Methods of teaching preschoolers sports exercises and elements of sports games

METHODOLOGY FOR TEACHING PRESCHOOL CHILDREN SPORTS EXERCISES AND ELEMENTS OF SPORTS GAMES

In the second junior group, training in sports exercises is introduced, which are included (taking into account the time of year) in the main part of the third physical education lesson. It is advisable to conduct them in subgroups: for example, one subgroup practices with a ball, and the second masters riding a bicycle. At the beginning of the school year, children are taught (individually, outside of class) to get on a tricycle, get off it correctly, put their feet on the pedals, ride in a straight line, in a circle, with turns to the right and left. During these exercises, it is advisable to begin to introduce preschoolers to the basic rules of the road. In the process of performing sports exercises, the teacher teaches children to follow safety rules and show mutual assistance. For example, he makes sure that, while riding a bicycle, the child follows the direction of movement and is attentive to others; explains that you can slide down the hill on a sled only after you are sure that there is no one on the slope, and you need to enter the hill where there are steps. In the middle group, training in sports exercises is carried out at every third physical education lesson in subgroups. In winter, when each child has mastered the ability to ski with a sliding step, the entire lesson can be devoted to this sports exercise, using the frontal method of organizing children. To teach skating, use 2-3 ice tracks 1-1.5 m long with intervals between them for a run-up. In spring and summer, children master the technique of riding a two-wheeled bicycle. Training is carried out in several stages. During the first lesson, the teacher supports the bicycle with the child with one hand on the handlebars, the other on the saddle, and on the second and third lessons only on the saddle. You should show and explain to your child how to get on and off a bicycle. After everyone has mastered the technique of riding in a straight line, you can proceed to the second stage - riding with a turn, in a circle. It is necessary to explain to children: turning the steering wheel should be smooth - a sharp turn with a jerk can lead to a fall. Sports exercises and sports games in the older group should be carried out in the third physical education lesson, taking into account the time of year and local conditions. Preparatory exercises must be included in indoor classes (walking “Skiers”, exercise “Bicycle”, etc.). In the preparatory group for school, a significant place in physical education classes is given to sports exercises. Most of them require a high level of physical development, coordination of movements, and compliance with certain safety rules. The teacher must know well the teaching methods for these exercises and regulate the load in a timely manner. Working in subgroups is most convenient; One subgroup learns the most difficult exercise, the other performs those that have already been well mastered and do not require special attention, for example, sledding, throwing snowballs at a distance at a target. You can assign one of the children to be responsible for carrying out the exercise. Everyone must gradually learn to play this role. The basis of sports games is natural types of movements and their combination. Therefore, much attention is paid to teaching sports games, especially such popular ones as basketball, football, hockey, badminton, table tennis, and gorodki, in preschool institutions. Elements of sports games are used, leading children to more complex play actions. Children of older preschool age begin to be taught in a specialized (thematic) lesson, the structure of which should be similar to the structure of a traditional physical education lesson. The only difference is in the selection of funds for each part. For example, if children are taught the elements of playing basketball, then in the preparatory part exercises with a ball are used, if it is badminton - exercises with a racket, etc. In the main part of such a lesson, introductory and preparatory exercises are used to master the elements of the technique of the game being studied. Learning the elements of sports games takes place during walks, as well as in children’s independent motor activities. Basketball. Among the elements of playing basketball with preschoolers, it is advisable to study the technique of playing without the ball, as well as the technique of ball possession. The technique of playing without the ball consists of the following elements: a basketball player’s stance, moving around the court, stopping, turning. The basketball player’s stance is the starting position from which it is quickly performed transition to movement. The most rational stance for a basketball player is the following: the legs are shoulder-width apart parallel to each other, the weight of the body is evenly distributed between the two legs, the torso is slightly directed forward, the arms are bent at the elbows and pressed to the torso. Children learn to take a basketball player's stance while standing in a line and in a circle. They begin moving around the court by learning individual movements: running, jumping, stopping, turning. After this, children develop the skills of combining the learned movements. Stops allow the child to immediately stop moving. They are performed by walking or jumping. Stops are taught in the following sequence: stop after walking, stop after running at a slow pace, unexpected stop. A turn is a technique in which the child steps one leg around the other (supporting) leg. The supporting leg does not leave the surface of the court. There are two ways to turn: forward and backward. They are performed from a basketball player's stance. Ball possession technique refers to the rational execution of catching, passing, dribbling, and throwing into the basket. In the first stages, it is important to teach the child to hold the ball correctly: at chest level, with both arms bent at the elbows, hands lying at the back and side of the ball, fingers widely spaced. The child learns to catch the ball with both hands, approximately at chest level. He straightens his slightly relaxed arms towards the ball, grabs it with his fingers, slows down the flight speed, pulls the ball to his chest and takes a basketball player’s stance. The ball should not be held in the hands for a long time, but must be quickly passed to a partner. Preschoolers are taught to pass the ball with two hands and one hand from the shoulder. Passing the ball with two hands is carried out from the basketball player's stance. The child simultaneously performs a light squat with a small circular movement forward and downwards, after the swing, quickly straightens his legs, straightens his arms forward and makes a throw. Passing the ball from the shoulder with one hand is done as follows: the ball is located at the shoulder on the hand of one of the hands, and is supported by the other hand. While swinging, the child turns slightly towards the hand with the ball and bends his knees. After the swing, the legs are extended, the throwing hand directs the ball in the desired direction, and during the throw the