Physical activity of children during the day

The tiger arches his back - deeply, deeply! (bend your back back)

The squirrels are sitting on a branch there, we will jump like squirrels! (jumping on two legs)

They closed the zoo, closed the doors, and the guys, like mice, sat quietly, quietly.

Breathing exercises

A study of the work experience of many preschool teachers shows that breathing exercises are among the most popular types of health-saving technologies in preschool educational institutions. It is a system of breathing exercises that are part of a complex of correctional work to strengthen the general health of the child.

Using breathing exercises helps:

improve the functioning of internal organs;

activate cerebral circulation, increase oxygen saturation of the body;

train the breathing apparatus;

prevent respiratory diseases;

increase the body's defense mechanisms;

restore peace of mind, calm down;

develop speech breathing.

During breathing exercises, the following rules must be observed. It is recommended to carry it out in a well-ventilated room and before eating. Such exercises should be daily and last 3-6 minutes. To perform breathing exercises, you do not need any special clothing, but you need to make sure that it does not restrict the child’s movements.

During the exercises, you need to pay special attention to the nature of your inhalations and exhalations. Children should be taught to inhale through the nose (inhalations should be short and light) and exhale through the mouth (exhalation should be long). Breathing exercises also include breath-holding exercises. It is important that children do not tense their body muscles or move their shoulders when performing exercises to develop speech breathing.

For example:

Exercise "Steam Locomotive".

Chug, chug locomotive,

He took me far

For the forests, for the seas,

Where miracles happen.

(children squat down and hum - take a deep breath and exhale “Too-too-too”)

Exercise "Lumberjack".

The woodcutter came to us

And he chopped our wood!

(Hands clasped above your head, inhale through your nose, as you exhale, sharply lower your arms, exhale through your mouth, say “Wow!”)

Finger gymnastics

Finger gymnastics is a type of health-saving technology that is used not only to develop fine motor skills of the hands (which is important for preparing a child for drawing, modeling and writing), but also to solve problems with speech development in children. In addition, such gymnastics promotes the development of:

tactile sensations;

coordination of movements of fingers and hands;

creative abilities of preschool children.

During classes or during the day, at regular moments, finger games or finger massage are included. In Eastern medicine, there is a belief that massaging the thumb increases brain activity, the index finger has a positive effect on the stomach, the middle finger on the intestines, the ring finger on the liver and kidneys, and the little finger on the heart.

Motor activity of preschool children as a psychological and pedagogical problem

The state of health of a child and his resistance to diseases are associated with the reserve capabilities of the body, the level of its protective forces, which determine resistance to adverse external influences.

S. N. Dyshal, M. N. Kuznetsova, I. D. Makhaneva point out that a growing body especially needs muscle activity, therefore, insufficient physical activity leads to the development of a number of diseases [16, p. 17].

The works of S. S. Bychkova, T. I. Bogina, I. I. Mastyukova, S. N. Popov, E. A. Sagaidachnaya indicate that dosed physical activity has a general tonic effect on the growing body, which leads to stimulation of vital activity important systems and improving physical fitness indicators [6, p.5].

As physical activity decreases, muscles experience increasing atrophy with structural and functional changes leading to progressive muscle weakness. For example, due to the weakening of the muscles of the ligamentous and bone apparatus of the torso, lower extremities, which cannot fully perform their function - maintaining the musculoskeletal system, postural disorders develop, deformation of the spine, chest, pelvis, etc., which entail a number of health problems, which leads to decreased performance.

Limitation of physical activity leads to changes in the functions of internal organs. At the same time, the SSS is very vulnerable. The functional state of the heart worsens, biological oxidation processes are disrupted, which impairs tissue respiration. With a small load, oxygen deficiency develops. This leads to early pathology of the circulatory system, the development of atherosclerotic plaques, and rapid wear and tear of the system.

With low physical activity, hormonal reserves decrease, which reduces the overall adaptive ability of the body. Premature formation of the “senile” mechanism for regulating the vital functions of organs and tissues occurs. People who lead a sedentary lifestyle experience intermittent breathing, shortness of breath, decreased performance, pain in the heart, dizziness, back pain, etc.

As a result of insufficient physical activity in the human body, the neuro-reflex connections established by nature and strengthened in the process of heavy physical labor are disrupted, which leads to a disorder in the regulation of the activity of the cardiovascular and other systems, metabolic disorders and the development of degenerative diseases (atherosclerosis, etc.).

The concept of “motor activity” (MA) includes the sum of movements performed by a person in the process of his life.

In childhood, physical activity can be divided into 3 components: activity in the process of physical education; physical activity carried out during training, socially useful and work activities; spontaneous physical activity in free time. These components are closely related to each other [9, p.22].

Motor activity is one of the main factors that determine the level of metabolic processes in the body and the state of its skeletal, muscular and cardiovascular systems. It is closely related to three aspects of health: physical, mental and social and plays different roles throughout a person’s life.

