Abstract “Outdoor games in physical education lessons in primary school”
Outdoor games in physical education lessons
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 movements for the most part in an entertaining, unobtrusive manner. Play is a child’s natural companion and therefore meets the laws laid down by nature itself in the child’s developing body - his insatiable 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 only such valuable physical qualities as speed, strength, agility, endurance, and flexibility. Many intellectual qualities develop: observation, memory, logical thinking, intelligence. In games that have a plot form, there is scope for imagination and artistry, elements of dance and singing. Musical accompaniment can be provided. All this shapes the aesthetic worldview. Being carried away by the game, children very directly and clearly demonstrate their character and other individual characteristics.
For children with mental retardation, where motor disorders such as coordination disorders, awkwardness, and slow reactions are noted, play is a vital need. Due to the fact that sensory impairments in such children are characterized by insufficient understanding of instructions and impaired orientation in space, play activities will contribute to the development of these processes. Along with insufficiently formed general motor skills, deviations in the organization of fine motor skills are noted, providing subtle, differentiated movements when performing labor processes, during modeling, design, writing and other motor acts. Mentally retarded children suffer from an ability to develop and consolidate movements and make them automatic. This requires a long time and a lot of repetition.
The most important result of the game is joy and emotional uplift. Thanks to this remarkable property, outdoor games, especially with elements of competition, are more adequate than other forms of physical education to the needs of children with mental retardation, contribute to versatile physical and mental development, and the development of moral and volitional qualities. In addition, outdoor games, selected taking into account the age, health status, and 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 activities, 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. During the game, metabolism increases significantly in the body of the players, gas exchange and heat transfer increase, in connection with this, students need to develop the habit of systematically washing their hands and feet, wiping the body with a damp towel or dousing themselves with water using generally accepted rules of hygiene and hardening the body with water procedures. The content of the practical use of game material in physical education lessons is, first of all, the following.
If the lesson is aimed at developing strength,
then it is very beneficial to include auxiliary and leading games associated with short-term speed-strength tensions and a wide variety of forms of overcoming the muscle resistance of the enemy in direct contact with him. The main content components of such games include various tugging, pushing, holding, pushing, elements of wrestling, weightlifting, etc. Motor operations with weights available to the player - bends, squats, push-ups, lifts, turns, rotations, running or jumping with a load that is feasible for them - are also very effective for solving this problem. This should also include throwing various objects at a distance, which are quite useful for the strength development of those involved.
To develop the quality of speed
games that require instant responses to visual, sound or tactile signals should be selected. These games should include physical exercises with periodic accelerations, sudden stops, rapid jerks, instant delays, sprinting in the shortest possible time and other motor acts aimed at consciously and purposefully ahead of the opponent.
To develop dexterity
it is necessary to use games that require precise coordination of movements and quick coordination of one’s actions with teammates, and the possession of a certain physical dexterity.
To develop endurance
it is necessary to find games associated with a obviously large expenditure of strength and energy, with frequent repetitions of compound motor operations or with prolonged continuous motor activity, determined by the rules of the game used. Outdoor games are best used in close connection with other means of physical education, through complex use with general developmental, training and special exercises. When planning an outdoor game, you need to take into account the overall load of the lesson and determine the purpose, time and place among other exercises and learning tasks used. The level of difficulty of games used in lessons in terms of physical activity and the complexity of game interaction between participants should be accessible to students and increase in a methodologically sound manner, smoothly and gradually. In the process of practical implementation of the planned games, serious attention must be paid to strict adherence to the norms and safety regulations generally accepted in physical education lessons for both the players themselves and the spectators around them.
Gymnastics with basics of acrobatics
Keep your balance
Target:
development of coordination abilities, courage, prudence.
Used as an auxiliary exercise for training tasks on a balance beam or other narrow support. Organization:
the class is divided into equal teams, lined up one at a time behind a common starting line.
The distance between the columns is 2-3 m. In front of each team there is a gymnastics bench on which 3 medicine balls are located, and 10 m behind the bench a rotating stand is installed. Conduct:
At the signal, the first players of each team rush forward, run along the bench, jumping over the balls lying on it, then run to the counter, go around it to the left, and return back, give the start to the next player of their team by touching their outstretched arm, after which they stand at the end columns. If a player loses his balance while running and leaves the bench, he must resume movement from the beginning of the bench, knock the ball down and put it in its place. The team that finishes the relay first wins.
Crossing on narrow poles
Target:
development of dexterity, vestibular apparatus, attention and prudence.
Organization:
the class is divided into equal teams, lined up one at a time behind a common starting line.
The distance between the columns is 3 m. After 10 m, 2 inverted benches are installed in front of each team (parallel and close to each other). Conduct:
At the signal, each team, holding hands, runs up to its “crossing” and begins to cross the “river” along the narrow edges of an inverted bench - in a chain, without letting go of the hands of its neighbors. The team that can “cross” the fastest without losing balance or breaking the chain wins.
Balance beam wrestling
Target:
development of coordination abilities, business perseverance and tactical thinking.
Used as a lead-in exercise for training tasks on the balance beam. Organization:
the class is divided into equal teams, lined up in a column one at a time (boys in front, girls behind them) from different ends of the log, lined with mats.
