 2.5-3 cm in diameter), the middle of the cord is indicated by a colored ribbon, braid. Two players take sticks and, on a signal, wind the cord. The one who reaches the middle first wins.

Relay games. Such games can be made up of different movements, mainly from those that children already know:

a) walk along the bench, crawl under the arc, run around the pin and return to the place;

b) run along a narrow path between two lines (the distance between them is 15-20 cm), jump over a stream (40-50 cm wide), run up and reach a branch in a jump;

c) jump from circle to circle (the distance between them is 30 cm), run 5 m, jump again from circle to circle. Compete approximately equal in strength children.

Find a couple in the circle. Children stand in pairs in a circle facing in the direction of travel, the driver is in the center of the circle. On a signal, the players of the inner circle go in steps, the outer circle - run. On another signal, the children of the outer circle quickly run up to anyone standing in the inner circle, hold hands and move in steps. The driver also tries to find a mate. The one left without a pair becomes the leader.

Agility Games

Change places.

Run the ball.

Not back.

With the ball under the arc.

Go ahead with the ball. Sit on the floor, hold the ball with your feet, rest your hands on the floor from behind. Move forward with the ball (approximately 3 m) without releasing the ball.

MOBILE GAMES AND EXERCISES ON THE WALK

Change places.A rope is laid around. Children run in pairs: one to the right, the other to the left of the rope. At the signal of the teacher, continuing to run, without stopping, the children change places.

Run the ball. Several children, with a push of two hands, roll the ball in a straight direction and run after it, running around the ball with a snake.

Not back. Skittles are placed in a circle at a distance of 50-60 cm from one another. The players go in a circle behind the skittles. On a signal, they turn to face in a circle and jump into the middle, trying not to hit the pins.

With the ball under the arc.Crawl on all fours under an arc (height 40 cm), pushing a stuffed ball with your head. The distance to the arc is 2-3 m.

Go ahead with the ball. Sit on the floor, hold the ball with your feet, rest your hands on the floor from behind. Move forward with the ball (approximately 3 m) without releasing the ball.

Don't lose the ball. Sit on the floor with your legs crossed. Roll the ball around you in one direction and the other, without letting it go far from you.

Roll back. I. p .: sit down, bend over, clasp your knees with your hands, your back is round. Quickly and gently roll onto your back in this position until your shoulder blades touch the floor, do not straighten your legs, keep them pressed to your body (“in a group”), arms wrap around your knees, return to the starting position again.

Get up - don't fall.Two children walk along the bench from its opposite sides, having met, disperse, holding on to each other, and continue to move. Exercise can also be done on a rocking bridge. Children disperse in the same way or in a different way: one crawls, pulling itself up by the slats, the other passes over it along the side rails.

Appendix 6

NORTHERN LIGHTS A game of great mobility for children of preschool age

Tasks : development of speed and dexterity; consolidation of orientation skills in space, the ability to quickly respond to a signal, perform a task in changing conditions.

Number of participants: 12-20 people.

Location: sports Hall.

Attributes and Inventory: red, blue, yellow sultans (flags, ribbons) according to the number of participants in the game; three long ribbons or cords of the same colors - visual landmarks; musical accompaniment or tambourine.

Preparing for the game: on one side of the hall there are multi-colored sultans, on the opposite side - in series - three ribbons, cords of the same colors, the distance between the ribbons is 60 cm.

Game description : to the music, children freely run loosely around the hall (you can run with tasks). On a signal (stopping the music), they run to the sultans, take one at a time and quickly return to the opposite side of the hall, lining up on (behind) the line corresponding to the color of the sultan and raise the sultan up. The team (by color) that lined up the fastest wins. For children 4-5 years old, you can play this game using sultans of only two colors.

Complications and options: increase the number of colors; when the game is repeated, a sultan of a different color is taken; when building on a colored line, complete the task: the red line - sit down in Turkish, the yellow line - stand on "high" knees; blue line - while standing, wave the sultan over your head.