The body's need for physical activity is individual and depends on many physiological, socio-economic and cultural factors. The level of need for physical activity is largely determined by hereditary and genetic characteristics.

For the normal development and functioning of the body to maintain health, a certain level of physical activity is necessary. This range has a minimum, optimal and maximum levels of physical activity. The minimum level allows you to maintain the normal functional state of the body. With optimal, the highest level of functionality and vital activity of the body is achieved; maximum boundaries separate excessive loads, which can lead to overwork and a sharp decrease in performance.

Motor activity influences the formation of the child’s psychophysiological status. There is a direct relationship between the level of physical fitness and the mental development of the child, motor activity stimulates perceptual, mnemonic and intellectual processes, rhythmic movements train the pyramidal and extrapyramidal systems. Children who have a large amount of physical activity during the day are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, economical functioning of the cardiovascular and respiratory systems, increased immune resistance, and a low incidence of colds.

In groups of primary preschool age, the tasks of developing basic movement skills, correct posture, and simple skills of working with a ball are solved. The main focus in working with children of senior preschool age is the development of psychophysical qualities (strength, endurance, speed, agility, flexibility), the formation of the most important motor skills and abilities, in accordance with the biological rhythms of the year.

Physical education and recreational work in preschool educational institutions is implemented in the following forms:

— physical education class;

- morning exercises;

— Physical education minutes

- exercises after a nap;

- organized physical activity of children during walks;

— correctional classes [20, p.39].

Physical education is the main form of physical education aimed at familiarizing children with basic, general developmental movements and games. A physical education lesson, depending on the objectives, is carried out frontally, in subgroups, individually by the head of physical education and (or) the teacher.

Morning exercises are a set of general developmental exercises aimed at increasing the functional activity of the body's life-supporting systems. Exercises normalize the general and emotional tone of the body, improve the functions of the external respiration and circulatory systems, and activate metabolism. Morning exercises are carried out daily before breakfast (outdoors in summer, indoors in winter).

Physical education is a set of special exercises and game tasks for individual muscle groups. Physical education is carried out in sedentary classes with the aim of releasing muscle and mental tension, creating positive emotions, and increasing the activity of children.

A physical education break is a break between classes, during which games, game tasks, and sets of exercises are held. A physical break is necessary to relieve emotional stress and fatigue in children, formed in the process of training with mental stress, and to increase the motor activity of children.

Exercises after daytime sleep promote a gradual transition of the body from sleep to wakefulness, increase emotional and muscle tone, promote effective hardening, and go well with water procedures.

Organized motor activity of children during a walk (morning and evening) is aimed at improving motor actions and developing personal qualities in play activities. For outdoor and sports games, play material and manuals are used in accordance with the approved standard list of physical education and sports equipment and equipment for preschool educational institutions. Sports games are played according to simplified rules.

A correctional lesson is a set of medical, physical, and psychological measures that are aimed at restoring the individual health of children. A correctional lesson is conducted by the head of physical education with subgroups of children in the presence of common medical indications and contraindications or individually.

Independent motor activity in a preschool educational institution can be individual and group, and includes games and exercises that children choose in accordance with their own desires, interests and abilities. In order to stimulate independent motor activity of children, a variety of physical education equipment is used in preschool education institutions.

It is fundamentally important that the classes gradually increase in complexity and labor intensity. Also, exercises are gradually included in the classes, which must be performed using various objects and technical means with the help of adults. Children especially love such exercises. It is most advisable to conduct physical exercises outdoors using sports equipment - a horizontal bar, ladder, logs, etc.

Forms of physical education classes in preschool educational institutions

Lesson form	Number and duration of classes (in minutes) depending on the age of the children
	3–4 years	5–6 (7) years
Physical education and health work	Physical education lesson	2–5 times a week
		15–20 min	25–35 min
	Morning exercises	Daily
		5–7 min	8–12 min
	Physical education minute	Daily 1–3 minutes depending on the type and content of classes
	Physical education break	Daily 10–12 minutes depending on the type and content of classes
	Exercise after nap	Daily 7–15 min
	Organized physical activity of children during a walk	2 times a day
		20–25 min		25–30 min
	Corrective lesson	Conducted at least 2 times a week (individually and in subgroups) for 20–30 minutes in the afternoon
Independent motor activity of children	Free physical activity	Every day in the morning, before classes and between classes, during walks and in the afternoon at the request of the children

The motor mode is assessed based on a set of indicators:

1. The time of children’s motor activity, reflecting the content and quality at various regime moments, determined using the individual timing method.

2. The volume of motor activity using the pedometer method to quantify motor activity.

3. Intensity of motor activity using the pulsometry method (counting heart rate in beats/min) when performing various types of muscle activity.

Satisfying the age-related needs of children for movement in the time allotted by the regime can only be achieved with a very clear organization of their activities and strict compliance with the requirements for the content of this activity in each regime segment. Therefore, it is necessary to ensure not only the implementation of the regime in terms of time, but also in terms of the volume of movements; number of daily stays in a preschool institution - according to a pedometer: 3 years - 9000-9500 movements, 4 years - 10000-10500, 5 years - 11000-12000, 6 years - 13000-13500, 7 years - 14000-15000 [16, p.19].