Conduct:
At a signal, one player from each team climbs onto the log from their end and, meeting in the middle, tries to use deceptive movements to unbalance and push the opponent. The player who pushes the opponent earns his team a point, etc. The team with the most points wins.
Acrobatic relay
Target:
development of dexterity, speed, courage.
Used as an auxiliary exercise for acrobatics training assignments. Organization:
The class is divided into three teams, lining up in columns, one at a time, behind the starting line.
7 m in front of the columns, 3 benches are placed transversely, close to each other, covered with mats. A rotating stand is placed 15 m in front of each column. Conduct:
At a signal, the guides of all columns run to their turning post, overcome three benches standing in the way with a long somersault, go around the turning post and return, etc. The team that finishes the relay first wins.
Medicine ball medley relay
Target:
development of agility, speed-strength qualities, flexibility.
Used as a lead-in exercise for acrobatics training assignments. Organization:
the class is divided into two teams, each of which, divided into 2 groups, line up in opposing columns, legs slightly wider than shoulders.
The distance between the opposing columns is 10 m, and between the players in them is 0.7 m. A gymnastic mat is laid in the middle between the columns. Team captains receive a medicine ball. Carrying out:
At the signal, the guides pass the medicine ball over the head back, bending over. The second player, having received the ball, leans forward and passes it back between his legs, etc. The last player, having received the ball, runs forward with it, reaching the mat, rolls forward with the ball in his hands, then continues running and passes the ball to the guide of the opposing column. They do the same thing, and he moves away. As a result, with each successive cycle there are fewer and fewer players. The team whose members finish the game the fastest wins.
Don't let the hoop fall
Target:
development of dexterity, prudence, speed.
Used as a lead-in exercise for training tasks with a hoop. Organization:
the class is divided into teams, which line up in ranks at arm's length, one after the other behind the common starting line.
Three lines are drawn at 6, 8 and 10 m from the start line. The players in the first row are given a hoop. Conduct:
At the signal, the players in the first row must roll their hoop forward, and when it crosses the 6th mark, run out and catch it before it falls to the floor. A participant who does not have time to catch his hoop or runs out early is eliminated from the game (1st round). In the 2nd round - 8 m, etc. The team that retains the most players after the final round wins.
Ten jump ropes
Target:
development of dexterity, speed, attention.
Used as a lead-in exercise for training tasks with a jump rope. Organization:
the class is built in a column of four.
The interval is 1.5 m, the distance is 3 m. The right-wing players in the ranks are given a rope. The method of jumping is discussed. Conduct:
At the signal, the right-flank players of all ranks perform 10 jumps on the spot (in an agreed manner) and pass the rope to the next player, etc. The last player, having completed the task, lifts the rope above his head. The team that completes the task before the others wins.
Catching "frogs"
Target:
development of agility, speed, attention, strength.
Used as an auxiliary exercise for training tasks with vaults. Organization:
At a distance of 10-12 m, mark the start and finish lines.
A second one is marked 1.5 m in front of the starting line. The class is divided into 2 teams, one of which stands behind the starting line and takes a crouching position, leaning on its arms slightly forward. 1.5 m in front of them, the players of the other team take the same position. Conduct:
At the signal, all participants in the game begin to jump forward with a “frog”, pushing off with their arms and legs. The task of the back players is to catch up and harass the players of the front team until they reach the finish line. Then both teams return to the start and change places. The team that catches the most frogs wins.
Athletics
Running downhill
Target:
development of speed in easier conditions and attention.
Used as an auxiliary exercise for training tasks in sprinting. Organization:
in a free clearing with a slope of up to 10-12, the class lines up in one line behind the common starting line.
Ahead, two transverse control lines are drawn at 20 and 50 m. Conduct:
At the signal, all players run forward, downhill, and for the first 20 m they must run evenly, without overtaking each other, and, having caught up with the first line, begin racing. The winner is the participant who crosses the 50 m line first without breaking the rules. There are separate scores for boys and girls.
Obstacle relay
Target:
development of speed and agility.
Used as a lead-in exercise for training sessions with the transfer of the baton. Organization:
the class is divided into 2 teams, lining up in a column, one at a time, behind the common starting line.
The interval between the columns is 3 m. The guides are received by baton. At 15 m there is a turning stand, and in the middle of the 15th segment a hoop is placed, in the center of which a small white circle is outlined with chalk. Conduct:
At the signal, the guiding players of the columns run to the turning post, having reached the hoop lying on the way, crawl through it, then put the hoop in place, with a white circle in the center, and run further. Having caught up with the turning post, they go around it and come back, climbing through the hoop again, after which, according to the rules of the athletics relay, they pass the baton to the next player. The team that finishes the relay faster wins.
Jumping on one leg
Target:
development of strength, agility, jumping ability.
Used as an auxiliary exercise for long jump training exercises. Organization:
the class is divided into 2 teams, lining up in a column, one at a time, behind the common starting line.
Conduct:
At a signal, the leading players of the columns, standing on one leg, perform five jumps in a row, as far forward as possible, and stop. The second numbers begin performing this task from the place where the previous jumper of their team stopped, etc. The winner is determined by the total length of jumps of all team players.
Jump over the stream
Target:
development of speed, jumping ability, prudence.