MULTI-COLORED RIBBONS A game of great mobility, non-plot, for children of senior preschool age

Tasks: development of speed and speed endurance, agility, coordination of movements and speed of reaction; development of attention and orientation in space; fostering resourcefulness and initiative.

Attributes and Inventory: ribbons on the ringlet.

Location

Game description: each child is given a ribbon on a ringlet, which he tucks into his shorts at the back, making a “tail. On command (whistle), the children scatter around the hall and try to rip off the “tail” tape from another player, while maintaining their “tail”. You cannot hold your ribbon with your hands. The game ends on command (whistle) or when all the ribbons are torn off. The player who collects the most ribbons and keeps his own wins.

HOMELESS COUPLES

A game of great mobility, non-plot, for children of senior preschool age

Tasks: development of dexterity, coordination of movements and speed of reaction; development of attention and orientation in space; fostering resourcefulness and initiative.

Attributes and Inventory: hoops

Location: hall or sports ground.

Game description: before the start of the game, the children will be divided into pairs and stand together in any hoop, their pair must be remembered. At a signal from an adult or with the beginning of music, everyone scatters (disperses, jumps on two legs, walks in a squat, etc.) scattered around the hall, an adult removes one hoop. As soon as the signal sounds or the music ends, all couples must connect and stand in any hoop. The pair that did not have time to take the hoop is out of the game. The game continues until there is only one pair left, which is the winner.

RELAY WITH OBSTACLES

Primary goal. Development of speed and agility.

Organization. The group is divided into 3-4 teams lining up in columns one by one behind the common starting line. The interval between the columns is 3 m.

The guiding players of the columns receive a baton each. At 15 m, a swivel stand is placed in front of each column, and a gymnastic hoop is placed in the middle of the 15th segment, in the center of which a small white circle is outlined with chalk.

Holding. At the start signal, the guiding players of the columns run to their turning post, having reached the hoop lying in the way, climb through it, then put the hoop in the same place, with a white circle in the center, and run further. Having caught up with the turntable, they go around it to the left and return back, climbing through the hoop again, after which, according to the rules for passing the athletics relay, they pass the stick to the next player in their column, and they themselves stand at its end. The next player performs the same game task, passing the stick to the next participant, and so on until the last player of the team. The team that finishes the relay fastest wins.

STOP!

Members games stand in a circle, the driver goes to the middle of the circle and throws the ball with the words: Ball up! The players at this time try to run as far as possible from the center of the circle. The driver catches the ball shouting Stop! Everyone should stop, and the driver, without moving, throws the ball at the one who is closest to him. The stained one becomes the driver. If he missed, then he remains the driver again: he goes to the center of the circle, throws the ball up, the game continues.

Rules of the game : The driver throws the ball as high as possible. It is allowed to catch the ball with one rebound from the ground. If one of the players after the word: (Stop!) - continued to move, then he must take three steps towards the driver. The players, running away from the driver, should not hide behind objects encountered on the way.

RUNNING IN A CIRCLE

The players form a circle and stand at a distance of 2 - 3 steps from each other. A line is drawn in front of the socks of the players. At the command of the leader, everyone turns to the right and starts running along the line on the outside of the circle. Everyone tries to catch up with the one running ahead. The one who is tainted is out of the game. The game ends when there are 3-4 players left in the circle. They are considered winners. During the run, if the game drags on, the leader can give a signal by which the players turn around and run in the opposite direction. This is necessary so that the guys do not get dizzy.

RUSSIAN FOLK GAMES WITH RUNNING

"TEA-TEA RESCUE"

Goal: Development, speed, dexterity, ability to navigate in space.

Game progress.

A leader is chosen from among the children. Those he touches are considered caught. They stand up with their legs wide apart and say "Tea, tea, help me out!".

Any player can help out the caught one if he crawls between the legs.

"SALKA"

Purpose: To develop the ability to dodge while running.

Game progress.

The driver runs after the children, trying to taunt someone, and says: “I taunted you, you taunted another! ". The new driver, catching up with one of the players, repeats the same words

"HERD"

Purpose: Activation of speech activity, development of memory and speed of reaction.