To achieve this level of motor activity, more than 70% of it must be realized using organized forms of motor activity of children (physical education classes, morning exercises, outdoor games, physical education, sports exercises, walks, physical exercises in combination with hardening activities, music classes, labor activity and etc.).

Physical education classes are the main form of organized, systematic teaching of physical exercises to children. At the same time, interrelated tasks are solved - health, education and training. Physical education classes consist of 3 parts: introductory, main and final. The objectives of the introductory part: to increase the emotional mood of children, to intensify their attention, and to gradually prepare the body for the upcoming increased physical activity.

Objectives of the main part: teaching basic motor skills and consolidating them, developing physical qualities, training various muscle groups, training and improving the physiological functions of the body. The main part begins with general developmental exercises. The exercises are performed from various starting positions - standing, sitting, lying down. Exercises are used to strengthen and develop various muscle groups - the shoulder girdle and arms, trunk muscles (back and abdomen), mobility of the spine, legs, running, exercises for the formation of correct posture, development and formation of the arch of the foot, exercises for deep breathing, restructuring, etc. etc. Then follow exercises in basic movements - learning new movements or improving and consolidating known ones. As a rule, in one lesson there is a combination of training and consolidation of 2-3 movements. The main part ends with an outdoor game, which also includes one or more basic movements (running, jumping, climbing, etc.).

The objectives of the final part: to ensure a gradual transition from increased muscle activity to calm, to reduce motor agitation, while maintaining the cheerful mood of the children. In this part, various types of walking are carried out, walking with movements that train breathing, etc., low-mobility games with motor tasks.

Using timing, the total duration of the lesson and its individual parts is determined. The total duration of a physical education lesson depending on age: 3-4 years - 15-20 minutes, 4-5 years - 20-25 minutes, 5-6 years - 25-30 minutes, 6-7 years - 30-35 minutes. Each part takes accordingly: introductory - 2-6 minutes, main - 15-25 minutes, final - 2-4 minutes. In the main part of a physical education lesson, 3–7 minutes are allocated for general developmental exercises, 8–12 minutes for basic types of movements, and 4–5 minutes for outdoor play [20, p.40].

Assessment of children's motor activity in class is carried out by calculating general and motor density.

When determining the total density, the time spent on performing movements, showing and explaining the teacher, rearranging and arranging, cleaning sports equipment (useful time) is taken into account, minus the time spent on children being idle due to the fault of the teacher, unjustified expectations, and restoration of violations of discipline.

Total density is the ratio of useful time to the total duration of the entire lesson, expressed as a percentage:

Total density = useful time x 100 / lesson duration

The overall class density should be at least 80–90%.

Motor density is characterized by the ratio of the time directly spent by the child on performing movements to the entire time of the lesson, expressed as a percentage. With sufficient physical activity, it should be at least 70–85% [16, p.20].

Motor density = time spent moving x 100 / total exercise time.

The intensity of muscle load depends on the selection of physical exercises, their complexity and combination, and frequency of repetitions. When selecting and using physical exercises to normalize physical activity, you should focus on changes in heart rate when performing them. To determine the intensity of muscle load, the correctness of the structure of the lesson and the distribution of physical activity, the heart rate is measured in 10-second segments before the lesson, after the introductory part, general developmental exercises, the main movements of the outdoor game, the final part and during the recovery period for 3-5 minutes. Based on changes in heart rate, a physiological exercise curve is constructed - a graphical representation of heart rate.

The maximum heart rate is usually achieved during outdoor play, which is explained by both an increase in load and greater emotional arousal of children. Typically, in the introductory part of the lesson, the heart rate increases by 15-20%, in the main part - by 50-60% in relation to the initial value, and during outdoor play its increase reaches 70-90% (up to 100%).

In the final part, the heart rate decreases and exceeds the initial data by 5–10%; after exercise (after 2–3 minutes) it returns to the original level.

To ensure a training effect during physical education classes, the average level of heart rate for children 5–7 years old is 140–150 beats/min; 3–4 years – 130–140 beats/min. The average level of heart rate for the entire duration of the lesson is determined by summing the heart rate after: 1) the introductory part, 2) general developmental exercises, 3) basic types of movements, 4) outdoor games, 5) the final part and dividing by 5.

The energy expenditure of the body also depends on the intensity of the muscle load. The highest energy expenditures are observed during running (compared to rest, they increase by 3–4 times) and during active play (by 5 times). After 2–3 minutes of exercise, energy expenditure remains higher than the initial level by 20–15% [16, p. 21].

When assessing the motor mode, the determination of external signs of fatigue (redness of the face, sweating, breathing, general well-being) becomes important. If all children show pronounced signs of fatigue, the teacher should think about whether the proposed load corresponds to the level of physical fitness of the children in this group and reduce it accordingly and rearrange the lesson.

