Outdoor games in physical education lessons in elementary school
"TRAFFIC LIGHT".
Description: Children stand in a line, the teacher has three circles (yellow, green, red). The teacher shows any of the three circles, and the children complete a task that is discussed in advance. Rules of the game: Colors of circles and commands for them:
red - children have sat down
yellow - children clap
green - children are walking
whoever makes a mistake takes a step forward. The game is repeated several times, attentive children remain in place.
“GUESS WHOSE VOICE IS”
Description of the game: Children stand in a circle or line, choose a driver, he comes forward or the center of the circle, closes his eyes or ties a scarf. The teacher invites one player, he approaches the driver, puts his hand on his shoulder and says a phrase that is discussed in advance, returns to his place, and the driver guesses who it was. Rules of the game: You can’t peek, you can’t change your voice. If the driver guessed who it was, they change places, if not, the driver remains.
"PROHIBITED MOVEMENT"
Game description: Children stand in a line. The teacher speaks and shows the position of the arms and legs. Children repeat, but one position that is discussed in advance cannot be fulfilled. Forbidden movement, for example, you cannot put your hands forward, whoever makes a mistake steps forward, the game is repeated several times, Whoever stays in place wins.
"FIND AN OBJECT"
Game description: Before the lesson starts, the teacher hides the object, or you can hide it in
that moment when children cannot see. Then he gives the task to find him. Whoever found the object, calmly, so that others would not guess where it is, comes up to the teacher and says in his ear where he found it and sits on a bench. For example, the first 10 people who found it are considered winners.
"OWL" "DAY NIGHT"
Description of the game: On the command “Day”, children pretend to be animals, birds and move around the hall at random. At the command “Night” everyone freezes, and “Owl”, which was previously selected,
“flies” between “little animals” and “birds” and watches them. The guys can change position or move from one place to another, but so that the “owl” does not see or hear. Whoever the “owl” sees leaves the game. The last 5 players who are not caught are considered winners; the number of winners is discussed in advance.
"OCEAN IS SHAKING"
Description of the game: Children walk randomly around the hall, playground and all together, calmly pronounce the words: The sea is worried - once! The sea is worried - two! The sea is worried - three...
And then the teacher chooses options for what the students will portray. /example/
option 1: “letter -A” freeze. Children depict with the torso, arms, legs
letters that are called.
option 2: “digit 6 «
freeze Children imitate the number the teacher calls,
option 3: Children depict any of the proposed objects in groups, “freeze the samovar”, “freeze the book”, “freeze the baby elephant”. Children randomly: lying down, standing up, find their own options to show the task. The teacher encourages and notes who completed the task better.
"SNIPER"
OPTION 1.
Description of the game: The court is divided in half, two equal teams play. They choose a captain who plays the ball and goes behind the line of the opposing team. Rules of the game: if a player is knocked out, he goes to his captain and helps knock out his opponents. When all the players are eliminated, the captain comes in. If the team loses and it is knocked out, /it is considered knocked out, if the ball hits the player without touching the floor, you can discuss which part of the body is considered knocked out and which is not considered/, OPTION 2. The same, but for a certain time.
OPTION 3. Also, but with two balls.
OPTION 4. Also, you can use two or three balls. The last player runs to the captain Performs a pre-agreed task, for example:
jumping rope 10 times or
- bending the arms in support 5 times
- squats 10 times, etc.
and returns to the team. Play for a certain time
OPTION 5.
Same as option 1, but players move in pairs, holding hands. You can't unclasp your hands.
"HUNTERS AND DUCKS"
Description of the game: Two teams play, one team is “Ducks”, the other is “Hunters”, “Ducks” swim in the “lake”, “Hunters” shoot - throw the ball trying to hit the “Duck”. Rules of the game: If you hit the “Duck”, then she sits on a bench.
The last knocked out “Duck” is considered the most dexterous. When all the "ducks" are knocked out, the players change roles. “Hunters” become “Ducks”, and “Ducks” become “Hunters”.
"SPARROWS, RAVENS"
Description of the game: The players are divided into two equal teams, approach the line and become pairs with an opponent, one team is “crows” and the other is “sparrows”. The teacher offers to take the indicated starting position and names one of the teams, Whom he named, that team must run away, and the other unnamed one catches up, Rules of the game; You can only catch up to the indicated line, you cannot push.
Repeat the game several times. The team that catches the most opponents wins.
"TO YOUR FLAGS"
Description of the game: The players are divided into equal teams and occupy the starting position behind the line indicated by the teacher, with their eyes closed. The teacher sets (swaps) flags at the same distance from the players. It is agreed in advance who has which flag. Whoever is the first / whose team / is the first to stand in a circle near their flag, that team wins. Repeat the game several times,
"COSMONAUTS"
Game description: Players stand behind the starting line. The hoops are arranged randomly around the hall. The players say the words: “Fast rockets are waiting for us to various planets, whatever we want, we’ll fly to that one,” after the words “…. But there is one secret in the game,
there is no room for those who are late!”
players run into a hoop, having agreed in advance how many people there will be. But there are not enough seats for everyone. Those who do not have enough space sit on a bench, and one hoop is removed. The game is repeated until there is only one hoop left and the agreed number of players in it. They are the winners
"FISHING ROD"
Game description: The players stand in a circle. There is a “fisherman” leading in the middle. He rotates the rope in a circle. And the “fish” players jump up so that the “fishing rod” does not touch their legs. Option 1. Whoever gets hit on the legs is the “fisherman”.
Option 2. The teacher leads, repeats in a circle several times, for example 15 times. Whoever does not fall for the “bait” during this number of times wins.
“CALLING NUMBERS”
Game description: The players are divided into equal teams. They line up in columns. Each player has his own number. After the teacher calls any of the “6” numbers, he runs to a certain line and back. A player from someone else's team arrives first, and first place is awarded.
Repeat the game several times. Whichever team has more than 1 place is the winner.
"FOX AND CHICKENS"
Description of the game: The players are placed on the benches - “Chickens”, and the “Fox” - the driver, walks between the “perches” - benches and tries to catch the “chicken”. “Chickens” can jump off benches and run to another bench. Whoever the “Fox” catches becomes the “Fox”. And "Fox" - "Chicken". ,
“ FRIENDLY
FAMILY”
Game description: The players move around the court at random. The teacher calls any number, for example “4”. Players try to stand in a “family” circle of four as quickly as possible.
Option 1. Whoever joins the “friendly family” first is the winner.