Used as an auxiliary exercise for long jump training exercises. Organization:
the class is divided into two teams, forming a column one at a time behind the starting line.
8 m from the start, two parallel lines indicate a two-meter wide stream, and after another 8 m, a turning stand is placed in front of each column. Conduct:
At the signal, the guiding players of the columns run to the turning post, jump over the stream with a running start, go around the stand and return back, overcoming the stream in the same way, and pass the baton to the next player. For each failure to cross the stream, the team receives 2 penalty seconds. The team that finishes the relay in the shortest time wins.
Accurate throwing
Target:
development of dexterity and prudence.
Used as an auxiliary exercise for training tasks on throwing at a target. Organization:
the class is divided into competing pairs, who are given a small ball and a gymnastic mace.
The players of each pair stand facing each other at the ends of the 8th line, in the middle of which they place a mace. Transverse marks are made on the line at a distance of 1 m. Conduct:
At a signal, players in pairs begin to take turns throwing the ball at the mace, trying to knock it over. The player who knocks down the mace moves it one meter closer to himself, and the game continues under the same conditions. The winner is the one who brings the mace to himself with well-aimed throwing.
Dodge the ball
Target:
development of speed and dexterity, operational thinking.
Used as a lead-in exercise for training tasks involving throwing a ball at a target. Organization:
the participants of the game disperse around the court, in the center of which the driver is located with a tennis ball in his hands.
Conduct:
At the signal, the players move arbitrarily around the court, dodging the ball thrown at them by the driver. The participant who was hit by the ball joins the driver’s support group and together with him they make fun of the rest of the players using auxiliary passes of the ball. As a result, the number of embattled players increases. The winner is the last remaining undefeated player, recognized as the fastest and most dexterous.
Throwing with maximum bounce
Target:
development of dexterity, prudence, strength.
Used as an auxiliary exercise for training tasks on throwing a ball and a grenade at a target and at a distance. Organization:
The starting line is drawn 8 m opposite the basketball backboard.
Behind it, parallel lines are drawn every meter with a digital indication of the footage. The class is divided into 2 teams and they line up in columns, one at a time, behind the starting line. The guides receive the ball. Conduct:
At the signal, the guiding players of the columns throw the ball at the backboard at a rebound distance, immediately pick it up while running and give it to the next participant. The further the rebound, the more points. The team whose players score the most points wins.
Catch up with the one in front
Target:
development of speed and dexterity, attention.
Used as a lead-in exercise for training tasks with a low or high start. Organization:
the class is divided into 2 teams, which line up one behind the other.
The distance between the ranks is 2-3 m. A control line is drawn 30-40 m in front of the first rank. Conduct:
At the signal, both teams run from a high (low) start to the control line. At the same time, the players in the back rank try to catch up and touch the runner in front of them with a touch of their hand. Players who are spotted before the control line must stop and raise their hand. Their number is counted. Then the teams change places.
Long jumps with a penguin ball
Target:
development of speed and agility, jumping ability, prudence.
Used as a lead-in exercise for long jump training exercises. Organization:
the class is divided into 2 teams, which line up in columns behind the starting line.
A rotating stand is placed at 15 m. The guiding players each take a basketball and hold it between their legs. Conduct:
At the signal, the guiding players of the columns take long jumps with the ball clamped between their knees, rush to the post, go around it and return back. A player who loses the ball must pick it up, return to the place where he lost it and continue moving from there. The team that finishes the relay first wins.
Throw the ball higher
Target:
development of speed, strength, prudence.
Used as an auxiliary exercise for training tasks involving running and throwing a ball at a distance. Organization:
participants stand in one line in front of a circle with a diameter of 3 m, in which a small ball lies, and count out in order.
There is a marked running path leading from the circle. Two judges are appointed: one at the circle, the other at the treadmill (he has flags of different colors in his hands). Conduct:
At a signal, the first player enters the playing circle from the line, takes the ball lying there and throws it up. While the ball is flying, the player runs along the treadmill, trying to run as far as possible while the ball is flying. At the moment the ball lands, the referee at the circle says loudly: “Stop,” and the referee at the track places a flag opposite the place where the runner was caught by the landing of the ball. Then all participants take turns performing the same task. The winner is the one whose flag will stand next.
Running with obstacles
Target:
development of speed, jumping ability, attention.
Used as an auxiliary exercise for training tasks on overcoming vertical and horizontal obstacles. Organization:
the class is divided into 2-3 teams, which, at 5-meter intervals, stand on the site behind the starting line in columns one at a time.
A turning post is placed at 20 m, and 2 barriers are installed at an equal distance on the way to it. Halfway through the return journey, a checkmate is placed. Conduct:
At the signal, the first players in the columns run to the stand, jumping over 2 barriers along the way, go around the stand and come back, jumping over the mat with a running start, then pass the baton with a touch of the hand. For each barrier or mat not jumped, 2 penalty seconds are added. The team that completes the task in the shortest time wins.
"Caterpillar"
Target:
development of speed, dexterity, tactics of joint actions.
Organization:
the class is divided into 2 teams, lined up in columns, one at a time, behind the starting line.
A medicine ball is placed 10 meters in front of each team. Conduct:
At the signal, participants sit on the floor with their legs bent. Each participant grabs the partner sitting behind him by the ankles, and the entire column resembles a crawling caterpillar, alternately moving its legs and buttocks. Moving in this way, they reach the medicine ball, go around it and also return back.