supporting hand is lowered. Dribbling the ball allows the child to move around the court. When dribbling, the ball is hit to the floor by hitting it with your fingers, the hand lingers below until the ball returns to it, and with it returns to its original position. To teach children to dribble the ball, it is advisable to use preparatory exercises: dribble the ball in place in a basketball player’s stance; dribble the ball forward, first with a slow step, then quickly and running; repeatedly push the ball into the floor with your right and left hands, standing still, moving around the court. Throwing the ball into the basket is performed in the same ways as passing (throwing the ball with two hands from the chest, throwing with one hand from the shoulder). The distance to the basket gradually increases from 1 to 2.5 m. Basketball is played by two teams, each of which consists of five players on the court and several reserve players. The game consists of two halves of 5 minutes each. For each ball thrown into the basket, the team is awarded one point. The game begins with the initial throw: the teacher tosses the ball between the players (team captains). Children jump up and try to touch it with their hands. At the beginning of the game, the ball is in the possession of the team whose captain touched it first. Rules of the game: - the player can take no more than three steps with the ball, then dribble the ball; - you cannot dribble the ball with both hands at the same time or run with it without dribbling;- It is prohibited to take the ball away from a player, push him, or hold him by his clothes. Football. Preschoolers learn a simplified version of the game. Players have the right to dribble the ball with their feet, pass it to a playing partner, and score into the goal. The game does not use penalty and free kicks, corner kicks, or offsides that are inaccessible to children. Among the technical football techniques, it is advisable for preschoolers to teach kicking the ball, stopping the ball with the foot, dribbling the ball with the foot. Kicking the ball is carried out with the inside of the foot, the middle part instep, inside instep, toe. To strike with the inside of the foot, the supporting leg is placed on the side at a distance of 10–15 cm from the ball. The foot of the striking leg is strictly at right angles to the direction of flight of the ball. The striking motion is initiated by flexing the hip and externally rotating the foot of the striking leg. The mid-lift strike is delivered from a straight run-up. The kicking leg bends at the knee, then sharply moves forward; the toe of the kicking leg is pulled down. A strike with the inside of the lift is performed as follows: the body weight is transferred to the supporting leg, the striking leg bends at the knee, the foot turns outward; the sock is pulled back. In order for the ball to fly low, the blow is struck in the middle of the ball. A kick with the toe is performed on a stationary or rolling ball. The striking leg bends at the knee and almost straightens upon impact. The blow is struck with the toe in the middle of the ball. Stopping the ball with the foot can be done with the inside of the foot, the sole. When stopping with the inside of the foot, the weight of the body is transferred to the supporting leg, the stopping leg bends at the knee. At the moment the ball stops, it is gently retracted back to the level of the supporting leg. Stopping with the sole is done as follows: the stopping leg is brought forward to meet the ball, the toe is slightly raised up. When contacting the ball, the leg moves back a little. Dribbling the ball is performed with the outer part or middle of the instep. Dribbling with the outer part of the lift is done by lightly striking the lower part of the ball to give it a rotational movement. When driving with the inner part of the instep, the foot is not tense, the ball is pushed forward by pushing. In order for children to learn how to handle the ball, the following exercises can be used: roll the ball with the sole of the foot forward, backward, to the sides; knock him down by lifting your leg; toss with hands; pick up the ball with your toe and throw it up; roll your foot in a certain direction; roll into the gate. The game of football is played on the sports ground. A team consists of 8 players (if the site is small, the number of players in the team is reduced). The game lasts 30 minutes (two halves of 15 minutes each). The captain of one of the teams starts the game (appointed as an adult). From the center of the field, he passes the ball to his team's players. The players, passing the ball to each other, try to bring it to the goal and score a goal. The opposing team is trying to prevent this. She strives to intercept the ball and throw it into someone else's goal. Rules of the game: - all actions with the ball are performed only with the feet; - touching the ball with the head or body is not considered a mistake; - only the goalkeeper is allowed to touch the ball with his hands; - trips and power moves are prohibited. Hockey. Before playing ice hockey, children must master some elements of stick and puck control: holding the stick, dribbling the puck, throwing, hitting the puck. Hold the stick with the left hand at the upper end of the handle, and with the right hand at the middle. Dribbling the puck is carried out in two ways : pushes of the stick (the player sends the puck forward 1 m with gentle pushes, then catches it and repeats the same action again) and shifting the stick (the puck is moved in front of him in a zigzag manner, limiting its lateral deflections with the stick). Throws are carried out with the puck sliding along the court. They first teach throwing from a place, and then throwing while moving. Learning to hit the puck begins with a stationary puck, then with a slowly sliding puck. Children master the elements of the game first on a snowy compacted area. To play you need a stick and a rubber “children’s” puck. The game can be played with or without a goalkeeper. Two teams of 6 people play. The game consists of two halves, each lasting 10 minutes. Rules of the game: - you can only throw the puck with your stick; - you are prohibited from raising the stick above your shoulder, or holding the opponent with your stick or hands. For violating the rules, the teacher can remove the player from the court. Badminton. To play badminton you need a racket and a shuttlecock. It is better to use all-metal rackets of the “Swallow” type. Wooden rackets are unacceptable for preschoolers: they are heavy, bulky, and uncomfortable to grip. The shuttlecock can be plastic. Racket and shuttlecock skills include holding the racket and actions with it (hitting the shuttlecock, serving). First of all, you need to teach children how to hold the racket correctly. The teacher shows how this should be done: wrap your hand around the handle of the racket closer to its end so that you can freely move the hand during the strike. To check the grip, the hand with the racket is brought forward. An angle should form between the thumb and index finger. The racket should be held in the same way as a hammer, and its frame (head) should be directed with its edge towards the floor (in accordance with Figure 1).