Conclusion

The importance and significance for the development of children in the process of motor activity has been proven by research by scientists and practitioners. We studied the features of motor activity of preschool children in routine moments.

Psychological and pedagogical literature on the problem of development of children's motor activity has been studied. It was revealed that the development of motor activity is associated with the age of the child and the formation of physical qualities.

The ways to optimize the motor activity of preschool children are characterized.

The conditions for organizing the motor activity of preschool children in regime moments are considered and characterized. These preschool conditions require specially organized motor activity and independent activity of children in a group, on a walk, or in a gym. Various forms and types of motor activity contribute to the full development of children and prepare them for school. In addition, the role of the teacher and his professionalism are important for the quality organization of children’s motor activity in the first and second half of the day.

Literature:

1. Antonov, Yu. E., Ivanova, E. Yu. Basic provisions of the “Healthy Preschooler” program [Text] / Yu. E. Antonov, E. Yu. Ivanova // Hoop. - 1996. - No. 1. - P.5–6.

2. Vavilova, E. N. Develop agility, strength, and endurance in preschoolers. [Text] / E. N. Vavilova. - M.: Education, 1981.

3. Glazyrina, L. D. Physical education for preschoolers. [Text] / L. D. Glazyrina. - M.: Vlados, 1999.

4. Golitsyna, N. S. Organization and content of the work of a senior preschool teacher [Text] / N. S. Golitsyna. - M.: Scriptorium 2003, 2008. - P. 12.

5. Gromova, S. Subject-based physical education classes with elements of corrective gymnastics [Text] / S. Gromova // Preschool education. - 1996.- No. 6, 8, 10.

6. Doronova, T. N. The right to health care [Text] / T. N. Doronova // Preschool education. - 2001. - No. 9. - P.5–8.

Center for physical activity in kindergarten according to the Federal State Educational Standard

Organization of a physical activity center in kindergarten groups.