Handicap Chase
Target:
development of speed, dexterity, attention.
Organization:
Draw 2 parallel lines
A and B
Finish line
C
is drawn at a distance of 8-10 m from
line
B. Players are divided into 2 teams and line up in 2 lines on
lines
A
and
B. B
players are in an awkward position.
Conduct:
At the signal, the participants rush to the finish line, with the players of the back team trying to catch up and stain the players of the front team. For each person caught, one point is awarded. Then the teams change places. Victory is awarded to the team that scores the most points.
Sport games
Ten hits with a pass
Target:
development of speed, dexterity, attention.
Used as an auxiliary exercise for training tasks on dribbling and passing the ball in basketball or handball. Organization:
the class is lined up in 3 lines.
The right wing players of all ranks receive the ball. Distance and interval - 2 m. Conduct:
At the signal, the right-wing players begin dribbling the ball on the spot with 10 bounces from the floor, and with the 11th blow they direct the ball to the next player. The last player, having completed the task, raises the ball above his head. The team that completes the task before everyone else wins.
Ball flight
Target:
development of speed, dexterity, prudence.
Used as a lead-in exercise for training tasks on receiving and passing the ball in basketball and volleyball. Organization:
the class is divided into several equal teams, which line up one after the other.
One meter in front of the first line, a cord with flags is stretched between two posts at a height of 2.5 m. The players in the first row are given a ball. Conduct:
At the signal, the players in the first row must throw the ball over the cord and, quickly running under it, catch the ball on the other side. A player who fails to catch the ball before it lands is eliminated from the game. Then the second rank performs the same task. In the 2nd round, the distance increases to 1.5 m, in the 3rd – to 2 m, etc. The team that retains the most players after the final round wins.
Race balls in a circle with side steps
Target:
development of speed, dexterity, attention.
Used as an auxiliary exercise for training tasks involving receiving, dribbling, and passing the ball in basketball. Organization:
the class is divided into 2 teams, which line up opposite each other behind the end lines of the basketball court.
2 m in front of each line, a circle with a diameter of 6 m is drawn with chalk, and the guide is given a ball. Conduct:
At the signal, the players of both ranks begin dribbling the ball with side steps in their circle, making the first turn with the right side forward, and the second player with the left side, after which they pass the ball to the second numbers of their ranks and step aside. The team that completes the task first wins.
Ball interception
Target:
development of speed, dexterity, operational thinking.
Used as an auxiliary exercise for training tasks involving passing the ball in basketball. Organization:
the participants of the game receive the ball and line up in a circle.
A ball interceptor is selected and goes to the center of the circle. Carrying out:
At the signal, the players begin to pass the ball, and the interceptor, running in a circle, tries to intercept the ball in flight, on the floor, or take it out of his hands. Having taken possession of the ball, the interceptor takes the place of the player who lost the ball.
Fast passes
Target:
development of speed, dexterity, attention.
Used as an auxiliary exercise for training tasks on passing the ball in volleyball and basketball. Organization:
the class is divided into several equal teams, which choose captains and stand in columns, one at a time, behind the starting line.
Behind another line drawn 4-6 m opposite each team, its captain stands with the ball in his hands. The method of passing the ball is discussed. Conduct:
At the signal, the captains begin passing the ball to the first player in their column. Having accepted the ball, the player returns it to the captain and squats, etc. If during these passes the receiving player misses the ball, then he must run to pick it up, return to his place and only then continue the game. The team that completes the task first wins.
Shots into the basket from the spot
Target:
development of dexterity, attention, accuracy.
Used as an auxiliary exercise for training tasks involving shooting baskets in basketball. Organization:
the class is divided into 2 teams, each of which occupies its own half of the basketball court and lines up in a column, one at a time, behind the free throw line.
The guides receive the ball. Conduct:
At the signal, the captains begin to throw into the hoop, then run to the backboard to pick up the ball and pass to the next player in their column, and then return and stand at the end of the column. The team whose players throw the most balls into the basket wins.
Volleyball relay race
Target:
development of speed, accuracy of movements, attention.
Used as a lead-in exercise for training tasks with targeted passing of the ball in volleyball. Organization:
the class is divided into 2 teams, each of which is assigned a longitudinal half of the volleyball court.
Each team lines up in its area in 2 opposing columns on opposite sides of the net, behind the attack lines. The captains receive the ball. Conduct:
At the signal, the captains pass the ball with both hands from above through the net to the guide of the opposite column of their team and run to the end of their column. The one to whom the ball is addressed sends it through the net to the next player in the same way. The team that finishes the volleyball passing relay first wins.
Martial arts at the shield
Target:
development of speed, dexterity, attention.
Used as an auxiliary exercise for training tasks involving fighting for the ball in basketball. Organization:
the class is divided into 2 teams, which line up in columns, one at a time, behind the center line of the basketball court and count out in order.