Game progress

The players choose a shepherd and a wolf; the rest are sheep. The wolf's house is in the middle of the site, and the sheep have two houses at opposite ends of the site. The sheep loudly call the shepherd:

Shepherd, shepherd. Play horn!

The grass is soft. Rosa is sweet.

Drive the herd into the field. Walk freely!

The shepherd drives the sheep to the meadow, they walk, run, nibbling grass. At the signal "Wolf!" sheep run into the house - on the opposite side of the site. The shepherd gets in the way of the wolf, protects the sheep.

Everyone caught by the wolf is out of the game.

Outdoor games and exercises with the ball as a means of developing the coordination abilities of students

The only way leading

to skill - activity

B.Show

Currently, one of the main tasks of physical education of children at school is to ensure the comprehensive physical fitness of each child, the acquisition of a stock of solid knowledge, skills and motor skills necessary for a person throughout his life for work and outdoor activities. The motor sphere of a schoolchild is formed by physical qualities, an arsenal of motor skills that he owns.

The development of all physical qualities in the system of classroom and extracurricular activities, contributes to a targeted impact on the complex of natural properties of the children's body, has a significant impact on the improvement of the regulatory functions of the nervous system, helps to overcome or weaken the shortcomings of physical development, motor skills, increase the overall level of performance, improve health.

Considerable attention should be paid to the development of coordination abilities in the process of physical education of schoolchildren. Coordination abilities are important in enriching students' motor experience. The greater the amount of motor skills a student has, the higher the level of his dexterity, the faster he will be able to master new movements. Indicators of dexterity are the coordination complexity of movements, the accuracy and time of their execution, which are mainly associated with orientation in space and fine motor skills. The level of development of coordination abilities largely depends on the manifestation of the properties of the nervous system, and especially the human sensory systems.

Yu.F. Kuramshin points out that "...coordination abilities can be defined as a set of human properties that manifest themselves in the process of solving motor problems of different coordination complexity and determine the success of motor actions control and their regulation."

Physical education of children should not be limited to muscular activity. Motor activity in physical education is the basis for other types of educational work. Much can be learned in motion, in motorgaming activity . The use of gaming tools allows students to comprehend the "school of emotions", to simulate a number of interpersonal relationships, and contributes to a significant increase in the emotional background of classes.The most accessible and effective way to develop coordination are exercises and outdoor games with balls.

Outdoor games are the most accessible and effective method of influencing a child with his active help. Thanks to games, the ordinary becomes unusual, and therefore especially attractive. The game uses natural movement mostly in an entertaining, unobtrusive way. The game is a natural companion of the child and therefore meets the laws laid down by nature itself in the developing body of the child - his irrepressible need for cheerful movements. The main feature of outdoor games is the presence of active motor actions, due to which they are a recognized means and method of physical education and development. The educational value of outdoor games is not limited to the development of such valuable physical qualities as speed, strength, dexterity, endurance, flexibility. Many intellectual qualities develop: observation, memory, logical thinking, ingenuity. In games that have a story form, there is room for imagination and artistry, elements of dance and singing. You can organize musical accompaniment. All this forms an aesthetic worldview. Being carried away by the game, children very directly and vividly show their character and other individual characteristics.

The most important result of the game is joy and emotional uplift. Thanks to this remarkable property, outdoor games, especially with elements of competition, more than other forms of physical culture, are adequate to the needs of modern children, contribute to versatile, physical and mental development, education of moral and volitional qualities. In addition, outdoor games, selected taking into account the age, health status, degree of physical fitness of children, contribute to the improvement, hardening, and strengthening of the child's body.

When organizing outdoor games, it is necessary to carefully monitor the sanitary and hygienic conditions of the classes, in particular, the cleanliness and temperature of the room and air used. Equally important is the cleanliness of the body and clothing of the practitioners themselves. The content orientation of the practical use of game material in physical education lessons is, first of all, in the selection of games and game exercises, taking into account the age characteristics of students, the studied program material, and the tasks implemented in the lesson. An important role in this is played by the availability of appropriate conditions for conducting such classes, sports equipment and equipment, and the use of the full area of ​​the gym.