Figure 1 – Hitting the shuttlecock

Figure 2 – Hitting the shuttlecock with the open side of the racket from below

The shuttlecock is hit in different ways: with the open side of the racket from below (in accordance with Figure 2), from above (in accordance with Figure 3) and with the closed side of the racket on the side (in accordance with Figure 4). At the initial stages of training, children are taught to hit a shuttlecock. They perform this exercise as many times as possible, standing still and then moving. After this, they begin to learn the skills of hitting the shuttlecock from below and from the side with the open side of the racket. The teacher sends the shuttlecock with his hand to the child, who returns it. The same exercise can be performed in pairs (one child throws the shuttlecock, the other returns it). After mastering various exercises related to hitting the shuttlecock, they move on to learning how to serve it.

Figure 3 – Hitting the shuttlecock with the open side of the racket on top

Figure 4 – Hitting the shuttlecock with the closed side of the racket from the side

The serve in badminton is performed from below. When serving, the shuttlecock is not thrown out, but is released freely from the fingers of the hand. At the moment of impact, the shuttlecock is below the child's waist. Children can play badminton on small courts. When they master the skills of hitting and serving the shuttlecock, a game is organized through a net (a 60 cm wide net is stretched at a height of 1.3 m). The game continues until one of the players scores the required (this is agreed upon in advance) number of points. Table tennis. Older preschoolers have access to the following technical elements of the game: holding a racket, hitting the ball, simple serves. The teacher shows how to hold the racket correctly: clasp the racket handle with three fingers, extend the index finger along the edge of the racket, and place the thumb on the other (open) side. Children transfer the racket from one hand to the other, while maintaining the correct grip. Then they master various actions with a racket and a ball: toss the ball with their hand and try to catch it on the racket; raise and lower the racket with the ball, preventing it from falling to the floor; hold the ball on the racket while standing still. When hitting the ball, the main element is a push shot from the left and right. The following exercises contribute to learning to hit: throwing the ball over a low-tensioned net so that it hits on the other half of the table; hitting the ball after bouncing off the wall; hitting the ball after bouncing off the table surface (the ball is sent by an adult or another player). Before receiving the ball, the child is 40–60 cm from the table. Serving the ball is a technically more complex technique. Children learn how to perform a straight serve. With it, the hand with the racket moves horizontally over the table, the ball is hit with a straight racket. Children play table tennis on a table whose dimensions are slightly smaller than those of a table for adults: height - 65 cm, length - 250, width - 100 cm. The height of the net is 20 cm. The essence of the game is to send the ball after bouncing off the table through the net to any part of the opponent’s half of the table in such a way that he cannot return it or makes a mistake - he sends the ball into the net or outside the table ( according to Figure 5).