The distance between the columns is 2-3 m. Conduct:
the teacher throws a basketball at the backboard and calls any serial number of the participants in the game. Players from both teams with this number run out of formation and rush to the shield, trying to take possession of the ball before the opponent. The one who succeeds brings his team a point and immediately makes a long pass to the leading player of his column, and he, having received the ball, quickly passes it with both hands back along the column, from hand to hand, to the last player in the line, who, having received the ball, lifts it up. The player who lost the ball in a single combat at the backboard runs with side steps to his previous place in the column, trying to overtake the ball, which is passed over the heads of the players of the competing team. If the runner with side steps ends up in his place before the ball finishes, then his team is awarded one point. If not, then the opposing team gets another point. The team whose players score the most points wins.
Ski training
Gliding on one ski
Target:
development of push-off strength with sticks, balance, attention.
Used as a lead-in exercise for training tasks for ski movements with a sliding step. Organization:
The class lines up in a line with outstretched arms, and, moving forward in a parallel course, each participant in the game makes a ski track for himself, and the teacher marks the start and finish lines (from 20 to 50 m).
Then all players turn around, come back and line up behind the starting line. Conduct:
At the signal, all participants in the game slide as quickly as possible along their ski track to the finish line on one ski, lifting the other top and pushing off with sticks. A player who touches the snow with a raised ski is eliminated from the game. The winner is the one who finishes first.
Either on the right or left ski
Target:
development of push-off strength with sticks, balance, speed, agility.
Used as an auxiliary exercise for training tasks in skiing at a sliding step. Organization:
The class lines up at arm's length behind the starting line.
The turn line is marked 20-30 m from the start. Conduct:
At the signal, players must push off with sticks, slide to the turn line on the right ski and return back on the left ski. The winner is the one who completes the task first without ever stepping on his free foot in the snow.
Descent down a snowy slope
Target:
development of dexterity and courage.
Used as an auxiliary exercise for training tasks on descents from the mountain. Organization:
On a hill with a slope of 15-18, the class is divided into two teams.
Conduct:
At the signal, players of both teams alternately ski down the slope in the main stance, trying not to fall along the distance. For each person who falls, a penalty point is awarded. The team with the fewest fallen players wins.
Descent together
Target:
development of dexterity and courage, attention.
Used as a lead-in exercise for training tasks on descending from the mountain. Organization:
On the hill, the class is divided into two teams, which line up in columns of two behind the starting line.
Each pair of players has one pair of skis. Conduct:
At the signal, the players, trying not to fall, take turns sliding down the slope, standing together on one pair of skis. The partner standing behind holds onto the belt of the one in front. The pair that completes the descent without falling earns their team a point. The team with the most points wins.
Assault on the summit
Target:
development of agility, speed, strength and mutual assistance.
Used as a lead-in exercise for uphill training exercises. Organization:
the class is divided into two teams, lined up in front of the slides.
Conduct:
At the signal, all players rush forward, trying to climb to the top of the mountain as quickly as possible. The winner is the team whose players all gather at the top of the snowy mountain first.
Vacant position
Target:
development of speed, attention, coordination abilities. Used as a lead-in exercise for training tasks of fast skiing with turns.
Organization
: in the clearing, the class stands in two adjacent circles, divided into outstretched sticks.
One circle is girls, the other is boys. The distance between the circles is 10 m. A driver is selected in each circle. Carrying out:
At the signal, each driver begins to go around his circle from the outside and, choosing one of the players standing in it, touches him with his hand, and he continues to move. The skier he called immediately turns and runs in the opposite direction, trying to go around the circle as quickly as possible and take his previous place (vacant place). The player who does not have time to take a seat becomes the driver.
Descent with snowball throwing
Target:
development of dexterity, courage, prudence.
Used as an auxiliary exercise for training tasks on descents from the mountain. Organization:
the class is divided into two teams and stand on a slight slope.
All players prepare two snowballs and form columns behind the starting line. Not far before the finish of the descent, 5 m to the side of the ski track, a portable shield measuring 1 x 1 m is installed longitudinally. Procedure:
At a signal, players take turns sliding down the slope and, driving past the shield, throw two snowballs at it. For each snowball hitting the target, the team is awarded a point. The team whose players score the most points wins.
Pick up the flag as you descend
Target:
development of attention, courage, coordination abilities.
Used as an auxiliary exercise for training tasks on descents from the mountain. Organization:
the class is divided into two teams standing on skis without poles.
The game is played on a small slope. On one of the descent sections, a control flag and a judge with spare flags are placed on the right side. Conduct:
At the signal, the players of the first team, one after another, with an interval of 10 seconds, start down the hill with the task: crouching down, pick up the flag on the descent, without delaying the movement. The judge immediately replaces the taken flag with a new one for the next participant, and on the way back the flags are returned to the judge. After the first command, the second command performs the same task. The team whose players pick up the most flags wins.
Don't hit the gate
Target:
development of attention, courage, coordination abilities.
Used as a lead-in exercise for training tasks of complicated descent from the mountain. Organization:
The game is played on a long, gentle slope, with goals placed along the way.
There are judges assigned to each goal. The class is divided into two teams, lining up in a column, one at a time, behind the starting line. Conduct:
At the signal, players take turns skiing down the slope, trying to pass through all the gates standing in the way, bending down and without touching them. For each goal that is hit or knocked over, there is a penalty point. The team with the least amount of penalty points wins.
Mutual Pursuit Race
Target:
development of speed endurance, coordination abilities, tactical prudence.