Coordinating ability is a combination of motor abilities that determine the speed of mastering new movements, as well as the ability to adequately rebuild motor activity in unexpected situations.

The main components of coordination abilities are

ability to orientate in space, balance, response,

differentiation of movement parameters, ability to rhythm, restructuring of motor actions, vestibular stability, voluntary muscle relaxation.

Coordination abilities can be divided into three groups.

First group.

The ability to accurately measure and regulate the spatial, temporal and dynamic parameters of movements.

Second group.

Ability to maintain static (posture) and dynamic balance.

Third group

The ability to perform motor actions without excessive muscle tension (stiffness).

The coordination abilities assigned to the first group depend, in

in particular, from the "sense of space", "sense of time" and "sense of muscles", i.e. feelings of effort.

Coordination abilities related to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements.

The coordination abilities belonging to the third group can be divided into the control of tonic tension and coordination tension.

The first is characterized by excessive tension of the muscles that maintain the posture.

The second is expressed in stiffness, enslavement of movements associated with excessive activity of muscle contractions, excessive activation of various muscle groups, in particular antagonist muscles, incomplete exit of muscles from the contraction phase to the relaxation phase, which prevents the formation of a perfect technique.

The manifestation of coordination abilities depends on a number of factors, namely:

1) the ability of a person to accurately analyze movements;

2) activity of analyzers and especially motor;

3) the complexity of the motor task;

4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.);

5) courage and determination;

6) age;

7) general readiness of trainees (i.e. stock of various motor skills and abilities), etc.

The most common and generally accepted criteria for the manifestation of coordination abilities are:

1. Time to master a new movement or some combination. Than it

the shorter, the higher the coordination ability.

2. The time required for the "restructuring" of their motor activity in accordance with the changed situation.

3. Biomechanical complexity of the performed motor actions or their complexes (combinations).

4. Accuracy of performance of motor actions according to the main characteristics of the technique (dynamic, temporal, spatial).

5. Preservation of stability under disturbed equilibrium.

6. Cost-effectiveness of motor activity associated with the ability to relax in the course of performing movements.

Coordination abilities have pronounced age-related features.

So, children 4-6 years old have a low level of development of coordination, unstable coordination of symmetrical movements. Motor skills are formed in them against the background of an excess of indicative, superfluous motor reactions, and the ability to differentiate efforts is low. At the age of 7-8 years, motor coordinations are characterized by instability of speed parameters and rhythm. In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 are distinguished by a high ability to master complex motor coordinations, which is due to the completion of the formation of a functional sensorimotor system, the achievement of a maximum level in the interaction of all analyzer systems and the completion of the formation of the main mechanisms of voluntary movements. At the age of 14-15 years, there is a slight decrease in spatial analysis and movement coordination. In the period of 16-17 years, the improvement of motor coordination continues to the level of adults, and the differentiation of muscle efforts reaches the optimal level. In the ontogenetic development of motor coordination, the child's ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period is defined by many authors as especially amenable to targeted sports training. It is noted that in boys the level of development of coordination abilities with age is higher than in girls.

Tasks of development of coordination abilities

With the development of coordination abilities, two groups of tasks are solved.

The first group of tasks provides for the versatile development of coordination abilities. These tasks are mainly solved in preschool and basic physical education of students. The general level of development of coordination abilities achieved here creates broad prerequisites for further improvement in motor activity.

The tasks of the second group provide a special development of coordination abilities and are solved in the process of sports training and professionally applied physical training. In the first case, the requirements for them are determined by the specifics of the chosen sport, in the second - by the chosen profession.

Funds

The practice of physical education and sports has a huge arsenal of means for influencing coordination abilities.

The main means of improving coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing the spatial, temporal and dynamic parameters, as well as due to external conditions, changing the order of the projectiles, their weight, height; changing the support area or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or for a limited time.