Figure 5 – Serving the ball

Towns. This is an old Russian folk game. The main element of the game technique is throwing the bat at the target. This action includes grip, player stance, swing, throwing the bat. Grip - holding the bat with the hand. Based on the degree of compression of the handle, the bits are distinguished between a “lock” grip (the thumb clasps the handle) and a limited grip (the thumb is located along the handle). Children need to be shown different grips. Then they perform actions with the bat hand: retraction to the left, to the right; lifting up and lowering down; circular movements with the hand. Player's stance: natural position of the body relative to the position of the legs, the head is turned towards the gorodosh figure, the right arm, bent at the elbow, holds the bat, the weight of the body is evenly distributed on both legs. The swing is the preparatory part of the throw. The bat is pulled back, the weight of the body is transferred to the right leg. The ejection of the bat begins with a reverse movement after the swing. With a sharp movement of the hand, the bat is sent forward, the pushing leg is placed against the supporting leg. To play, you need a bat stick (80-100 cm long) and towns (20 cm long). A square (1 x 1 m) is drawn on the ground - the so-called city. On the front side of the “city” one of the figures is lined up: “fence”, “star”, “barrel”, “well”, “crayfish”, “racket”, “plane”, “elephant”, etc. The number of figures depends on preparedness children. Each figure consists of five towns. Children throw the bat, trying to knock the piece away from the horse line. The stake line is located at a distance of 10 m from the “city”. The figure is considered knocked out if all the fences have rolled out of the “city”. But if at least one town is knocked out, the child comes closer to the “city” and knocks out the remaining towns from the half-cone line. The half-cone line is located at a distance of 5 m from the “city”. The goal of the game is to knock out a certain number of pieces from the “city”. You can play in teams of 3-4 players. The team that knocks out the most pieces wins. Sledding. From the age of three, children carry sleds, transport dolls, toys, snow, and, with the help of a teacher, ride down a low slide. When sliding down the slide, children place their feet on the runners, hold the cord with both hands, pulling it in front of them, while leaning back slightly. Older preschoolers slide down the slide not only one at a time, but also in twos. They sit on the sled close behind each other and place their feet on the runners. The person sitting in front holds on to the cord, pulling it, and the person sitting behind holds on to his comrade with his hands. When descending again, they change places. The descent from the hills can be complicated by performing various tasks aimed at developing dexterity: driving through a “gate” made of ski poles, at the end of the descent, turning to a designated place, throwing a snowball at a tree. Downhill skating alternates with skating on level ground. Sliding along icy paths. From the age of five, children master sliding on an inclined and horizontal track after a run (the length of the track is 6–8 m). They run energetically through the snow, push off at the beginning of the path, and then slide along the ice. The teacher explains and shows the children that the duration of the slide depends on the running speed and the energy of repulsion. At the moment of sliding, preschoolers learn to perform various tasks: slide with their hands on their belts, perform rhythmic squats, and knock down pieces of ice with their feet. Sliding develops the child's balance function and the ability to navigate in space. Skiing. On a sports ground or in a forest park, both younger and older children master the basic techniques of skiing, overcome ascents and descents, learn to make turns and brake. At the beginning of learning to ski, the child masters the stepping step: he learns to ski by alternately lifting the toes of the skis, pressing the back end of the ski to the snow. Taking a step makes it possible to feel the weight of the skis on your feet, get used to them, and develop a “sense of snow.” Gradually, children learn to ski with a sliding step - alternately pushing off with the left and right foot. The stepping and sliding steps are performed without ski poles. Untimely use of ski poles makes movement difficult and can lead to injuries. In older preschool age, the alternating two-step stroke is mastered. It consists of two sliding steps and a push for each of them with an opposite foot and hand with a stick. In parallel with sliding, children perform ski turns on the spot and in motion. Turns in place can be done around the heels and around the toes of the skis. A turn around the heels of the skis is performed as follows: the child lifts the toe of one ski above the snow, moves it to the side approximately 25–30 cm and places it on the snow, then lifts the toe of the second ski and places it next to the first. When turning around the toes of the skis, it is not the heels, but the toes of the skis that are pressed against the snow, while the heels of the skis, on the contrary, are raised and moved to the side. In older preschool age, children master turning by stepping in motion: first transferring the weight of the body to the leg opposite to the side of the turn. Then they lift the second leg and, sharply pushing off with the supporting leg, put the ski in a new position, transferring the weight of the body onto it and placing the second leg. In a forest park or on a sports ground, where adults have built a slide out of snow, children learn how to climb a hill and descend from her. Steep hills are climbed with an extra step in a side turn towards the slope. This method of lifting is called a “ladder” (in accordance with Figure 6). When climbing a hill in a straight direction, the herringbone method is used. It is made with the ski tips wide apart to the sides. During the step, the heels of the skis are transferred one over the other, and the skis are placed on the snow with their inner ribs (in accordance with Figure 7).

Figure 6 – “ladder” lifting method

Figure 7 – Herringbone lifting method

To climb the hill obliquely, use the “half-herringbone” climbing method. It is performed with a stepping step: one ski, located on the slope above, is placed straight, and the other (lower) is placed with the toe turned across the slope, at an angle to the upper ski. Both skis, especially the bottom one, rest on the edge. At the same time, children master the descent from the hill. This is the most emotional part of the lesson. The descent is performed in the main, low and high stances. When descending in the main stance, the child places his skis approximately the width of his feet, slightly bends his legs (half-squats) and tilts his torso forward without straining it. The arms are freely bent at the elbows and lowered down. It is necessary to explain to children that descending with legs wide apart makes it difficult to control skis and disrupts balance. A low stance is used on a long slope to increase the speed of descent. The child squats, leaning forward slightly, placing his legs on the entire foot. A high stance is used to slow down the speed of movement. The skier almost completely straightens, leaving his legs slightly bent at the knees. On low slopes, children are shown the simplest methods of braking - “plough” and “half-plough”. To perform “plough” braking, the heels of the skis are moved apart, the toes are brought together, and the skis are placed on the inner ribs (in accordance with Figure 8). To perform half-plough braking, the heel of one ski is moved to the side, and the other ski slides in the same direction. Gradually, the child places the retracted ski on its edge and rests it on the snow. As a rule, the ski located lower on the slope is retracted.