Used as a training exercise in preparation for passing training standards in cross-country skiing. Organization:
the class is divided into two teams, which line up opposite each other in ranks open to elongated sticks.
The distance between the ranks is 100 m. A turning flag is placed on the left next to each player. Conduct:
At the signal, players rush forward to the flag of the opposing player of the opposing team, and, bypassing the flag on the right, turn back, trying to catch up with this player and touch him with their hand. After several turns of this ski race with turns in a circle every 100 m, one of the two competitors in a pair overtakes the other and brings his team a point.
Summary of an open lesson in physical education in 4th grade topic: “Outdoor games”
Game "Bear on the Forest".
Progress of the game;
At one end of the site a circle is drawn - the bear’s den. On the other is a house for playing children. The children walk from home in the direction of the den and say: “The bear has mushrooms in the forest, I’m taking some berries. And the bear looks and growls at us.”
After these words, the bear runs out of the den and begins to catch (salt) the players. Children try to run away to their home, where it is forbidden to catch them, or they scatter around the playground in different directions, trying not to get caught by the bear.
When the bear catches 4-5 people, a new bear is appointed. Caught (nailed) children are kept in the den until a new bear is appointed.
In Europe and Asia (show on the map) foxes live (show a picture of a fox) newborn fox cubs are very similar to wolf cubs and differ from them only in the color of the tip of the tail. In foxes it is white, and in wolf cubs it is gray. Hunters say that to escape from dogs, foxes climb trees.
Game "Sly Fox".
Progress of the game;
The players stand in a circle at a distance of one step from each other. The fox's house is outlined in the center of the circle. The teacher invites the players to close their eyes. The children close their eyes, and the teacher walks around the circle (behind the children’s backs) and touches one of the players, who becomes a sly fox. Then the teacher invites the players to open their eyes and carefully look at which of them is the sly fox - whether she will give herself away in some way. The players ask in chorus three times (with short intervals), “Sly fox, where are you?” At the same time, everyone looks at each other. After pronouncing these words three times, the sly fox quickly goes to the middle of the circle, raises his hand and says: “I’m here!” All the players scatter around the site, and the fox catches them. The fox takes the one caught, that is, the one playing whom she touched with her hand, to his house.
The hare (show a picture of a hare on the screen) is also a forest dweller. Changes color according to the seasons, the color change is accompanied by a change in fur. In summer, the color of the fur on the back is brownish brown with blackish ripples. In winter the fur is white. The only means of defense against predators is the ability to run fast.
Game "Hunter and Hares".
Progress of the game;
They choose a leader - a hunter, all the rest are hares. The hunter is on one side of the site. This is his home. The hares are placed on the opposite side, drawing a circle on the ground - this is their house. They agree in advance that they will show the hunter, for example: how to do exercises, how to eat carrots, how to pick mushrooms in the forest. Then all the hares go to the hunter. Hunter asks:
- Where were you, hares, what were you doing?
Everyone answers in unison:
“We won’t tell you where we were, but we’ll show you what we did!”
ABSTRACT “Outdoor games”
Adolescence (grades 7-8)
conventionally called this because children aged 13-15 years experience particularly intensive development and restructuring of the entire body. Physical exercises and outdoor games reflect many of the features of this transitional age, which marks the transformation of a boy into a young man, and a girl into a girl. The skeletal system (especially the tubular bones) grows rapidly, which is why children especially gain height. The muscular system also continues to develop (muscle mass and strength increase), although it still lags behind the overall growth of the body. Boys of this age are especially attracted to games with elements of power struggle: “Pushing out of the circle”, “Tug of war”, fights in pairs.
After heavy physical exertion, the pulse recovers relatively quickly at this age, and this indicates that the cardiovascular system adapts well to games with relatively long continuous actions (“Ball for the captain”, “Wrestling in squares”, “Horses”, etc. .).
The complication of mental activity, dictated by age and study conditions, also determines the motives of behavior. More logical thinking allows you to show greater independence in games, the ability to generalize and abstract thinking. More developed memory and the ability to demonstrate sustained attention make it possible to remember numerous game rules, the most appropriate gaming techniques and actions. Typically, teenagers already have experience in participating in sports competitions and many outdoor games, therefore, in games that are complex in form and content (“Fighting for the ball”, rounders with obstacles, etc.) they skillfully use previously acquired motor skills and abilities, which often manifest themselves in new combinations and combinations. Participants in the games fight for the victory of their team using a combination of martial arts, mutual understanding and revenue. At this age, feelings of duty, collectivism and friendship actively develop.
By the age of 14-15, the development of the motor analyzer ends, which helps improve coordination, accuracy and efficiency of movements. Therefore, a significant place in games is given to the manifestation of dexterity, speed and strength qualities.
Thus, the main content of outdoor games in grades 7-8 consists of actions with a ball, jumping, climbing and climbing, throwing at a target, resistance by force, spatial orientation, running and overcoming obstacles. The rules in games are more complex; resolving game conflicts requires participants to have sufficiently developed strong-willed qualities and tactical thinking. Many games are characterized by a pronounced competitive nature and contain elements of sports technique and tactics: “Four racks”, rounders with obstacles, preparatory games for basketball, volleyball and especially sports games with somewhat simplified rules and a shortened time limit - mini-basketball, mini-basketball handball, mini-football, mini-hockey. Not only in sports, but also in outdoor games, special roles are often established for individual players or groups (team captain, attacker, defender, etc.). Due to the fact that girls are inferior to boys in games that require the manifestation of speed and strength qualities and the ability to operate with the ball, complex team games are best played separately. If the games are held jointly, the players are always interested in ensuring that each team includes the same number of boys and girls.