Independent motor activity of children is an excellent means of physical and emotional development of the individual.
Let us dwell in more detail on the characteristics of the conditions for the development of movements of preschoolers in different age groups. Junior preschool age A child of two or three years old is actively exploring the world, using for this a still small reserve of movements: crawling, climbing, climbing, throwing, rolling, etc. His movements are not yet coordinated, steps when walking and running are mincing and noisy, there is no coordination in the work of his arms and legs, and with sudden movements he often falls. But how many positive emotions does the little researcher receive from satisfying the need for movement given to him by nature? The first task of the teacher is to choose the right physical education and gaming equipment. It is necessary to proceed from what basic types of movements should be developed at this age: walking and running, balance and coordination, jumping on the spot (at two years) and jumping from a height (at three years); rolling, rolling and throwing the ball; crawling, crawling under arches, climbing into a box, onto a cube, climbing over a log, climbing a stepladder, etc. In this regard, for independent motor activity of children in a group room, it is advisable to have the following set of physical education equipment and small equipment: - smooth board (length 1.5 m, width 20 cm); — gymnastic bench (length 2 m, height 15 cm, width 20 cm); - ribbed board (length 1.5 m, width 20 cm); — two arcs for climbing and rolling balls (height 50 cm, width 50 cm); - two cubes (edge 25-30 cm); — drawers for climbing in (height 20.15 and 10 cm, width and length 50, 47 and 44 cm, respectively); — stepladder (height 1.5 m); - balls (diameter 6-8 cm, 10-15 cm, 20-25 cm) - five of each size; - one or two inflatable balls (diameter 40 cm); — rolling toys (two sets of different types); - log (length 1.5 m, diameter 20 cm); — recreational and preventive path (fine gravel, footprints, fabric of different textures, massage mats, etc.); — large toys on wheels (at least four); — cord (length 10 m, diameter 10-12 mm); - rattles, rings, plumes, ribbons, flags - according to the number of children; - four gymnastic sticks (length 75-80 cm); - gymnastic pole (length 1.8-2 m). Multifunctional modular sports and play equipment - a transformer - is optimal for the development of a child’s motor sphere. The “Cubes” manual is interesting and useful for the comprehensive development of movements. The equipment must be bright, attractive, meet hygienic requirements and safety rules. The teacher is obliged to check the stability and reliability of the equipment. This is especially true for swings, slides, and ladders, which are used only with an adult’s safety net. The second task is to correctly place physical education and gaming equipment. Often, educators, in an effort to zone the playroom, place equipment in a specific safe place (in a drawer, box, on a rack, etc.). We believe that this is not entirely advisable for the following reasons. Firstly, children's behavior is involuntary and situational. Comprehending the basics of movements, they study the properties of various objects and toys that fall into the area of their attention. For example, a child will be interested in a musical hammer until he notices a rotating inflatable ball mounted on the ceiling. Having accidentally stumbled upon a box with rings, the child will try to fit into it, and when he finds the details of the pyramid here, he will try to assemble the structure. Secondly, children aged two or three always imitate their peers. Therefore, when he sees how enthusiastically another child plays with a ball or fervently runs around the group room with a rolling toy, he will definitely want to follow his example. Physical education equipment for a child is the basis for learning how to use it. Place equipment and small inventory around the perimeter of the room in safe areas, modeling the trajectory and nature of the children’s movements. Try to ensure that the child does not have difficulty finding the item he needs. The object itself should stimulate and at the same time suggest a way to perform actions with it or on it. Creating game situations (“a bear sitting on a gurney”, “a kitten stuck on the top rung of a stepladder”, “a car located under an arc-garage”, “a bunny sitting on a ribbed board”) will be a powerful incentive to repeatedly perform motor skills. actions with toys. Of course, there is no need to turn your playroom into an equipment storage area. However, it is important that the inventory fits logically into the interior of the room, and change its location once or twice a week, combining several items into a single obstacle course. Thus, in the first and second junior groups it is not advisable to create a special physical education corner. The entire room should be a single movement space in which each child can satisfy his need for movement, acting with a variety of physical education and play aids. Middle preschool age According to research, in the fifth year of life, preschoolers experience a significant increase in motor activity indicators. The child becomes more mobile and seems tireless. However, its capabilities are still small. He is poorly oriented in space and is not dexterous enough, so careful control over the intensity and content of his independent motor activity is necessary. Since physical education classes in the middle group are held in the gym, there is no need to keep all the equipment in the group room. We recommend setting up a special physical education corner for children to practice independently. The optimal place for such activities is an area away from windows, closets, and a corner of wildlife. Niches, shelves, hooks, drawers, carts and other options for placing equipment must meet hygienic and pedagogical requirements, and the equipment itself must meet the principle of expediency. For example, the Darts game should be placed at the child’s eye level, foot massagers should be placed in a niche on the floor, etc. The physical education corner should logically fit into the interior of the room, harmonizing with it in color and style. When selecting physical education equipment, it is also necessary to take into account the possibility of organizing the physical activity of children in a limited area individually and in small groups. It is advisable to place equipment that will help consolidate the motor skills acquired by children in classes. However, some of the equipment (ladders, arches, benches, etc.) are too cumbersome, and the use of other aids (gymnastic sticks, balls) is unsafe without the supervision of a teacher. It is advisable to place such equipment on the site and use it during a walk. Physical education and gaming equipment specially designed for a group room is universal - small-sized, lightweight, with a pronounced entertainment and developmental focus: - skittles (one or two sets); — game “Darts” (with Velcro balls); — rackets with balls with Velcro; — floor and hanging ring throwers; — game “Towns” (made of plastic); - foam and fabric