Figure 8 – “Plow” braking method

A lesson on teaching children to ski is held on the territory of the kindergarten during their first walk. Permissible air temperature is 10–12 °C. A small subgroup of children (10–12 people) participates in the lesson. Trips outside the kindergarten (to a forest park) are carried out only with older preschoolers. Physical education on skis is educational in nature and consists of three parts: introductory, main and final. The purpose of the introductory part is to “warm up” the body. Children do some exercises or go for a run without skis. In the main part, they master the elements of skiing technique. This also includes performing descents and ascents on slopes. The final part of the lesson reduces the physical activity received by the child in the main part. Its content can be calm walking without skis or tidying up a tracksuit and skis. When walking on skis, younger children master dynamic balance, learn to perform stepping and sliding steps, and turns in place. It is still difficult for children of this age to walk on one ski track, so they perform all exercises while walking parallel to each other on their playground. Children of middle preschool age learn to ski with a sliding step, make turns in place by stepping right and left around the heels of skis, and climb slide “ladder”, go down the slide in a low stance. The lesson can be carried out on a training track. Older children, simultaneously with a sliding step, learn how to perform an alternating two-step move, turn on skis in motion, climb the slopes with a “ladder”, “herringbone” and “half-herringbone”, descend from a hill in various stances, and braking skills “ plow" and "half-plow". The main emphasis is on teaching children to ski with poles. At this age, children can walk along the ski track at an average speed of 600–700 m, and at a calm pace - up to 2 km. Ice skating. Modern children can be taught skating from the age of three, but in a kindergarten, in order to avoid injury, this work is recommended to be done at an older preschool age. At this age, children know how to maintain balance, hold their torso correctly, and coordinate the movements of their arms and legs. The body of an older preschooler is fully prepared to master both simple and complex motor skills. Children are introduced to the rules of behavior at the skating rink, taught to put on boots with skates and lace them correctly. Then they are taught to skate. First, children do this exercise on the floor, then on dense snow (packed snow area). Free walking or rolling on dense snow allows children to feel the slippery surface and feel their capabilities. Gradually, on a snow-packed platform, they master running and gliding, learn to push off with one skate and slide on the other (the number of steps is not regulated). Then they move on to skating in a straight line with alternate pushing off with the right and left foot and alternate gliding on one skate. During this period, it is important to teach children methods of self-insurance at the moment of a fall (sit down, tilt your torso slightly forward, lower your arms down, skates slightly apart). Children continue to learn skating techniques at the skating rink. Skating in a straight line is the basis of all training content. Children learn to run in a straight line (short and long steps), switch from one motor action to another (running and sliding; running, sliding and braking). Special exercises are included sequentially in the lesson: 1. Skating in a straight line in different ways: using a push with one leg; with two legs followed by a transition to sliding.2. Turns - three types: a running turn along a straight line in any part of it; transition from running to sliding on closed skates and turning at a designated place; transition from running to sliding and entering a limited space - an arc.3. Skating in a circle: pushing off with one skate, slide on the outer edge of the other skate.4. Braking: “plough” and “semi-plough”.5. Free skating and games. The structure of lessons for teaching children to skate has its own specifics. It is freer, the flexible relationship of its parts and the variability of the main part are preserved (not only special exercises are introduced into the main part to help children master skating techniques, but also free skating). In order for children to feel confident on the ice, they are taught to skate in a circle, one after another, behind the leader, changing direction. This helps to navigate the ice rink and teaches you not to interfere with each other. We must ensure that every child learns to skate, masters all available types of movements, which, according to the physical education program, are performed on a slippery surface. Riding a bicycle. At an early age, children are taught to ride a tricycle, and from the age of five - to ride a two-wheeler. A special place is allocated for this in the kindergarten area. It is advisable that this be an asphalt-covered area. Children are taught to place their feet with the middle of their feet on the pedals, press them alternately with one foot or the other, drive in a straight line and make turns. An adult helps the child make a turn in the right direction. In middle preschool age, children master the skills of riding a two-wheeled bicycle. Initially, they are introduced to the rules for using and caring for a bicycle: they are taught to inspect the bicycle, wipe dirty areas with a cloth, and with the help of an adult, raise and lower the saddle, adjusting it according to their height. Then children learn the basic rules of cycling: - ride only on the indicated route; - do not go beyond the boundaries of the site; - when riding on a path, stick to the right side; - when riding in a circle, move in a clockwise direction. During the lesson, children are taught to sit on bicycle (according to Figure 9): stand to the side of the bicycle; take the steering wheel with your hands; put one of the pedals up; move your leg over the saddle and lower it onto this pedal; lift your other leg off the ground, sit on the saddle and start moving forward. Having sat on a bicycle, the child tries to ride forward in a straight line; at the same time, the teacher holds the bicycle by the saddle. Having learned to drive in a straight line, children learn to turn, drive in circles and behind each other, and master braking.