Option 2 Same, but only with dribbling the ball in motion,
"DON'T DROP THE STICK"
Game description: The players are divided into 2
equal teams and stand opposite each other. On one of the teams, each player has a gymnastic stick. Place one end of the stick on the floor and hold the other with your hand. On command /signal/ the players with the stick release it, and others run towards them and try to grab /catch/ the stick. Rules of the game: You cannot push the stick. Before the signal to run for a stick
it is impossible, the game is repeated several times. The team that drops the fewest sticks wins.
"BALL RACE IN A CIRCLE"
Game description: The players are divided into equal teams.
They stand in circles. Ball to the captain. At the teacher’s signal, the ball is passed to the player standing next to him, etc. until it ends up with the captain. Rules of the game: Option 1. Pass the ball with both hands from the chest. He handed over and sat down. Who's ahead is the winner?
Option 2. Pass with both hands from the chest by hitting
floor
Option 3. Pass with both hands from the chest while sitting on the floor.
Option 4. Skate across the floor with your legs apart
Option 5. Rotate 360 degrees, transmit, etc.
"BALL FOR THE CAPTAIN"
Game description: Same as the game “BALL RACE IN A CIRCLE” Only the captain is in the center. Transfer through the captain. Carry out strictly the task assigned by the teacher. Repeat the game several times,
"GET INTO THE HOOP"
Game description: The players are behind the line. There is a small / large / ball in your hand. The teacher names the starting position and the players accept it. On command they throw the ball into the hoop. Rules of the game: Throw on signal. Whoever gets in is the winner. Repeat the game several times.
Option I. Whoever joined the “friendly family” first
and the winner.
Option 2. The same, but only with dribbling the ball in motion.
"SQUARE".
Description of the game: The players are divided into / 2, 4, 6, / equal teams of three people / 2, 4, 5, ,,./. The site on which they will play is determined. The captains play the ball / by tossing / Whoever has the ball, that team passes it to its players, trying to prevent the ball from hitting the opponents. And the opponents are trying to take possession of the ball. You can't touch your opponent
Option 1. The number of assists is agreed upon; whose team is the first to score the agreed number of assists, wins.
Option 2. Time is agreed upon. Whose team completes the most passes during this time wins
"TAILS"
Description of the game: The driver is assigned/selected//possible 2, 3,…/ The players have an elastic band behind the waistband with
a ribbon “tail” hangs on the side or behind. On command, players run up and try to tear off
players have a “tail” and attach it to themselves.
"HEAD, TAIL"
Game description: The players line up in a column, hands on the belt of the person in front. The first one standing is the “head”, the last one is the “tail”. On command, the “head” tries to catch the “tail”. You cannot let go of your hands if the “head” has caught the “tail”; the drivers of both the “head” and “tail” change. Repeat the game
maybe several times
"HARES IN THE GARDEN"
Game description: The players are behind the circle, these are “hares”. In the “garden” circle, the “hares” try to run into the “garden” circle and run out, and the driver catches him. Whichever player is caught becomes the driver, and the driver becomes the “hare”. After a certain time, the results are summed up. Those who have never been a driver win,
Physical education games on the theme “The Olympics are the pride of the country”
1 competition
Motto. Greetings. The emblem and its protection. (1 minute)
2nd competition “Sappers” - you know that a sapper makes only one mistake when clearing mines, so when performing this competition, do not drop the “mine” on the floor. Jumping with the ball between your legs to the mark - returning by running, passing the ball to someone else at the finish, etc.
3 competition
A soldier must run fast to complete the task and shoot accurately, so the next competition is “Motorized Rifle”.
Participants dribble the ball with one hand to the backboard, throw the ball into the basket and return running, passing the ball at the finish line to the next one, etc. (if participants are in grades 1-4, you can skip basket throws).
4 competition
There are branches of the army in the army, like the engineering troops, their task is to lay roads, bridges, crossings in difficult to pass places; after their work, motorized rifles come and carry out their combat mission.
And so the crossing: Participants in the column one at a time, at the first hoop and at the last hoop, at a signal, the first put the hoop on the floor and all teams line up, the last one gives the hoop to the first, he puts it forward and again the “crossing” is carried out to the mark, back run in a hoop with the whole team.
5 competition
March on skis. At the signal, the first ones put on their skis, take their poles and run to the mark. They take off their skis, run back with skis in their hands, at the finish line they pass them on to the next person, etc.
6 competition
Musical. Well, what would a soldier be without a cheerful drill song? Exercise. In three minutes, prepare a song and perform it in formation, performing the formation step, the first verse and chorus, and more is possible.
7 competition
You already know that there are “miners” and there are “sappers”, so here is the next competition “miners-sappers”. The first participants are miners, they run and, at a signal, with a small bucket and lay, “mine” cubes of “mines” into pre-drawn circles on the floor (there are three of them), run to the mark and return running, passing the bucket to the next “miner”, he runs and neutralizes it, collects the cubes in a bucket, returns running, etc.
8 competition Sometimes in the army it happens that you need to help your comrade and proverbs and sayings like “One for all and all for one”, “get lost, but help a friend”, etc. not just words, there should always be mutual assistance in the army.
"Carrying the wounded." Two participants join hands, put the wounded man standing between them on the shoulders and run at the signal to the mark, return for the next one, and so on until they have carried all the members of their team (you can change). Musical pause. Soldier's song.
9 competition
All participants sit on benches with their hands behind their backs, their backs to the jury, the first has the ball behind his back, at a signal, he passes the ball to the next or neighbor, the last one to receive the ball runs to the new edge of the bench, sits down first and passes the ball again, etc. until they sit down in the same order as at the beginning of the competition.
10 competition
You know that snipers are accurate shooters, now we will test our ability to hit accurately. “Snipers” - one member of the team stands on the center line of the gym, holds a hoop, the first member in the column with the ball. On command, it launches, shoots across the floor, hits the hoop. Runs to the center line, replaces the participant holding the target. He runs after the ball, reaches his team and passes the ball, etc.
11 competition
Border troops ensure the protection of our borders, our border from secessionists and enemies who encroach on our Motherland; with the border guard there is always a faithful dog who will always pick up the trail and find the violators. The next competition is a border guard and his faithful dog “Mukhtar”, on command a strong participant begins to move in a prone position (Mukhtar), he is held by his legs by the “border guard”, run to the mark, come back running, then the next pair takes part, etc. .