balls; - two or three jump ropes, a cord; — plumes, ribbons, flags, plastic dumbbells (two or three sets); - two or three bags weighing 200 g; - two or three hoops; - tambourine, musical hammer; — health and preventive path (fine gravel, footprints, fabric and materials of different textures, massage mats, etc.). If in younger groups children learned the basics of movements and explored the possibilities of using each object, now they strive to perform movements in different ways, choosing the most rational one. In other words, children begin to master the correct technique of movements. Senior and preparatory preschool age A higher level of psychophysical development of a senior preschooler ensures corresponding changes in his motor activity: coordination of movements improves, motor actions become more economical, coordinated and rhythmic. Thanks to a fairly high level of orientation in space and volitional regulation, the child behaves confidently in a limited space, can slow down movement, change its direction, switch to another, which makes his activities in a group room safer. The accumulated motor experience allows children to spend their free time meaningfully, organize games with peers, and independently use a variety of equipment. In older preschool age, the child’s psychophysical qualities and motor abilities develop: speed (5 years), strength and flexibility (5-6 years), endurance (6 years), eye and coordination of movements (6.5 years). In addition, there is a difference in interests and preferences among children of different sexes. Preschoolers gravitate towards complexly coordinated motor actions and sports games, and training devices that allow them to perform a variety of movements, so the physical education corner in older groups has its own characteristics. Firstly, the corner becomes a “mirror”, which reflects the sports life of the group (competitions, family tourist gathering, etc.). For example, after a physical education festival or an Olympics, you can place a pennant, cup, and photographs of participants in a corner; after a tourist walk - children’s drawings reflecting their impressions, as well as crafts made from natural materials. Here you can also place thematic mini-collections of badges, stamps, postcards, talismans; Place board sports games (basketball, hockey, checkers, etc.) in a specially designated place (niche, folding table). Secondly, the contents of the physical education corner are replenished with sports equipment, with the help of which elements of sports games are taught. Thirdly, the simplest small-sized training devices are added to the corner. They can be replaced by homemade rubber expanders for strength exercises, elastic bands for jumping, balance beams for developing balance, etc. Fourthly, an option for equipping a corner can be a ready-made mini-stadium or a physical training complex. The apparatuses are arranged in the form of a “gymnastic tree” so that from one apparatus one can climb onto two adjacent ones. The following movements are basic for various combinations on apparatus: hanging (crossbar, rings and trapezes), jumping, rotation (waist looping), swinging (removable rocking bag, swing and vertical swing vines), rolling (indoor slide), balance ( inclined triangular ladder) and climbing (all of the above equipment). A trampoline is stretched under all the equipment or a mat is placed, which both insures and provides shock absorption during a dismount. In order for the mini-stadium to be popular, classes can be given a plot-like character. It is known that children are most attracted to performing entertaining exercises in accordance with the accepted role. They happily imitate the habits of a cat, squirrel, or monkey climbing from branch to branch. By joining in the plot proposed by the teacher or inspired by a fairy tale or cartoon, children gladly respond to the offer to climb to the top of a tree, stock up on nuts, get bananas from the top branch, etc. Shells can be decorated and diversified with homemade attributes. This will keep children interested in doing gymnastic exercises. Organizing independent classes at such a mini-stadium is possible subject to the following conditions: periodic testing of structures for strength and stability of fastenings; teaching children safe techniques for performing exercises, how to climb from apparatus to apparatus; strengthening the self-insurance technique; performing exercises in sports shoes or barefoot; provision of insurance by the teacher. Indicative list of equipment for a standard physical education corner: - game “Towns” (made of plastic); — rackets and ping-pong balls (two sets); - skittles (one or two sets); — a small basketball hoop and fabric balls; — game “Darts” (with Velcro balls); - ring throw; - one or two rubber expanders; — two “Health” disks; — mini treadmill; — track roller; - two or three jump ropes and elastic bands; - plumes, ribbons, braids; - tambourine; - two or three hoops; — board sports games; — simulators (foot, hand); — massagers (foot, hand). Older preschoolers prefer same-sex company and, accordingly, certain types of movements. Boys are more attracted to exercises aimed at developing strength, speed, agility, and accuracy; girls - to develop coordination, plasticity, flexibility, expressiveness of movements. Increasing the independent motor activity of children is considered as one of the effective means of preserving the child’s health, improving his physical fitness, enriching his motor experience, and increasing his creative and cognitive potential. References 1. Vavilova E.N. Develop agility, strength, and endurance in preschoolers. - M.: Education, 1981. 2. Glazyrina L.D. Physical education - for preschoolers. - M.: Vlados, 1999. 3. Gromova S. Subject-based physical education classes with elements of corrective gymnastics // Preschool education. - 1996.- No. 6, 8, 10. 4. Erofeeva T.I. Modern educational programs for preschool institutions. – M., 1999. 5. Lazarev M.L. Hello! Educational and methodological manual for teachers of preschool educational institutions. - M.: Mnemosyne, 2004. - 248 p. 6. Makhaneva M.D. Raising a healthy child. - M., 2000. 7. Fundamentals of safety for preschool children / Ed. V.A.Ananyeva. - M.: Academy, 2000. 8. Osokina T.I. Physical education in kindergarten. - M.: Education, 1986. 9. Runova M.A. Motor activity of a child in kindergarten: A manual for preschool teachers, teachers and students. - M.: Mozaika-Sintez, 2004. - 256 p. 10. Stasyuk A.M., Zhuravleva N.A. About the system of physical culture and health work // Preschool education. – 1997. – No. 9. — P.39-42. 11. Sukharev A.G. Health and physical education of children and adolescents. - M.: Medicine, 1991. - 272 p. 12. Fedorovskaya O.M. Physical education, health and preventive work in preschool educational institutions // Preschool education. – 2004. – No. 1. – P. 33-36. 13. Khukhlaeva D.V. Methods of physical education in preschool institutions. - M.: Education, 1984. 14. Khukhlaeva D.V. Theory and methods of physical development of preschool children. – M.: Education, 1976. 15. Shebeko V.N. Physical education of preschool children. – M.: Academy, 1996