The widest and most accessible group of means for improving coordination abilities are general preparatory gymnastic exercises of a dynamic nature, which simultaneously cover the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, maces, etc.), relatively simple and quite complex, performed in changed conditions, with different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), exercises in balance.

A great influence on the development of coordination abilities has the development of the correct technique of natural movements: running, various jumps (in length, height and depth, vaults), throwing, climbing.

To improve the ability to quickly and expediently reorganize motor activity in connection with a suddenly changing environment, mobile and sports games are highly effective means.

martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, alpine skiing.

A special group of means is made up of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, the degree of developed muscular effort. Special exercises for improving the coordination of movements are developed taking into account the specifics of the chosen sport, profession. These are coordinatingly similar exercises with technical and tactical actions in a given sport or labor actions.

Methods

For the development of coordination abilities, methods are used that are usually used in the formation and improvement of motor skills:

holistic exercise,

dissected exercise,

standard exercise,

Variable (variable) exercise,

Game,

Competitive.

The most effective methods of formation of coordination abilities are those that provide variability of the conditions for fulfillment and characteristics of a motor action. They can be presented in two main versions: methods of strictly regulated and non-strictly regulated variation.

Methods of strictly regulated variation contain 3 groups of methodological techniques:

1st group

- techniques for strictly specified variation of individual characteristics or the entire form of a habitual motor action:

a) change in direction of movement (running or dribbling with a change in direction of movement, slalom skiing, jumping from bump to bump, etc.);

b) change in power components (alternation of throwing when using projectiles of different masses at a distance and at a target; long jumps or high jumps from a place at full strength, half strength, one third of strength, etc.);

c) a change in the speed or pace of movements (performing general developmental exercises at a normal, accelerated and slow pace; long jumps or high jumps with a running start at an increased speed; throws into the basket at an unusual pace - accelerated or slowed down, etc.);

d) change in the rhythm of movements (run-up in long or high jumps, throwing steps in throwing a small ball or spear, in basketball or handball, etc.);

e) changing the initial positions (performing general developmental and specially preparatory exercises in a standing position, lying down, sitting, squatting, etc.; running face forward, back, sideways in the direction of movement, from a squat, from an emphasis lying down, etc.; jumping in length or depth from a position, standing with your back or sideways in the direction of the jump, etc.);

f) varying the final positions (throwing the ball up from the SP while standing, catching - sitting; throwing the ball up from the SP while sitting, catching - standing; throwing the ball up from the SP lying, catching - sitting or standing and etc.);

g) changing the spatial boundaries in which the exercise is performed

(game exercises on a reduced area, discus throwing, shot put from a reduced circle; performing exercises in balance on a reduced support, etc.);

h) changing the method of performing an action (high and long jumps when using different variants of the jump technique; improving the technique of throwing or passing the ball with a purposeful change in the method of performing a reception, etc.).

2nd group

- techniques for performing habitual motor actions in unusual combinations:

a) complicating the habitual action with additional movements (catching the ball with a preliminary clap, turning around, jumping with a turn, etc.; vaults with additional turns before landing, with a clap of hands at the top, with a circle of hands forward, etc.; jumps on both legs with simultaneous hand movements, etc.);

b) combining motor actions (combining individual mastered general developmental exercises without objects or with objects into a new combination performed on the move; combining well-mastered acrobatic or gymnastic elements into a new combination; including a newly learned martial arts or game technique into the already learned technical or technical tactical actions, etc.);

c) mirror performance of exercises (change of push and swing legs in high and long jumps from a run; throwing shells with a “non-leading” hand; performing throwing steps in basketball, handball starting with the other foot; passing, throwing and dribbling a ball with a “non-leading” » by hand, etc.).