12 competition
“Letter to the Motherland” or “Who can write more words on a military or Olympic theme. The first participant runs to the board, takes chalk and writes a word. Returns back, passing the chalk to another participant, etc. until they write a letter (time 3 minutes)
Report: “Outdoor games for junior schoolchildren as a means of physical education”
State budgetary educational institution of the Republic of Crimea
"Chebotar special boarding school"
Report to the methodological association of primary school teachers:
«Outdoor games for younger schoolchildren as a means
physical culture»
Prepared by the teacher:
Taymazov Seidali Aiderovich
March 28, 2020
Outdoor games for junior schoolchildren
as a means of physical culture
This topic is relevant because outdoor games are widely used in lessons in primary school. They are an effective means of general physical training, development of physical qualities and enrichment of the motor experience of younger schoolchildren.
Due to the increasing flow of information in our time, an increase in time for educational activities, a reduction in actions requiring muscle effort, and a decrease in physical activity, physical inactivity is observed in the younger generation. The widespread use of outdoor games helps to reduce physical inactivity, as it compensates for the lack of physical activity. Currently, the use of physical exercises in physical education classes is not aimed at achieving high results, but at preserving and improving the health of younger schoolchildren. To solve this problem, the most effective means are, first of all, outdoor games. An outdoor game is not just a physical exercise, that is, a motor action, but a whole set of various motor actions, united by a motive that determines the form of behavior of the players. Outdoor games are used to develop physical qualities and to consolidate technical elements of various sports. It is in play that a child develops himself physically, learns about the surrounding reality and forms of social life. Game activity is not only an element of culture, it is a useful means of educating younger schoolchildren.
Through outdoor games in physical education lessons, we solve the problems of developing physical education, because children need this in their lives. By participating in games, children acquire correct concepts about objects and natural phenomena and practically consolidate some of the knowledge acquired in lessons on world knowledge, mathematics, and reading. This, in turn, helps to instill in children a desire for a healthy lifestyle, as well as fostering a sense of collectivism, camaraderie, and mutual assistance. N.K. Krupskaya attached great importance to games. She wrote: “Play develops the child’s physical strength, makes the hand stronger, the body more flexible, the eyes sharper, the game develops intelligence, performs an educational function, we know that children grow up not only in the process of learning, but also in the process of play they learn about life.” Games are characterized by great emotionality, since they always provide ample opportunities for the manifestation of personal qualities and initiative. Games are of great importance in developing dexterity, speed, quickness, resourcefulness, and improving motor ability.
In physical education lessons in the lower grades, half the lesson should be devoted to outdoor games. Of particular importance is compliance with the rules of the game and awareness of your actions. Particularly valuable in terms of health is conducting outdoor games in the open air in winter and summer, since when moving in the open air, metabolism significantly increases with an increase in the flow of oxygen, which has a beneficial effect on the entire body. Outdoor games have a beneficial effect on the cardiovascular, muscular, respiratory and other systems of the body.
Properly organized games are not only a means of educating younger schoolchildren, but also an excellent means of active recreation.
Play is a means of preparing a child for life, a preparatory stage for work. Games instill activity and initiative in children. The game is richer in content than other means of physical education. Gaming activity is the accumulation of skills, habits, and traditions. Familiarizing students with folk games is of great educational importance. They introduce children to the national culture of different peoples, their rituals and customs.
When physical development in children is delayed, it is necessary to use outdoor games that contribute to the health of the body and increase the overall level of physical development. Outdoor games for younger teenagers should contribute to their further comprehensive harmonious development and physical education.
A physical education teacher should be critical of the selection of games, since the game must correspond to the age characteristics of schoolchildren, and also have educational, developmental, educational significance. Each outdoor game in the lesson must solve certain problems, must be clearly organized and carried out, only in this case the game will have a positive effect. Children of this age have very little motor experience, therefore, at first it is recommended to play simple games of a plot nature with basic rules and a simple structure. From simple games it is necessary to move on to more complex ones, gradually increasing the requirements for the coordination of movements, the behavior of the players, and the manifestation of initiative by each participant in the game. It is necessary to briefly explain the rules of the game to younger schoolchildren, as they strive to quickly reproduce in action everything outlined by the leader. Often, without listening to the explanation, children express a desire to play one or another role in the game. A story about a game in the form of a fairy tale is perceived by children with great interest and contributes to the development of imagination and creative performance of roles in the game. It is recommended to use this method for better assimilation of the game when children are inattentive and when they need rest after physical activity.
The pedagogical value of outdoor games lies in the fact that they generally have an impact on all the physical and spiritual functions of a primary school student at the same time. Carrying out outdoor games in physical education lessons is the most effective development of physical qualities in children of primary school age.
Using a special set of outdoor games during lessons, it is possible to increase the cognitive interest of students in physical education lessons. The child’s interest is the most controllable state, if only because the teacher can control it and evoke it through play. And by managing the student’s interests, the teacher can act on his abilities. Interest leads to knowledge. By developing interests, we thereby develop feelings. Interest is the joy of a child's life; interesting teaching - happy childhood. And the teacher’s task is to teach the child to appreciate everything that is good and living and to clearly feel the value of everything that is most important in life. Interest is feelings, joy, a positive charge of vigor and good mood. To become interested means to try to do something, to see what you can do, to feel joy and therefore the desire to continue working, to experience this joy again and again. So who will help the child find his interest, see the subject as interesting? Of course - a teacher. Therefore, we can conclude that by using outdoor games in physical education lessons, the teacher increases the interest and effectiveness of the lesson among students.
Outdoor games as a means of physical education for primary schoolchildren have a number of features. The most characteristic of them are the activity and independence of the players, collective action and continuity of changes in the conditions of activity. The activities of the players are subject to the rules of the game.
The relationships between playing children are determined, first of all, by the content of the game. The difference in relationships allows us to distinguish two main groups - non-team and team games, which are supplemented by a small group of intermediate transitional games.
The choice of a particular game is determined by specific tasks and conditions. Each age group has its own characteristics in the choice and methodology of playing the game.
When selecting a game, consider the following questions:
- the purpose of the game, what skills will be developed in the process of playing it;
- what educational goals are pursued during the game;
- is it feasible for students;
- whether all students will participate;
- what the game will give to every child.
Summing up should be simple and clear.
Games relieve stress that arises during training sessions. They are one of the most accessible, emotional and at the same time effective means of self-knowledge, entertainment, recreation, physical and intellectual development.