We recommend watching:

Program for kindergarten in physical education of a preschool educational institution, Junior - middle group Work program for physical education in a preschool educational institution, taking into account the Federal State Educational Standard. Senior - preparatory group Organization of physical activity of children during a walk in a preschool educational institution Independent motor activity in kindergarten

In the morning and evening before routine activities, during a walk

MOTOR MODE MODEL

preparatory group

Motor mode	Algorithm	Duration	Note
Morning exercises	daily	10-12 min	Number of outdoor switchgear: 8-10 (repeats 5-6 times) The complex is compiled for 2 weeks. Forms of conducting classes: traditional, game, plot-game
Musical activity	2 times per week
Physical education lesson	3 times a week	30 min intro.h – 3-5 min. Main part – 21-26 m. Conclusion h. – 3-4 min.	Number of outdoor switchgear: 4-5 (repetitions 4-5 times), Number of O.D.: 2-3 (one new), Forms of conducting classes: traditional, game, based on a single game plot
Physical education minute	Of necessity	1-3 min	Complexes are selected taking into account the nature of previous classes.
Outdoor games during walks, during special moments	daily	10 -15 min	2-3 games of different mobility
1 time per week	According to the program and time of year
1 time per week	15 minutes	According to the plan of educational work
Development of movements while walking and during routine moments	daily	10-15 min	based on the results of physical education classes, by health group
Physical education	1 time per week	40 min.	2nd week of the month
Health Week	2 times per year: February	2nd week of the month
Health Day	daily	15 minutes	1st week of the month
Active motor rise	daily	15 minutes	After sleep
Breathing exercises	daily	1-2 exercise	It is used during morning and invigorating exercises after sleep, physical education classes, and in individual work with children.
Ind. slave. with children on movement development	daily	5-10 min