3rd group

- methods for introducing external conditions that strictly regulate the direction and limits of variation:

a) the use of various signal stimuli that require an urgent change in actions (change in the speed or pace of performing exercises by a sound or visual signal, an instant transition from attacking actions to protective ones by a sound signal and vice versa, etc.);

b) complication of movements with the help of tasks such as juggling (catching and passing two balls with and without rebound from the wall; juggling with two balls of the same and different masses with two and one hand, etc.);

c) performance of mastered motor actions after irritation of the vestibular apparatus (exercises in balance immediately after somersaults, rotation, etc.; throws into the ring or dribbling after acrobatic somersaults or rotation, etc.);

d) improving the technique of motor actions after a corresponding (metered) physical load or against the background of fatigue (improving the technique of moving on skis, skating against the background of fatigue; performing a series of free throws in basketball after each series of intense game tasks, etc.);

e) performing exercises in conditions that limit or exclude visual control (dribbling, passing and throwing the ball into the ring in poor visibility conditions or in special glasses; general developmental exercises and exercises in balance with eyes closed; long jumps from a place to a given distance and throwing for accuracy with eyes closed, etc.);

f) the introduction of a predetermined counteraction of a partner in martial arts and sports games (with practicing a feint only for a pass to the right or a throw - a pass to the shield to the right or left of the guardian; predetermined individual, group or team attacking and defensive tactical actions in sports games; previously accepted and agreed tactics in single combat, etc.).

Methods of not strictly regulated variation contain the following exemplary techniques:

a) variation associated with the use of unusual environmental conditions

(running, skiing, cycling, etc. over rough and unfamiliar terrain; running on snow, ice, grass, in the forest, etc.; periodic performance of technical, technical and tactical actions and playing volleyball, basketball, handball , football in unusual conditions, for example, on a sandy field or in a forest; performing exercises, such as jumping, on an unusual supporting surface, etc.);

b) variation associated with the use of unusual projectiles, inventory, equipment in training (techniques for playing different balls; high jumps through a bar, rope, rubber band, fence, etc.; gymnastic exercises on unfamiliar equipment, etc.);

c) the implementation of individual, group and team attacking and defensive tactical motor actions in conditions of not strictly regulated interactions of opponents or partners. This is the so-called free tactical variation (working out techniques and tactical interactions, combinations that arise in the process of independent and training games: performing various tactical interactions with different opponents and partners; conducting free-style bouts in wrestling, etc.);

d) game variation associated with the use of game and competitive methods. It can be called a competition in motor creativity (rivalry in the originality of building new movements and connections among acrobats, gymnasts, divers in the water and on a trampoline, etc.; "play of speeds" - fartlek; game rivalry in the art of creating new variants of individual, group and team tactical actions in sports games: exercises on gymnastic equipment in the order of agreed rivalry with partners, etc.).

When applying the methods of variable (variable) exercise, it is necessary to use not a large number of(8-12) repetitions of a variety of physical exercises that impose similar requirements on the method of movement control; repeat these exercises many times, as often and purposefully as possible, changing their individual characteristics and motor actions in general, as well as the conditions for the implementation of these actions.

Methods of strictly regulated variation are recommended in

to be used to a greater extent in the formation of coordination abilities in primary and secondary school age, not strictly regulated - in senior.

Game and competitive methods are widely used in the development and improvement of coordination abilities.

Features of load dosing in the process of development of coordination abilities are as follows.

a) Strict observance of the principle of systematicity is necessary. Unjustified breaks between classes should not be allowed, because. this leads to the loss of muscle sensations and their subtle differentiations during tension and relaxation.

b) Exercises for the development of coordination abilities should be used as often as possible, because. at the same time, the stock of motor skills and abilities is expanding and at the same time the ability to quickly master them is being improved. However, it is impossible to bring the body to noticeable fatigue. with fatigue, both physical and mental, the clarity of muscle sensations is greatly reduced. In this state, coordination abilities improve poorly.

However, this general rule has an exception. It turns out that fatigue in some cases can improve coordination of movements. So, when tired, there is an objective need to more economically perform movements, thereby involuntarily eliminating excessive muscle tension, which leads to improvement of coordination endurance.

In general, when practicing “for coordination”, it is recommended to proceed from the following provisions:

a) it is necessary to engage in a good psychophysical condition;

b) the load should not cause significant fatigue;

c) in the structure of a separate lesson, it is advisable to plan tasks related to the improvement of coordination abilities at the beginning of the main part;

d) the intervals between repetitions of individual portions of the load should be sufficient for a relative recovery of performance.