Children of primary school age are particularly mobile and have a constant need to move. However, when choosing games, you need to remember that the body of younger schoolchildren is not ready to endure prolonged stress. Their strength is quickly depleted and replenished quite quickly. Therefore, games should not be too long: it is necessary to take breaks to rest.
Games with complex movements and relationships are not yet available to students in grades 1-2. They are more attracted to imitative games of a plot nature, with running, dodging the driver, jumping, catching and throwing balls and various objects. Actions in a team are difficult for them, and therefore they play non-team games with great pleasure.
In children aged 9-10 years (3-4), strength noticeably increases, coordination capabilities, speed, agility, endurance, the body's adaptability to physical activity improve, and control of their body becomes more perfect. Children of this age already have access to games that are quite complex in content.
Changes also occur in the psyche of children aged 9-10 years. An increase in the strength and mobility of nervous processes entails an increase in the stability of attention and interests of children. The development of operational thinking allows you to solve more difficult tactical problems. This is especially important as children begin to become interested in games with competition between entire gaming groups. There is no significant difference between the games of boys and girls aged 9-10 years. But still, boys are more prone to games with elements of martial arts, mutual assistance, and fighting for the ball. Girls prefer calm games with rhythmic movements and precise actions (with objects, with a ball).
Children of this age are especially fond of games with a ball, running, jumping over obstacles and throwing various small objects.
The duration of games and the intensity of the load in games with children aged 9-10 years increase. Judging becomes more strict, and favorite games are used more often.
The conduct of outdoor games is determined by the goals and objectives that are solved with their help. Comprehensive education and harmonious development of students is possible only as a result of a long-term, systematic and properly organized process of teaching outdoor games. The leading role in this belongs to the teacher.
When organizing training, the teacher should strive to:
- to cultivate high moral and volitional qualities in students;
- strengthen their health and promote proper physical development;
- promote the formation of vital motor skills and abilities.
The development of pedagogical morality is closely related to the choice of games. We need to select games that clearly reflect our reality, fostering the necessary qualities and a correct understanding of life. Humiliation of human dignity, rudeness, and selfishness are unacceptable in games.
Teaching outdoor games is based on the general principles of the learning process. It is necessary to move from simple games to more complex ones in a timely manner, without waiting until primary schoolchildren lose interest in well-known games. It is important to correctly rely on existing experience. Each new game should, as it were, “grow” from an old, well-known one. This will make it easier to learn and will help consolidate skills and abilities. In the future, games should be systematically complicated so as not to lose their educational value.
Extensive gaming experience can be invaluable when learning sports games. The game has long been an integral part of human life, used for the purpose of education and physical development of a person.
Folk outdoor games, which have a centuries-old history, have always been very important in education, as they contributed to the maximum development of various motor skills and abilities, dexterity necessary in all types of activities.
The healing effect of outdoor games is enhanced when played outdoors. Passion for the game not only mobilizes physiological resources, but also improves the effectiveness of movements. The game is an indispensable means of improving movements, developing them, contributing to the formation of speed, strength, endurance, and coordination of movements. In outdoor play as a creative activity, nothing limits freedom of action. During the game, memory and ideas are activated, thinking and imagination are developed. Students learn the meaning of the game, remember the rules, learn to act in accordance with their chosen role, analyze their actions and the actions of their comrades.
Outdoor games are also of great importance for moral education. Children learn to act in a team and obey common requirements. The rules of the game are perceived as law, and their conscious implementation forms the will, develops self-control, endurance, and the ability to control one’s actions and behavior. The game develops honesty, discipline, and fairness.
Thus, outdoor play is an indispensable means of replenishing a person’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.
The game itself is interesting in the process of actions, constantly changing game situations. You have to independently find a way out of unexpected situations, set a goal, interact with comrades, show dexterity and speed, endurance and strength. Just the idea of the upcoming game can evoke positive emotions.
There are many outdoor games, they are varied, and they are also good because the child himself regulates the load in accordance with his capabilities. And this is very important for health.
It is the absence of strictly regulated (unlike sports games) rules, complex techniques and tactics in outdoor games that makes special preparation and training unnecessary, which sports games are certainly associated with. The ability to use any area for play, and not just a strictly defined (in size) field, attracts all children to active play, regardless of age, abilities and training. That is why outdoor games are a truly massive, publicly accessible means of physical and moral education.
While watching the game, the teacher should not be an intrusive mentor. His task is to ensure that the rules are followed equally by everyone and that the dignity of individual players is not humiliated. The main objectives of physical education are to improve health, promote proper development, teach students vital motor skills, and develop physical and moral qualities. The game actively contributes to the solution of these problems, acting as a means and method of physical education.
In modern society, there is a contradiction between the physical fitness requirements of children and lifestyle. The increasing volume of information, constant modernization of educational programs, widespread use of transport and other technical means have an adverse effect on the motor activity of students.
Natural conditions and schooling limit motor activity and do not provide the necessary regime that allows for a more significant increase in the results of vital motor qualities. Therefore, there is a need to search for the most appropriate means and methods of increasing the physical fitness of students that promote health.
School age is a crucial period in a student’s life in the formation of the physical component of health and cultural skills that ensure its strengthening, improvement and preservation in the future. Therefore, the result of physical education of primary schoolchildren should be a high level of health and the formation of the foundation for the physical culture of a future adult.
Outdoor games are widely used as a means of physical education. The content of the game consists of a plot and motor activity limited by rules. The list of games alone speaks of the variety of plots and corresponding motor actions, which attracts students, and gives teachers the opportunity to choose in managing the development of the necessary qualities and skills. Organizing the actions of participants in outdoor games provides them with creative initiative in choosing ways to achieve the goal. The game is also attractive because, as an object of information, it does not represent uncertainty. The game process is associated with physical and motor actions that are pleasant for those involved; the game always contains an element of something new. After all, the same game, even periodically repeated, is not similar to previous versions, the actions of the participants are not identical.
The game is recommended as an effective means of mastering such areas as athletics, skiing, swimming, and sports games. Specially selected games help develop general and speed endurance required in cross-country and sprint running.
Outdoor games are aimed at solving not only educational, but also educational and health-improving tasks. This is especially important, since everyone involved in pedagogy has recently been concerned about the problem of physical inactivity.
To develop the quality of speed, you should select games that require instant responses to visual, sound or tactile signals. These games should include physical exercises with periodic accelerations, sudden stops, rapid jerks, instant delays, running short distances 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.