Figure 9 – Way to get on a bike

In older preschool age, the skills of independent cycling are consolidated and improved. Children ride at different speeds, between objects, on different soil, make turns left and right, control a bicycle with one hand. Swimming. Swimming training is included in the physical education program from the junior group. Classes are held in indoor small pools with small groups of children (9-10 people). The water temperature in the pool is maintained within 27-29 °C, air temperature - 24-29 °C. Water depth – no more than 80 cm.

Organization of sports games with children of senior preschool age

Bibliographic description:

Ablitarova, A. R. Organization of sports games with children of senior preschool age / A. R. Ablitarova, F. A. Seytibramova. — Text: direct // Innovative pedagogical technologies: materials of the IV International. scientific conf. (Kazan, May 2016). - Kazan: Buk, 2016. - pp. 175-177. — URL: https://moluch.ru/conf/ped/archive/190/10026/ (access date: 02/05/2022).

In the article, the author reveals the features of the influence of sports games on the development of physical qualities of children of senior preschool age.

It is in preschool age that the foundations of health and physical development are laid, motor skills are formed, and the foundation for the development of physical qualities is created. Sports games and exercises help improve the functioning of the basic physiological systems of the body, improve physical development, physical fitness of children, and cultivate positive moral and volitional qualities.

Sports games, as a type of activity, are characterized by such features as changing conditions of certain actions; Therefore, most of these games are associated with the manifestation of motor abilities: speed-strength, coordination, endurance, strength, flexibility. In sports games, the “sense of muscle effort”, “sense of space”, “sense of time” is improved, and the functions of various analyzers are improved.

When teaching sports games in kindergarten, it is necessary to develop children’s interest in physical education, as well as the need for independent activities.

Formulation of the problem . The idea of humanizing preschool education is central to the process of its renewal. Scientists and practitioners are increasingly inclined to the conclusion that the system of physical education for preschool children should have a holistic, humanistic impact on the individual, ensuring the realization of every child’s right to constant and the most complete physical development. Organizing sports games requires taking into account the age characteristics of children, their physical development and physical fitness, taking into account the tasks of physical education of preschool children. Thus, the topic of the article “Organization of sports games with children of senior preschool age” is relevant for the methods of physical education of preschool children.

Purpose of the article : to reveal the features of the influence of sports games of varying degrees of mobility on the development of older preschool children.

Sports games for children are outdoor games for children with elements of sports, such as basketball, table tennis, football, hockey, skating and skiing.

Sports games require a good level of development of basic movements and physical qualities.

Basic movements are vital movements for a person, which he uses in his diverse activities: walking, running, jumping, throwing, climbing.

Physical qualities are innate morphofunctional qualities, thanks to which physical (materially expressed) human activity is possible, which receives its full manifestation in purposeful motor activity. The main physical qualities include: muscle strength, speed, endurance, flexibility and agility.

To successfully engage in sports games, children of older preschool age should improve the basic types of movements and physical qualities that are primarily necessary for this sports game.

The age of 5–7 years is often called the “period of first extension,” when a child can grow by 7–10 cm in a year. Each age stage is characterized by different rates of growth of individual parts of the body. During the sixth year, the length of the limbs, the width of the pelvis and shoulders rapidly increase in children of both sexes. However, there are individual differences in these indicators, as well as differences between boys and girls. An increase in physiometric indicators against the background of an insufficiently expressed correlation with anthropometric characteristics indicates that at this period of life they largely depend on learning, as well as on the individual motor experience of the child.

The development of movements in children of senior preschool age is closely connected with the entire educational process of kindergarten, which determines the overall development of the child, his mental qualities, behavior, and direction of interests. Physical education of older children requires special attention. The age characteristics of children in this group are favorable for achieving good physical development and improving health. Older preschoolers have the opportunity to master new complex forms of movements, as well as improve some elements of their technique. Children achieve relatively high results in performing movements, are able to perform them at different rates and amplitudes, showing significant speed-strength capabilities and endurance. To optimally solve the problems of physical education of preschool children, the use of sports exercises and outdoor games during walks is currently of particular importance. Sports games, as a type of activity, are characterized by such features as changing conditions of certain actions; Therefore, most of these games are associated with the manifestation of motor abilities: speed-strength, coordination, endurance, strength, flexibility. In sports games, the “sense of muscle effort”, “sense of space”, “sense of time” is improved, and the functions of various analyzers are improved.