Improving coordination abilities, it is important to observe all the methodological principles without exception, which together determine the main aspects of their improvement.

Control exercises and tests to determine the level of development of coordination abilities

The main method for diagnosing coordination abilities today are specially selected motor (motor) tests.

To control coordination abilities in a school environment, the following tests are most often used:

1) variants of shuttle run 3 x 10 m or 4 x 10 m from I.p. face and back forward; take into account the time, as well as the difference in the execution time of these options; in the first case, the absolute index of coordinating abilities is evaluated in relation to running, in the second - relative;

2) long jumps from a place from I.p. back and side (right, left) to the landing site; also determine the quotient of dividing the length of the jump from the i.p. back forward to the length of the jump from I.P. facing forward; the closer this number is to one, the higher the coordination abilities in relation to jumping exercises;

3) jumps from i.p. standing on an elevation (for example, on a bench 50 cm high and 20 cm wide) and on the floor; calculate the height difference of the jumps from these IP;

4) three forward somersaults from I.P. o.s. at the time of execution; they also determine the exact time for performing the same test with the installation to make somersaults twice as slow, take into account the errors made during this; for trained children, for example, young acrobats, there are also three somersaults back with the calculation of the difference in the time for completing these tasks;

5) throwing objects (for example, tennis balls from the SP with legs apart from behind the head) with the leading and non-leading hand at a distance; determine coordination abilities in relation to the movement of an object along ballistic trajectories with an emphasis on the force and range of throwing;

6) throwing all kinds of objects for the accuracy of hitting the target; for example, a tennis ball in concentric circles and other targets from a distance of 25-50% of the maximum throwing distance separately for each hand; determine coordination abilities in relation to throwing motional actions with a focus on accuracy, as well as the ability to differentiate the spatial-strength parameters of movements;

7) running (for example, 10 m) with a change in direction of movement and running around three racks only with. right and only on the left side; the same, but the control test is performed with dribbling only with the right and only with the left hand (foot) or dribbling the ball (puck) with a club, and the difference in the time for performing these tasks is also taken into account; with the help of these tests, the coordination abilities are assessed in relation to sports and gaming motor activity and the ability to adapt;

8) specially designed mobile test games: "Fifteen", "Hunters and ducks", "Fight for the ball" - for a comprehensive assessment of general coordination abilities.

The development of coordination of movements of the child is an extremely important factor in his development as a whole, and it must be developed from early childhood.A high level of coordination abilities is the main basis for mastering new types of motor skills and abilities.

Exercise with tennis balls

1. I.p. - the ball is on the back of the palm of the right hand, the left hand covers the ball from above. Perform circular motions with the ball to the right and left. The same with the other hand.

2. Throwing the ball up with one hand, catching with both hands. The same, but catching with one hand.

3. I.p. - arms to the sides - down, the ball in the left hand. Hit the ball with your left hand on the floor, catch with your right, and vice versa.

4. Transferring the ball from one hand to the other around the neck, torso, knees to the right and left sides.

5. I.p. - right forward. Throw the ball under the right foot and catch it with both hands. The same with the left leg.

6. I.p. - Wide leg stance. Shifting the ball from one hand to the other under the feet of the "eight".

7.I.p. - too. Rolling the ball on the floor around the feet "eight".

8. Ball in right hand, overhand grip. Throw it up and catch it with your right hand. The same with the left hand.

9. Transferring the ball behind the back from one hand to the other.

10. Juggling with two balls.

11. Simultaneous tossing and catching two balls.

12. Passing two balls in pairs. One partner passes the ball to the other by hitting the floor, he performs a pass from the chest.

13. The same, but one of the partners has both balls, who passes them to the other with a rebound from the floor, and he must catch.