In modern society, there is a contradiction between the physical fitness requirements of children and lifestyle. The increasing volume of information, constant modernization of educational programs, widespread use of transport and other technical means have an adverse effect on the motor activity of students. Natural conditions and schooling limit motor activity and do not provide the necessary regime that allows for a more significant increase in the results of vital motor qualities. Therefore, there is a need to search for the most appropriate means and methods of increasing the physical fitness of students that promote health.
Outdoor games as a means and method of physical education are widely used in school during lessons and in extracurricular activities. In accordance with school physical education programs, outdoor games are held in physical education lessons in grades 1-8 in combination with gymnastics, athletics, and sports games. In games in physical education lessons, unlike other forms of classes, the main attention is paid to the educational and health aspects of the game, as well as the development of physical qualities. The methodology for conducting outdoor games in physical education lessons is specific due to their short duration and the need to maintain appropriate lesson density.
The use of methods for using outdoor games of various types in physical education lessons for primary school students will increase their level of physical fitness.
When planning a system of physical education lessons, a methodology for selecting outdoor games is developed to develop speed, agility, flexibility, and endurance. This approach, using rational teaching methods, undoubtedly contributes to the development of physical qualities of younger schoolchildren. It allows students to master their movements in outdoor and sports games, as well as make the necessary decisions in a gaming environment.
It is important to provide for some differences in the content and form of outdoor games for children of different age groups, and also to skillfully select them based on specific conditions. Outdoor games for primary school children
● In children aged 7-9 years, object-figurative thinking predominates. Many games of children aged 7-9 years are based on direct imitation of phenomena and actions from the surrounding life. But the concept and themes of these games become richer in comparison with the games of preschoolers. The level of speech development of young schoolchildren allows them to harmoniously, in a certain rhythm, coordinating words with movements, pronounce recitatives required in many games, which gives children great pleasure.
● The natural memory abilities of children of this age are quite high. But children are better at capturing what is interesting. For example, they are good at remembering successful movement techniques from a particular game situation and creatively reproducing these techniques in similar situations.
● In children aged 7-9 years, the osseous-ligamentous apparatus is plastic and flexible. The age characteristics of young schoolchildren do not allow the use of games with carrying, passing, throwing heavy objects (medicine balls) and tug-of-war. At this age, games involving monotonous movements and long-term preservation of static body positions are not recommended.
● In children aged 7-9 years, the ability to respond to movements to various external stimuli improves. At the same time, the ability to quickly move the body in space is formed more slowly. Therefore, outdoor games are more accessible to them, requiring not so much extremely fast movement of the body in space (“Team of Fleet-footed”), but rather the speed of performing individual (single) movements and motor reactions: a game with quickly passing the ball (“Ball Race”), with additional tasks to sudden stops, resumptions and changes in the direction of movement (“Salki”).
Outdoor games for middle school children
● Children aged 10-11 years develop the ability for abstract thinking and conscious control of movements. Further development of children's speech allows them to better navigate more complex outdoor games. Children themselves agree on how they will play, coordinately distribute roles among themselves, and carefully compose teams of approximately equal strength; jointly establish an action plan and exchange comments; discuss the game, share their impressions (“Ball for the captain”, “Fight for the ball”).
● The perception of children aged 10-11 is gradually improving. Children are already able to understand the main tasks of game actions and subordinate secondary tasks to them.
● Along with involuntary memorization of interesting things in games, with memorization by association, 10-11 year old schoolchildren must already perform conscious, volitional work on memorization.
● The content and form of most outdoor games for 10-11 year old schoolchildren reflects the formation in children of a sense of camaraderie, collectivism, responsibility for actions, strong-willed and other positive qualities of behavior and character traits.
● For children 10-11 years old, outdoor games are appropriate, which create conditions for the manifestation of speed of responses and at the same time help improve the ability to overcome short distances in the shortest possible time (relay race on an obstacle course, etc.).
Outdoor games for teenagers
● The thinking and speech of children aged 12-14 becomes more mature. Teenagers’ games that are complex in content and form (for example, “Ball for the Captain”) require the calculated use of a number of previously acquired motor skills and abilities in new combinations and combinations, with greater complexity of game situations.
● The development of memory in adolescents allows them to learn numerous game rules and remember the most appropriate gaming techniques and actions.
● The muscular system continues to develop, but still lags behind the overall growth of the body. The relative mass of muscles and their strength increases. Muscles gradually adapt to moderate static loads, to significant but short-term stress.
● Almost the same outdoor games are suitable for teenage girls as for boys. However, girls are inferior to boys of the same age in games that require speed of movement, great effort, and relatively long, intense active actions.
The most important result of the game is the joy and emotional uplift of children. Game types and actions require the entire range of speed abilities from the student due to the fact that in order to stimulate the development of speed it is necessary to repeat movements many times at maximum speed, and also take into account the student’s functional capabilities.
Based on taking into account the main motives of gaming activity and the relationships between the players, games can be divided into three groups: non-team, transitional to team and team.
● In the simplest non-team games, there is no need to achieve a goal through joint efforts. Each player acts independently of others, obeying only the rules of the game.
● In transitional games to team games, elements of coordination of actions appear within individual groups of players. At first, the participants act independently, but as the plot of the game develops, groups are formed in which, when solving individual particular problems, they have to act in concert.
● In team games, competition takes place between playing groups (teams). The actions of individual participants here are subordinated to the interests of the entire team. The set goal is achieved mainly by the coordinated actions of the players. Refereeing is required to determine the outcome of the game.
Another group of games is based on the principle of their predominant impact on the development of motor qualities.
Games aimed at developing speed and strength qualities: “Jumping sparrows”, “Sparrows-crows”, “Jump over the stream”, “Simple tag”, “Ball race in a circle”, “Duck hunting”, “Ball for the average”.
Games aimed at developing coordination: “Pass the ball - run”, “Whose line will get together faster?”, “Take the tape”, “Wolf in the ditch”, “Keen eye”, “Ball over the rope”, “Volleyball players’ passes”, “ Only from below”, “Bombarders”, “At a ground target”.
Games aimed at developing speed qualities: “Migration of Birds”, “Don’t Give the Ball to the Driver”, “Journey on a Ship”, “Catching Butterflies”, “Calling Numbers”, “Relay Race”, “Black and White”, “Wolves and Sheep” "
Games aimed at developing endurance: “Fishermen and Fishes”, “Who is Faster”, “Interception of the Ball”, “Tiger Ball”, “Rugby”, “Football on the Back”, “Horses”, “From Hump to Hump”.