Report on physical education on the topic "Outdoor games for younger schoolchildren" grades 1-4
Municipal budgetary educational institution
secondary school No. 3 in Nytva named after Y.P. Chegodaeva
D O C L A D
topic: “Outdoor games as a means of developing personal learning skills in primary schoolchildren during physical education lessons”
Speaker:
physical education teacher Elena Nikolaevna Kornilova
Nytva
2019
Relevance of the work
One of the main tasks of a modern school is to reveal the abilities of each student, educate an individual ready for life in a high-tech, competitive world, the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior and orientation in social roles and interpersonal relationships.
The relevance of the problem of developing personal skills in younger schoolchildren is determined by a number of social, psychological, pedagogical and practical factors:
— the requirement to improve the quality of preparation of school graduates for independent life in modern society;
— the need to form a harmoniously developed personality within the educational process of the MBOU;
— the need to improve the quality of organization of educational activities for junior schoolchildren and full cooperation of participants in the educational process.
Goal of the work:
Theoretically study the problem of forming personal learning skills in primary schoolchildren in physical education lessons using outdoor games and identify methodological conditions for solving it.
Tasks:
1. Consider the features of the formation of personal universal educational actions in primary schoolchildren during physical education lessons.
2. To reveal the substantive aspects of the formation of personal universal educational actions in primary schoolchildren during physical education lessons using outdoor games.
3. To identify methods for the formation of communicative universal educational actions in primary schoolchildren during physical education lessons using outdoor games.
Characteristics of the formation of personal universal educational actions in junior schoolchildren in accordance with the Federal State Educational Standard
The second generation standard was developed in 2009. A standard is understood as a set of requirements for the results of mastering a primary education program, for its structure and the conditions for its implementation. Under the conditions of the beginning of the implementation of the Federal State Educational Standard, the most pressing problem is: how to teach a student to learn and apply the acquired knowledge, skills and abilities in real life.
The peculiarity of the new standard is that the main goal of education is the development of the student’s personality. Based on this priority goal of education, special attention is paid to universal learning activities.
Universal learning activities are generalized actions that open up the possibility of broad orientation for students, both in various subject areas and in the structure of the learning activity itself, including students’ awareness of its target orientation and value-semantic characteristics.
The standard contains the following UUDs: personal, regulatory, communicative, cognitive. One of the most important skills of a modern person is communication skills. Personal universal learning activities
provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished:
— personal, professional, life self-determination;
— meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and meaning does the teaching have for me? - and be able to answer it.
— moral and ethical orientation, including assessment of the content being learned (based on social and personal values), ensuring personal moral choice.
Thus, the formation of personal educational skills of a junior schoolchild is an urgent social problem, the solution of which is important both for each individual person and for society as a whole.
One of the methods of modern pedagogy is the game method, which is aimed not only at gaining knowledge, but also at the formation of communicative learning skills.
A game is an artificially created life or problem situation, which we reproduce thereby, transferring a real life problem into a game activity. Today, play is one of the most important means of developing personal abilities.
At primary school age, the game retains its significance. It is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. As you know, for children of primary school age, games are of exceptional importance: for them, play is study, work, a serious form of education, a way of understanding the environment.
The games are very diverse. The most common division of games in pedagogy into plot (creative games) and plotless games
Let's consider the types of games for developing personal skills:
1. Story games
– aimed at liberating students who perform certain roles, play out a certain scenario, dialogue. For example, dialogue on behalf of animals and plants. The plot game does not take much time, children watch and participate in it with interest and attention. Games of this type are built taking into account the experience of children, their ideas and knowledge about the surrounding life, professions, means of transport, natural phenomena, lifestyle and habits of animals and birds. The basis for developing the plot and establishing the rules of the game are some features of the behavior of animals (a cunning fox, the habits of predators such as wolves, pikes, the speed of movements of hares, the caring nature of a hen, etc.), the most characteristic moments of the performance of labor actions by people of different professions, the features of the movement of various cars
The plot and rules determine the nature of the players’ movements. In one case, students, imitating horses, run, raising their knees high, in another - they jump like bunnies, in a third - they need to climb onto a ladder, like firefighters, etc. In story games, therefore, the movements performed are of an imitative nature . Children begin, stop, or change movements in accordance with the rules of the game, which are usually closely related to the plot and determine the behavior and relationships of the players. In some games, the actions of the players are determined by the text (“Bear the Bear in the Forest,” “Geese,” “Hares and Wolves”).
Story games are collective, the number of players can be different, and this allows the games to be widely used in different conditions and for different purposes. The majority of children in such games portray birds, bunnies, and one child or teacher becomes the performer of the role of a wolf, fox, or owl. The actions of all the characters in the game are interconnected. The actions of the wolf make the hares move faster. However, each player shows independence, initiative, speed and dexterity to the best of his ability. Children are accustomed to coordinated collective actions in certain conditions, learn to change the nature of movements according to signals and in accordance with the rules.