When teaching sports games in kindergarten, it is necessary to develop children’s interest in physical education, as well as the need for independent activities. The introduction of elements of competition helps to increase children's interest in the game and its results. The introduction of elements of competition develops children's attention, endurance, and self-control.

Drawing a conclusion, it can be argued that the development of movements in children of senior preschool age is closely connected with the entire educational process of the kindergarten, which determines the overall development of the child, his mental qualities, behavior, and direction of interests. Physical education of older children requires special attention. The age characteristics of children in this group are favorable for achieving good physical development and improving health. Older preschoolers have the opportunity to master new complex forms of movements, as well as improve some elements of their technique. Children achieve relatively high results in performing movements, are able to perform them at different rates and amplitudes, showing significant speed-strength capabilities and endurance.

Children of senior preschool age master various movements and practice them consciously. They acquire a wide range of special knowledge, the ability to analyze their actions, highlight their essential links, change and rebuild them depending on the result obtained, assessment and situation. All this contributes to the activation of children’s motor activity in the learning process, the manifestation of volitional efforts, initiative, and the development of children’s interest in physical education classes. Mastery of all types of sports games and exercises is important for the versatile physical fitness of children. However, when teaching a child this or that sports exercise, one should take into account the age characteristics of the student and strictly dose the load. Only systematic joint care of the teacher and parents for the child’s motor development can bring the desired results: systematic repetition of the same exercises and logical continuity of classes are the main prerequisites for success.

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Key terms
(automatically generated)
: game, senior preschool age, child, kindergarten, physical education of children, age characteristics of children, preschool age, quality, physical education, physical development.

Sports exercises for preschool children, their meaning, types and characteristics

Sports exercises include skiing, skating, sledding, cycling, scootering, sports scooter, merry-go-round and swimming. Sports exercises help strengthen the main muscle groups, develop the skeletal, cardiovascular, respiratory, and nervous systems. They develop psychophysical qualities (dexterity, speed, endurance, etc.), and also form coordination of movements, rhythm, spatial orientation, and balance functions.

During outdoor activities, at different air temperatures in appropriate clothing, the child’s body’s defenses and metabolic processes in it increase.

In addition, sports activities contribute to children’s knowledge of natural phenomena; they acquire concepts about the properties of snow, water, ice, sliding, braking; bicycle device, etc. The child’s vocabulary significantly expands, moral qualities develop: comradely mutual assistance, discipline, coordination of actions in a team, courage, endurance, determination and other personality traits. By caring for physical education equipment, the child acquires labor skills and learns to be thrifty and accurate.

Ice skating is one of the most important forms of sports exercise. It has a cyclical nature, i.e. repeated repetition of the same movements in the same sequence and a large amplitude of these movements.

Ice skating is one of the natural physical exercises, similar in coordination to the movements of walking and running. Therefore, you can easily master these exercises, and they are accessible to children with different physical fitness. Ice skating, a great exercise for children and adults, is also one of our favorite outdoor activities. Systematic skating lessons have a positive effect on the child’s body and are of great importance for health, mental, moral, aesthetic and labor education.

While skating, you can move quickly in the fresh air. This improves health, hardens the body, develops speed, strength, agility and endurance. The child gains vigor and lightness when moving quickly, and it is pleasant for him to breathe cold, fresh air. Cold, clean air from the environment has a beneficial effect on the child’s body and strengthens it. Hardening is the most important health measure that prevents diseases. In children, significant reflex stimulation of growth and development occurs, metabolism increases, and the body's resistance to various negative environmental influences increases, be it changes in weather or atmospheric pressure. This promotes rapid adaptation to changes in the external environment without any disruption to the functional activity of the body.

T. I. Osokina emphasizes that systematic hardening is important from an early age as an effective remedy against hypothermia. A child's body is more easily susceptible to hypothermia than an adult's, because 80-90% of all heat loss in children occurs through the skin. During skating, thermoregulatory processes improve. Children enjoy skating and become strong, agile and courageous. Children develop coordination of movements of arms and legs, strengthen the muscles of the back and abdomen, and develop posture.

Ice skating helps strengthen the muscular and ligamentous apparatus of the lower extremities. According to L.N. Pustynnikova, in children the arch of the foot is strengthened due to the constant alternation of tension and relaxation of the leg muscles when changing between single-support and double-support sliding. She notes that while skating, the stability of the vestibular apparatus increases, which ensures the maintenance of balance and allows children to “easily and freely maneuver on the ice and perform various figures.” As a result, the respiratory organs and respiratory muscles develop, since breathing is consistent with movements. Increased functioning of the respiratory apparatus ensures good functioning of the child’s body.