Games aimed at developing strength qualities: “Who is the most accurate”, “Who is further o”, “Shot put”, “Drag”, “Who is stronger”, “Stay in the circle”, “Breakthrough”, “Tighter circle”, “ Vanka - stand up”, “Cockfight”, “Running on your hands”.
Games to develop flexibility: “Who can pass it faster”, “Who can pass it faster”, “Bench over your head”, “Bridge and cat”.
The role of outdoor games in the system of physical and sports education is enormous. An outdoor game, like any other, accompanies a person throughout his childhood; outdoor games not only improve health and develop the body, but they are also a means of cultural and moral education and introducing a person to society. National outdoor games instill in children respect for the cultural heritage of the surrounding society and prepare them for entering the big world.
Thus, outdoor games act as an effective means of developing physical qualities that help maintain the health of schoolchildren.
OUTDOOR GAMES Savina E.A. Physical education teacher Boarding school 52. – presentation
OUTDOOR GAMES Savina E.A. Physical education teacher Boarding school 52
Outdoor games Outdoor games are... Outdoor games in the system of physical education. Game development. Classification of outdoor games. The relationship between outdoor games and other means of physical education. Games during recess; in extended day groups. Games. Bibliography.
Outdoor games are... Outdoor games are games aimed at the general physical development of children and adolescents general physical Complex and varied movements of gaming activities involve all muscle groups, promoting the development of the musculoskeletal system, normal growth, strengthening various functions and systems of the body and the formation of healthy posture. Individual PIs also develop in children a fighting spirit, perseverance, a healthy desire to be better than others, and develop leadership qualities. Group activities teach cohesion, camaraderie, and mutual assistance. Since most PCs require a fairly large number of players, the game process, in addition to following the rules of the game as such, also includes constant communication with peers, which means that favorable conditions are created for the successful social adaptation of the emerging personality in the future. In addition to the fact that PIs have a comprehensive developmental effect on the body, they are also very exciting and varied in content. If you get tired of one game, there are always many others to choose from. Posture A game for adults and a game for children are completely different things. And if for adults it is most often a hobby or entertainment and relaxation after work, then for a child the game is much more important. At a young age, this is practically the only activity available to the child. While playing with the baby, adults “tell” him about the world. For example: “Give me a red ball,” they ask the child. And he must choose a ball among the toys, and a red one, showing the adult that he already knows how to do something and has achieved something. As we grow up, more information becomes available, it becomes more complex, and along with it, games become more complex. Running, climbing, sliding, jumping, etc. are a typical set of “street” games for kindergarten. As the child grows up, rules are added to just running or just jumping and the process itself becomes more meaningful. Restrictions and conditions appear that make classes more interesting and exciting. In adolescence, rivalry comes to the fore: who is further, who is bigger, who is stronger, faster, etc. in younger ages, games for kindergarten
Outdoor games in the system of physical education. Game is a historically established social phenomenon, an independent type of activity characteristic of humans. A game can be a means of self-knowledge, entertainment, recreation, a means of physical and general social education, and a means of sports. Games are a treasure trove of human culture. Their variety is enormous. They reflect all areas of material and spiritual creativity of people. Naturally, many branches of knowledge have been and are studying games: history, ethnography, anthropology, pedagogy, theory and methods of physical education, etc. Games used for physical education are very diverse. They can be divided into 2 large groups: active and sports. Sports games are the highest level of development of outdoor games. They differ from mobile ones by uniform rules that determine the composition of participants, the size and layout of the site, the duration of the game, equipment and inventory, etc., which allows for competitions of various sizes. Competitions in sports games have the nature of wrestling and require a lot of physical stress and volitional effort from the participants. Children’s play activities objectively combine two very important factors: on the one hand, children are involved in practical activities, develop physically, and get used to acting independently; on the other hand, they receive moral and aesthetic satisfaction from this activity and deepen their knowledge of their environment. All this ultimately contributes to the education of the individual as a whole. Thus, play is one of the complex means of education: it is aimed at comprehensive physical fitness (through direct mastery of the basics of movement and complex actions in changing conditions of collective activity), improving the functions of the body, and the character traits of the players. The main feature that distinguishes most games is their conscious nature. The player is always given a goal - to complete some final task of the game, that is, to obtain a result, albeit within the framework of certain methods of achieving it, but such that allow the players themselves to choose paths, to find new solutions according to their capabilities, depending on the constantly changing situations.
Outdoor games, as a means and method of physical education, are widely used in school during lessons and in extracurricular activities. In accordance with school physical education programs, outdoor games are held in physical education lessons in grades 1-8 in combination with gymnastics, athletics, wrestling or skiing. Outdoor games in physical education lessons are used to solve educational, educational and health-improving tasks in accordance with the requirements of the program. In games in physical education lessons, unlike other forms of classes, the main attention should be paid to the educational and health aspects of the game, as well as to the development of physical qualities. The complex movement included in the game is first mastered by the students with the help of special exercises. Outdoor games are used in the preparatory, competitive and transition periods of training, but their volume, nature and methods of use change in accordance with the objectives of each stage of training. If the entire main part of the lesson is devoted to games, then more active games alternate with less active ones, and games are selected that differ in the nature of the movements. The methodology for conducting outdoor games in physical education lessons is specific due to their short duration and the need to maintain appropriate lesson density. When including one or another element of sports technique in games, it is important to ensure that the basic structure of movement is not disturbed during the game.
Game development. The concept of “game” includes many different forms of gaming folklore, each of which ultimately contributes to the comprehensive development of children: physical, mental, mental. An outdoor folk game is a type of gaming folklore, the primary orientation of which is to intensify motor activity. If, in historical terms, an outdoor game is an imitation of the performance of some kind of work, household or military action, then at present such an action is not always realized by those playing. Children choose a game in accordance with the experience of peers or adults, but this does not exclude, but presupposes that the creativity of the players themselves, their small but still certain life experience, is constantly introduced into it. At the same time, gradual abstraction occurs, partly associated with the competitive nature, the desire to demonstrate superiority in certain motor actions, physical qualities, etc. That is why the competitive nature of outdoor games contributed to the fact that a certain part of them formed the basis for the formation of sports games . It should be noted that developing sports also influenced folk games (some of them began to include individual elements of sports, and sports equipment began to be used in a number of games). Since outdoor games are considered from the point of view of means of physical education, then, naturally, the evolution of changes in the nature and content of them in the age aspect is also interesting. For example, we can cite the games “Jump over your feet”, “Ball School”, “Jumping” and others, in which the actions gradually become more complicated depending on the preparedness of the players and their age characteristics. Analysis of the form and content of folk outdoor games shows the dialectic of the close relationship between its national and international sides. The national form of outdoor games is expressed in the fact that, in its origin and development, it is characteristic of a specific nation, determined by its socio-historical development, the uniqueness of life, the peculiarity of the mental makeup, etc. Having become widespread outside its country (despite the fact that that for a given nation this game continues to be national), it becomes international. In the cultural and historical development of any nation, play was an important factor in education in the process of initially preparing people for life. This training was based on the peculiarities of the relationship with the environment. The game introduces the child to life, to communication with others, with nature, contributes to the acquisition of knowledge, work skills, and improvement of motor activity.