2. Plotless games
. These include outdoor games. With clear rules, these games promote communicative, cognitive, and motor development. The main component of the game is the rules. Thanks to them, a new form of pleasure for the child arises - the joy that he acts as the rules require. In joint activities, various games and exercises are used to promote the development of basic communication skills. Plotless games such as traps and dashes are very close to plot games - they just do not have images that children imitate, all other components are the same: the presence of rules, responsible roles (traps, tags), interconnected game actions of all participants. Each player, completing a task, acts independently and at the same time together with everyone else. In games such as “Take care of the object” and “Don’t be late”, mutual assistance and mutual assistance develop. Children play storyless games with pleasure. This is explained by the fact that the teacher plays with them, who explains the rules, shows the children how to complete tasks, plays a responsible role himself, directs the course of the game, emotionally prepares the children: some need to be encouraged, convinced of their own capabilities, reassured, others restrained from excessive behavior. zeal, to interest others, shows by his example during the game how to interact within his group and the enemy team, draws the necessary conclusions about the qualities of each student (brave, dexterous, open, reserved, friendly, honestly following the rules or ignoring them, helping comrades or striving stand out yourself) and the whole group (how students distribute their roles in pairs, threes, fours, negotiate calmly, on equal terms, or assert their superiority), thereby developing communication skills between the teacher - children and children - children.
To realize his gaming goals, the child selects the means he needs: comrades, performs actions and actions, and enters into various relationships with the players. Children agree on the theme and content of the game, assign roles, and plan their play activities. This indicates the purposeful, conscious nature of the game. The game is characterized by self-regulation of actions, actions and behavior of the players. By participating in games, children learn to overcome shyness and timidity. They develop adequate interpersonal relationships, the ability to act together, characterized by goodwill and mutual assistance. Honesty, resourcefulness, initiative, perseverance, and determination are fostered. Organizational and communication skills develop.
Generalization of experience in the formation of personal learning skills in primary schoolchildren during physical education lessons with the help of outdoor games.
The main condition for the successful implementation of outdoor games in physical education lessons, I believe, has always been and remains deep knowledge and fluency in an extensive game repertoire, as well as pedagogical guidance methods. By creatively using the game as an emotional and imaginative means of influencing children, I awaken their interest and imagination, achieving active performance of game actions.
During the game, I attract the children’s attention to its content, monitor the accuracy of movements that must comply with the rules, the dosage of the load, make brief comments and instructions, support and regulate the emotionally positive mood and relationships of the players, teach them to act deftly and quickly in the created game situations, provide comradely support, achieve a common goal and experience joy at the same time. At the end of the game, I and the children evaluate the actions of those children who showed certain qualities: courage, dexterity, endurance, comradely mutual assistance and mutual assistance, and point out the mistakes in the actions of some children.
When conducting a story game, I first talk about the plot of the game, explain the role of the driver, let you listen to the dialogue, if there is one (“Geese are swans”, “Two Frosts”, “Hawk and Ducks”), then I move on to the distribution of roles, which, in addition to the application counting rhymes, sometimes takes place by assigning a driver in accordance with pedagogical tasks (to encourage and activate a shy child or, conversely, to show by the example of an active one how important it is to be brave and dexterous; to reject the request of a self-confident one and join the game yourself in order to show the responsibility of the role of the leader, from whose actions depend, for example, on the correct orientation in space of all other players). My goal is to teach children to play actively and independently. Only in this case will they learn to regulate the degree of attention and muscle tension in any game situation, adapt to changing environmental conditions, find a way out of a critical situation, quickly make a decision and carry it out, show initiative, i.e. children acquire important qualities they need in their future life.
With the help of outdoor games in physical education lessons for primary schoolchildren, I form the following communicative educational skills:
Ability to listen and hear each other:
- Game "Verbal volleyball"
- Game "Locomotive"
- Game "Day and Night"
The ability to coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate:
- Game “Nose to nose”, “Palm to palm”, “Knee to knee”, “Ear to ear”
- Game "Locomotive"
- Game "Forest, swamp, lake"
- Game "Catching Monkeys"
- Game "Dragon"
- Game "Bear in the Forest"
- Game "Owl"
Games aimed at developing a sense of friendship, mutual assistance, mutual assistance, and collectivism:
- "Ball Race in a Circle"
- “Passed - sit down”
- "Fishing rod"
- "Changing Places"
- "Dodgeball"
Formation of personal learning skills of a junior schoolchild: to teach how to make decisions, to be sociable, mobile, to be able to independently plan and carry out educational activities, to cooperate with peers and adults, to have a strong motivation for learning and cognitive activity, to have a system of significant social and interpersonal relationships.
The inclusion of outdoor games in the learning process helps to increase the level of students' competence in solving communication problems. Students' participation in gaming activities stimulates motivation to increase the level of universal learning activities, educational and personal achievements and increases the need for self-improvement. Students gain experience in communication, organizing teamwork, distributing roles, negotiating with each other, and improving their ability to accurately express their thoughts. This means that we can safely say that the use of outdoor games contributes to the development of communicative competence of schoolchildren.
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