Skating is useful for developing fine coordination and rhythmic movements. It promotes the development of various psychophysical qualities: speed, endurance, strength and agility. Ice skating leads to the establishment of a more perfect interaction between various parts of the central nervous system and increases the performance of the child’s body. While skating, spatial orientation develops. Children learn to navigate and manage their actions more correctly and economically on a large area of the skating rink among a group of skaters. They learn to evaluate the distance of one object from others and from themselves, and receive initial information about the speed of movement. This helps children quickly respond to changing conditions while skating and broadens their horizons.

L.N. Pustynnikova believes that the skills acquired in skating lessons are used by children in independent activities and games. Children get used to discipline and neatness. They must comply with certain requirements: quickly get ready for class, help other children lace up their shoes and enter the skating rink in an orderly manner, and after class, clean their skates and carefully put them in a bag.

From the teacher they receive initial information about skating techniques: for example, how to take a starting position, how to change the direction of movement, increase speed and evaluate the movement of their comrades. While skating on ice, children develop valuable personal character traits. They independently make various decisions, show resourcefulness, courage, and initiative.

They develop team behavior skills (for example, children at the skating rink often have to help each other when lacing their boots when a novice speed skater gets on the ice). X. Zamaletdinova emphasizes that for moral support and the development of strong-willed qualities, it is better if parents also engage in skating. Children like it and they try to imitate adults.

This sport forces you to think about your behavior and promotes the development of hard work and camaraderie, for example, if it snows, children can clean the skating rink together or, in clear weather, sweep and straighten the shafts. Children get a great impression from the surrounding nature and the variety of movements themselves. This causes a powerful stream of irritations entering the central nervous system from all sensory organs. Children develop the ability to appreciate the beauty in nature.

In preschool institutions, learning to skate is recommended from the age of 5–6 years. T.I. Osokina argues that it is impossible to teach a child to skate before this period, because he must perform difficult motor coordination on skates with a small support area, and the osseous-ligamentous apparatus of the lower extremities is not yet strong enough. Ice skating requires maintaining balance while moving on ice, which creates additional stress on the central nervous system.

R. Soloveichik wrote that it is necessary to teach every child to skate from the age of five, and it is important to help him seriously believe in his strength, in the ability to move freely on skates. A. V. Keneman and D. V. Khukhlaeva believe that from the age of three, children can learn to slide on ice on skates and perform simple elements of figure skating, but in a kindergarten, qualified guidance is required to prevent the occurrence of injuries. Since at this age children have weak ankle joints and children cannot yet put on their shoes and lace them on their own, it is recommended that skating lessons begin at the age of 5-6 years. L.N. Pustynnikova believes that senior preschool age is favorable for starting skating lessons. She explains this with the following facts. The body of a 5-year-old child is fully prepared to master basic skills. At this age, children are able to control individual actions of an integral motor act, for example, maintain balance, hold the body correctly, follow the direction of the push, coordinate the movements of the arms and legs. Their motor memory improves and speech develops.

L.N. Pustynnikova developed a sequence for learning to skate. First, the child should be familiarized with the rules of behavior at the skating rink, caring for skates, and clothing; teach how to put on shoes and lace them. Then (long before learning to skate), the teacher teaches the child physical exercises that strengthen the muscles of the legs and feet; developing psychophysical qualities - speed, agility, etc. The child is given exercises indoors without skates and on skates; in the snow, on icy paths. These exercises are very effective in helping your child master the technique of moving on ice.

The child is taught the correct starting position (“skater’s landing”); running and sliding on two legs; alternate pushing off, sliding on the right and left legs; making turns right and left; braking and stopping.

When teaching skating, the teacher uses various methods: demonstration, explanations, aids; the child holds the hands of an adult, sleigh chairs, special chairs.

The teacher makes sure that the children do not get overtired, so they strictly regulate the time of the lesson. As the child grows, it increases from 8 to 25-30 minutes. After 5-10 minutes of exercise, the child is given the opportunity to rest on a bench for 2-3 minutes. It is important that the teacher himself is ready to conduct lessons on learning to skate. The ability to skate is reinforced in outdoor games such as “Dashes”, “Who is faster”, “Who is further”, etc.

Sledging. A sled accompanies a child throughout his life. A child of the first year of life is pushed on a sled by adults, a 2-3 year old child himself carries the sled by a rope, pushing dolls. In the fourth year of life, children sled each other along the track. Gradually, the tasks become more complicated: children carry each other in a circle, “snake”, and perform various tasks. When teaching a child to sled, the teacher introduces him to the rules, teaches him how to sit on a sled and how to control them. In younger groups, the teacher helps the child slide down the slide. An older child slides down steeper and longer slides from different starting positions: sitting, kneeling, lying on his stomach, alone and together. When going down the slides, the child can perform various tasks: ring the bell, touch it, remove a hanging toy, etc. Sledding can be organized in a playful way. The teacher monitors the dosage of the load, the child’s compliance with the rules of skating, and the aesthetic design of the slides and skating paths. The duration of a child's slide increases gradually from 20 to 30 minutes.