The presence of a competitive element in natural types of movements allows the use of folk outdoor games to prepare for sports games. Correct selection and management of games become crucial in instilling in students a sense of collectivism, activity, initiative, and conscious discipline; perseverance in achieving the goal, courage. The breadth of the educational impact of folk outdoor games, naturally, imposes certain methodological requirements for their implementation. The most common of them are: the correspondence of games to people’s lifestyle, their mental make-up, level of culture, traditions; correspondence of the complexity of the plot and content to the level of development, level of knowledge, abilities, skills and physical qualities of the students, their age; compliance with the tasks of upbringing, education, development and, finally, the conditions that meet the successful implementation of the pedagogical process. Games can be played at any time of the year, outdoors. The duration of play with children from 3 to 6 years old depends on its intensity and complexity of motor movements, the characteristics of the child’s physical development, the state of his health, and on average can be minutes. The load can be dosed using the following methods: decreasing or increasing the number of players; duration of the game in time; size of the playground; number of repetitions; the severity of objects and the availability of rest breaks. At the end of the game, it is necessary to encourage the baby, noting his dexterity, strength, and initiative.
Classification of outdoor games. Classification of outdoor games There are several classifications of outdoor games. Traditionally, games are distinguished by the presence/absence of equipment, the number of participants, the degree of intensity and specificity of physical training, the presence/absence of a leader, the location (yard, room, pond), the elements of space marking, the scoring system, game preludes and punishment, according to the general plot, etc. In this article, we will divide games that are similar in some respects into the following main categories. Classifications of the specifics of Challenging Games. Games in which there is a specific structure that persists throughout the entire gameplay. Reaction games. Tug games. Power games, the general goal of which is the need to pull the enemy in a certain way. Catching up. All kinds of games with general game mechanics - the driver (or drivers) need to touch (touch) the fleeing players and relay race games. Search games. Games whose gameplay is based on searching for participants or objects. Sport games. Games based on popular team sports: football, hockey, etc. Ball games. The ball is an attribute of many games. Their most prominent representatives are highlighted in a separate group in the article. Accuracy games. Various options for “war” and target shooting. Water games. Jumping games. Games with skipping rope, elastic band, etc. Additional description (required equipment, location, what develops, etc.) is attached directly to the rules of each specific game. The rules of some games will be given in the article marked “author’s”. Perhaps someone else played such games, but our courtyard ones were invented independently. The division is arbitrary, since some games fit into more than one category.
The relationship between outdoor games and other means of physical education. Outdoor games, as a means and method of physical education, are widely used in school during lessons and in extracurricular activities. In accordance with school physical education programs, outdoor games are held in physical education lessons in grades 1-8 in combination with gymnastics, athletics, wrestling or skiing. Outdoor games in physical education lessons are used to solve educational, educational and health-improving tasks in accordance with the requirements of the program. In games in physical education lessons, unlike other forms of classes, the main attention should be paid to the educational and health aspects of the game, as well as to the development of physical qualities. The complex movement included in the game is first mastered by the students with the help of special exercises. Outdoor games are used in the preparatory, competitive and transition periods of training, but their volume, nature and methods of use change in accordance with the objectives of each stage of training. If the entire main part of the lesson is devoted to games, then more active games alternate with less active ones, and games are selected that differ in the nature of the movements. The methodology for conducting outdoor games in physical education lessons is specific due to their short duration and the need to maintain appropriate lesson density. When including one or another element of sports technique in games, it is important to ensure that the basic structure of movement is not disturbed during the game. During the games, mutual understanding of partners in the team is developed, which is necessary in team and personal-team competitions. A properly constructed training system in the preparatory period (including the use of outdoor games) helps to guide athletes to achieve the best athletic form at the right time. Games occupy a particularly important place in the transition period of training, in which conditions must be created for rest, completion of recovery processes after intense competitions and at the same time maintaining fitness. Among the human needs determined by nature is the need to train muscles and internal organs. The need to receive external information. The game is a balanced system, closely related to sports. The game, as an object of information about upcoming work, does not represent uncertainty for a person.
Lesgaft emphasized that play, in contrast to strictly regulated movements (for example, gymnastics), is always associated with proactive moments in solving physical problems. Play is a necessity to restore both physical and spiritual strength. Outdoor games help not only in solving a number of special problems, but also (keeping in mind the nature of gaming activity) always meet with a good reception from those involved, and new interest in training sessions. The game is an impetus for sports. Hold a game or relay race, i.e. turn on the “emotional” lever for those involved to continue training with desire and interest. Games are widely used in sports, the main content of which is to promote the development of strength, speed, agility and other qualities. When selecting and conducting games (as auxiliary means), the selective direction is enhanced, their impact on the development of special skills and qualities necessary for the athlete. The game is also the best active recreation after training. Play is moral and volitional education. Outdoor games help guide athletes to achieve the best sports shape at the right time. Games serve as a complement to the regular educational and training process.
Games during recess and in extended day groups. Games during recess. Games played during breaks have educational and hygienic significance. After a long static position and hard work in the classroom, students need active rest. Outdoor games evoke positive emotions in children, stimulate their motor activity, and those playing stimulate those nerve centers that were inhibited during classroom activities. This switching of work allows students to relax and more easily perceive the educational material in the next lesson. It takes at least 8-10 minutes to organize and conduct games. Students can play games independently or under the guidance of teachers. Since schoolchildren from different classes gather at recess, these games should be simple in content, accessible to students of different ages, and short-term. Competitive games with the division of participants into teams are undesirable, as they are difficult to organize.