14. Dribbling around the legs to the right, to the left.

15. I.p. - Wide leg stance. Kicking the ball with a figure eight under your feet.

16. Throw the ball up, clap behind the back, then in front of the chest and catch.

17. Throw the ball at the wall with one hand, catch the bounced ball with both hands.

18. Same as in ex. 17, but before touching the wall, the ball must touch the floor.

19. I.p. - Bend your right knee forward. Shift the ball from one hand to the other around the thigh.

20. Alternately raising either the right or the left straight leg, shift the ball from hand to hand.

21. I.p. - Take your right hand back, holding the ball. With a wrist movement, throw it up, catch it in front with both hands. The same with the left hand.

22. I.p. - right hand forward, the ball is held with an overhand grip. Throw it up, turn your palm and catch it with your right hand. The same with the other hand.

23. I.p. - right hand forward, the ball is held on the back of the hand. Throw the ball up and try to catch it with the back of your hand. The same with the other hand.

24. Throw the ball up with the right hand, then hit it with the back of the hand of the same hand, then catch it with both hands. The same with the left hand.

ball games

"Throw the ball to the opponent"

Preparation: Each team is given the same number of balls. Teams are located on the volleyball court on both sides of the net.

Game content: on a signal, the players begin to throw the balls to the opponent's side as quickly as possible. A team loses one point if all the balls are on its side. Or the balls are counted for each team after a certain time. Then the team with the most balls loses.

"Hunters and Ducks"

Preparation. The players are divided into two teams, one of which - "hunters" - becomes in a circle (before the line), the second - "ducks" - enters the middle of the circle. The "hunters" have a volleyball.

Game content. On a signal, the "hunters" begin to knock out the "ducks" from the circle. Each player can throw the ball himself or pass the ball for a throw to a teammate. "Ducks". running inside the circle, they escape from the ball, dodging and bouncing. The padded "duck" leaves the circle. The game ends when there are no "ducks" left in the circle, after which the players switch roles.

The team that manages to shoot the "ducks" in less time wins. The head can set the time of the game for throwing the ball into the "ducks". Then the result is summed up by the number of "ducks" knocked out during this time.

Rules of the game:

1. During the throw of the ball, it is forbidden to step over the line.

2. Those in the circle are not allowed to catch the ball with their hands.

3. Players are not considered out if the ball hit them after bouncing off the floor.

"Shootout"

Preparation. The game can be played on the volleyball court. In this case, there is a middle and front boundaries of the site. Stepping back 1-1.5 m from the front line inside the hall, another line is drawn parallel to it to form a corridor (“captivity”).

The players are divided into two equal teams, each of which is randomly located in its city on one half of the site (from the middle line to the corridor). During the game, guys cannot enter the opponent's half.

Game content. The teacher throws a volleyball in the center between the captains, who try to hit it back to their players. The task of each team is to receive the ball and hit the opponent without going beyond the middle line. The opponent dodges the ball and in turn tries to hit the opposing player with the ball.

Salted with the ball go beyond the line of captivity to the opposite side (into the corridor). The prisoner is there until his players help him out (by throwing the ball without touching the wall or the ground). Having caught the ball, the prisoner throws it to his team, and he runs from the corridor to his half of the field.

They play for 10-15 minutes, after which the prisoners in each team are counted. The game ends ahead of time if all the players of one of the teams are captured.

Rules of the game: you can hit the ball in any part of the body, except for the head; You can catch the ball with your hands, but if the player drops the ball, then he is considered to be touched, and is taken prisoner. It is not allowed to run with the ball in your hands on the court, but you can dribble it. The ball, which went out of bounds, is given to the team, because of the line of which it rolled away. For the committed violations, the ball is transferred to the opponent.

Literature:

1. Author-compiler: Geletsky V.M., candidate of pedagogical sciences, professor of the Department of Theoretical Foundations of Physical Culture of the FFKiS SibFU. Theory of physical culture and sports. Textbook / Sib. federal university; [Comp. V.M. Geletsky]. - Krasnoyarsk: IPK SFU, 2008. - 342 p.

2. Zhukov M.N. Outdoor games: Proc. for stud. ped. universities. - M.: Publishing Center "Academy", 2000. - 160 p.

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