Games in an after-school group. Games are an active recreation for schoolchildren after school hours. In extended day mode, they are an integral part of physical education and health work at school. Outdoor games are carried out daily during walks in the air, and in bad weather - in a well-ventilated room. You can play with younger schoolchildren for up to 2 hours before preparing lessons and after. In groups, educators are recommended to use national games and games completed by students in physical education class (see practical material). With students in grades 1-4, it is recommended to start and end the lesson with sedentary games that require attention in order to organize children and gradually involve them in active actions at the beginning and reduce physical activity at the end of classes. If several games with high motor density are played, it is desirable that they be varied in movement. It is recommended to finish classes with a relatively calm game for attention, orientation, and speed of reaction.
Games. Ball games.. Dodgeball Equipment: ball. Venue: gym, open area. Minimum number of players: 6-8. Type: team. Develops: tactical skills, general physical effect. The more players, the more exciting this game is. The players are divided into “kicked out” and “kicked out”. The bouncers stand on both sides, and those being kicked out are located between them. The task of the kickers is to throw the ball to hit the players being kicked out. They, in turn, must try to dodge. The player who is kicked out moves aside. But he can be “saved” by his comrades if they manage to catch the ball. If several people are knocked out, then the player who caught the ball chooses from among them the one who should return to the game. When there is only one player left in the “kicked out” team, he must dodge the ball as many times as he is old. If successful, his entire team returns to the game, otherwise the teams switch places. Shooter Equipment: ball, markings. Venue: gym, open area. Minimum number of players: 6-8. Type: with driver. Develops: accuracy, speed, agility. Bashkir game. On the ground, at a distance of meters from each other, two lines are drawn, between which a circle with a diameter of about 2 m is drawn. One of the players is chosen to be the shooter and, with the ball in his hands, stands in the circle. At the signal, the other players begin to run from one line to another, and the shooter tries to hit them with the ball. Once he succeeds, he switches roles with the eliminated player.
Stand-stop Equipment: ball Venue: open area, courtyard Minimum number of players: 5 Type: with driver Develops: dexterity, coordination, eye The game was popular among teenagers of the USSR in the 20th century. The ball is thrown up by one of the players, and while it is flying the players run away. As soon as the ball is caught by the driver (no matter from the fly or from a bounce from the ground), the catcher shouts “Stander - stop!” (in our country, if I’m not mistaken, they shouted “Cherevichki - stop,” author’s note) and all players must freeze in place. Then the driver must name the number of steps to this or that player and approach him the specified number. The more accurately the distance is determined, the closer the presenter is to the player. There were several types of steps in which distance was determined. Ordinary, Lilliputian (done by alternately placing the heel of one foot close to the toe of the other), and giant (you could take a long step-jump). After this, the driver tries to hit this player with the ball. If he dodges (or catches the ball) or the driver misses, everyone scatters even further until the driver catches up with the ball again and shouts “Stander - stop!” If the throw is successful, then the driver changes roles with the hit player and the game begins again with tossing the ball. Most often, the playing area had a reasonable size limit and players were forbidden to leave its boundaries. Sometimes the goal of the game was to reach the “house”, which was located at the other end of the site. A player who had taken refuge in the “house” could not be insulted.
Water games. Salki in water Inventory: none. Venue: a body of water with a large sandbank. Minimum number of players: 4. Type: with driver. Develops: endurance, speed, agility. They play on the vast shallows. As in ordinary tag, the driver tries to make one of the other players look bad. You can run, dive and swim, but it is forbidden to move to a place where the depth is greater than the player’s neck. The offender is considered dirty and changes places with the driver. Sea battle Inventory: large inflated tractor chambers, for example from K-700 or T-150 tractors. Venue: a body of water with little or no current, such as a pond or lake. Minimum number of players: 6. Type: team. Develops: tactical skills, general physical effect. Each camera ship accommodates 3-6 players. Their task is to turn over the enemy “ship” or push all members of its crew into the water. When there are many players, you can play team against team, or each “ship” can fight for itself. Sometimes a direct confrontation was preceded by an exchange of fire with pre-prepared shells. For example, light expanded clay pebbles. Getting hit in such a firefight does not take the player out of the game, but simply ignites the players' fighting fervor.
Outdoor games for children of primary school age. “We are funny guys”: The players stand behind the line on one side of the court. Having said; “We are cheerful guys, we love to run and play, so try to catch up with us!” The players run to the other side of the court beyond the line. The driver, located in the middle of the platform, between two lines, must catch up and touch the runners with his hand. The upset player helps the driver. The last player standing is considered the winner. “Wolf in the ditch”: Two parallel lines (ditch) cm wide are drawn on the site. The players (kids) are on one side of the ditch, and in the ditch (between the lines) there are 2-3 drivers (wolves). At a signal, the “kids” jump over the ditch, and the “wolves” try to catch (tick) them. Caught (nailed) “kids” leave the game. When the number of uncaught “goats” is equal to the number of “wolves,” the game ends. The “wolves” and the uncaught “kids” switch roles. “Hunters and Ducks”: Two parallel lines are drawn on the site at a distance of meters. All players are divided equally into “hunters” and “ducks”. “Hunters” stand outside the line, and “ducks” between the lines. The “hunters” throw the ball and try to hit the “ducks” with it. The greasy "ducks" are eliminated from the game. When all the “ducks” have been caught, the team switch roles. The team that kills all the “ducks” in the least amount of time wins. “Cockfight”: A circle with a diameter of 1.5-2.0 meters is drawn, into which two participants of the game enter and are located at a distance of half a step from each other. Both bend one leg, holding it with the hand behind the foot, the other hand behind the back. The essence of the game is to jump on one leg and push your opponent with your shoulder to throw him off balance and push him out of the circle. “Fishing Rod”: The players form a circle. The driver, standing in the center, rotates a rope with a bag of sand (fishing rod) tied at the end. The players jump over the rope as it passes under their feet, trying not to touch it. The one who touches the rope becomes the driver. “Drag across the line”: The participants of the game stand facing each other at a distance of 1 meter. Each player grabs the opposite wrist of the opponent, and a line is drawn between them. At the signal, the players begin to pull each other. The one who crosses the line with both feet is considered defeated. The duration of the game for one pair of players is 3-5 minutes.
Bibliography. Children's outdoor games - Sports games. Games during recess and in an extended day group. Outdoor games in the system of physical education. Pedagogical significance and characteristics of outdoor games.