MAGAZINE Preschooler.RF

Modern children, for the most part, experience a “motor deficit,” that is, the number of movements they make during the day is below the age norm. This happens mainly due to significant mental stress, both in kindergarten and at home. In preschool educational institutions, educational activities most often predominate, and at home the preschooler spends most of his time in a static position (at the table, at the computer, TV, etc.). This increases the static load on certain muscle groups and causes fatigue. The strength and performance of skeletal muscles decreases, which entails poor posture, curvature of the spine, flat feet, delayed age-related development, speed, agility, coordination of movements, endurance, flexibility and strength. Based on this, it is very important to rationally organize the regime so that children are in motion as much as possible. One of the diverse factors influencing the health and performance of a growing organism is physical activity. Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the comprehensive development and upbringing of a child, and can have a targeted effect on the health and functional improvement of the child’s body. But at the same time, it is important to give children physical activity that is adequate to their age and level of readiness of the body. The regulation of physical activity should be aimed at achieving the optimal state of the child’s body at the moment and at the same time have a training, developmental effect. At the same time, it is important to take into account not only the achieved level of development of the child, but also the “zone of proximal development” (L. S. Vygotsky). With physical inactivity (inactivity), a number of negative consequences arise for the child: the functions and structure of a number of organs, the regulation of metabolism and energy are disrupted, and the body’s resistance to changing external conditions decreases. Hyperkinesia (great physical activity) also violates the principle of optimal physical activity, which can lead to overstrain of the cardiovascular system and adversely affect the development of the child’s body. Therefore, special attention is required to creating the prerequisites for providing children with a rational level of DA. The age and individual characteristics of DA children are largely determined by both the conditions for organizing the activity and its nature and content. Scientists have established a direct relationship between the level of motor activity of children and their vocabulary, speech development, and thinking. Under the influence of physical exercise, physical activity in the body increases the synthesis of biologically active compounds that improve sleep, have a beneficial effect on children’s mood, and increase their mental and physical performance. In a state of reduced activity, metabolism and the amount of information entering the brain from muscle receptors decrease. This worsens metabolic processes in brain tissue, which leads to disruption of its regulatory function. A decrease in the flow of impulses from working muscles leads to disruption of the functioning of all internal organs, primarily the heart, and affects the manifestations of mental functions and metabolic processes at the cellular level. The daily motor activity of a preschooler is at least 1 hour, 5-6 hours a week. The motor regime in our preschool institution includes all the dynamic activities of children, both organized and independent. When developing a rational motor regime, we tried to provide not only for satisfying the biological need of children for motor activity, but also for its rational content, based on the optimal ratio of different types of activities, taking into account the age and individual characteristics of the child: his motor experience, interests, desires, functional capabilities body. The content side of the motor regime of preschoolers was aimed at developing not only mental, spiritual, but also physical abilities. The current tasks of the work of preschool educational institutions in organizing the physical activity of preschool children are: • protecting and strengthening the health of children; • formation of vital motor skills of the child in accordance with his individual characteristics, development of physical qualities; • creating conditions for the fulfillment of children's needs for physical activity; • nurturing the need for a healthy lifestyle; • ensuring physical and mental well-being. Successful solution of the assigned tasks is possible only if all means of physical education are used comprehensively. Such activity can be ensured by the following activities: The first place in the motor mode of children belongs to physical education and health activities. These include well-known types of physical activity: morning exercises, outdoor games and physical exercises during walks, physical education in classes with mental stress, gymnastics after sleep, hardening procedures, exercises for the prevention of postural disorders and flat feet, etc. Morning exercises are one of the important components of the motor regime; its organization should be aimed at raising the emotional and muscle tone of children. Daily physical exercise promotes the manifestation of certain volitional efforts, developing a useful habit in children of starting the day with morning exercises. Morning exercises are carried out daily before breakfast for 6–12 minutes. outdoors or indoors (depending on environmental and weather conditions). When compiling morning exercise complexes throughout the year, we take into account their variability, content, complexity, and intensity. Along with traditional morning gymnastics, different types and variants of it have been introduced into the practice of preschool institutions, both in terms of content and in methods of implementation. We offer different options: - morning exercises of a play nature - includes 2-3 outdoor games or 5-7 play exercises of an imitation nature, as well as varying degrees of intensity, which are performed as a set of exercises with a general developmental effect. - exercises on an obstacle course - we offer children exercises with a gradual increase in load: increasing the complexity of motor tasks with the inclusion of different basic types of movements, increasing the number of repetitions, increasing the tempo of movements, changing the alternation of physical training aids. When weather conditions permit, we carry out recreational jogging. This type of morning exercises must be carried out in the air, for 5–7 minutes, at an average pace, with a gradual increase in distance and time. At the end of the gymnastics we offer breathing exercises. — a set of exercises with simple tempo equipment (gymnastic roller, children’s expander, rubber rings, “Health” disc). - a set of musical and rhythmic exercises (consisting of a warm-up, 5-6 basic developmental exercises in dance movements.) The content of morning gymnastics includes various formations and formations, types of walking, running, jumping with a gradual increase in the motor activity of children; balance and coordination exercises; outdoor games and basic developmental exercises. It is well known that physical education sessions are used to maintain mental performance at a good level. At the moment when children’s attention decreases and motor restlessness appears (usually for 12–15 minutes), fatigue sets in, you can offer several physical exercises while standing at their tables or in an empty seat in the group. These are general developmental exercises: bending the torso, moving the arms up and to the sides, half-squats and squats, bouncing, skipping, walking. Conducted by the teacher as necessary (within 3–5 minutes), depending on the type and content of activities for the development of speech, drawing, and the formation of elementary mathematical concepts, mainly at the moment of signs of fatigue in children. At the choice of the teacher, accompanied by text, sometimes with musical accompaniment, during which children perform dance exercises or improvised movements (circling, half-squats, bending, etc.). Motor warm-up during a long break between activities allows you to actively relax after mental stress and forced posture. It consists of 3-4 exercises, as well as voluntary movements of children using a variety of physical education aids. At the end of the warm-up, we perform a relaxation exercise (1-2 minutes). Long warm-up is no more than 10 minutes. Outdoor games are complex motor, emotionally charged activities, determined by established rules that help to identify the final outcome or quantitative result. Outdoor games serve as a method of improving motor skills already mastered by children and developing physical qualities. They are divided by content into outdoor games with rules and sports games. Outdoor games with rules include plot and plotless games. Sports (elements of sports games) - volleyball, basketball, badminton, gorodki, table tennis, football, hockey. There is a classification based on the predominant type of movement (running, jumping, throwing, etc.) and the degree of muscle tension caused in children (high, medium and low mobility). After a nap, it is important to improve the mood and muscle tone of each child, as well as take care of the prevention of posture and foot problems. This can be facilitated by a complex of gymnastics after daytime sleep, which is variable in nature; depending on this, its duration will also change (from 7–15 minutes). — gymnastics of a gaming nature consists of 2-3 exercises such as “Stretching”, “Cogs”, “Athletes”, warm-up in bed and a set of exercises. Children gradually wake up to the sounds of melodic music, lying in bed, for 3-4 minutes, perform 4-5 general developmental exercises. We offer exercises from various positions: lying on your side, on your stomach, sitting. After this, the children perform walking, gradually turning into running - they run out of the bedroom into a well-ventilated group with a temperature of 17–19 degrees, walk along corrective paths, perform arbitrary dance musical-rhythmic movements to music, then proceed to breathing exercises, then get dressed . Exercises with exercise machines or on exercise machines (in the gym). Children study in subgroups of 7–10 people. Jogging along the massage paths is carried out daily. Gymnastics after daytime sleep in combination with contrasting air baths helps improve children's mood and helps prevent postural disorders and flat feet. Duration - 7 - 15 minutes. Hardening is the most important part of the physical education of preschool children. The best means of hardening are the natural forces of nature: air, sun and water. Hardening is understood as increasing the body's resistance mainly to low temperatures, since the cause of a number of diseases (diseases of the upper respiratory tract, pneumonia, nephritis, rheumatism, etc.) is cooling the body. The purpose of hardening is to develop the body’s ability to quickly bring the functioning of organs and systems into line with the changing external environment. The body’s ability to adapt to certain environmental conditions is developed by repeated exposure to one or another factor (cold, heat, etc.) and a gradual increase in the dosage of such exposure. Air hardening is the most accessible means of hardening at any time of the year. Systematic exposure of a child to the air helps the body adapt more quickly to changing temperature conditions. The positive effects of air baths increase if combined with physical exercise. We consider walking barefoot in the summer on well-cleaned soil (grass, gravel, sand) to be an effective means of hardening. We begin to walk barefoot on hot, sunny days, gradually increasing the walking time from 2–3 minutes to 10–12 minutes or more. The minimum air temperature at which children are allowed to walk barefoot is 20–22 Cº. In this case, a set of procedures is used: barefoot walking; Walking along the “paths of health”; Extensive washing (up to the elbow); Washing the feet (for hygienic purposes in the summer); Rinsing your mouth with water at room temperature after each meal (prevention of caries); Gymnastics after sleep; Corrective gymnastics during routine moments; Air baths in lightweight clothing; Gymnastics in the fresh air during the warm season; Physical education classes on the street. The second place in the motor mode of children is occupied by the main form of teaching children motor skills and the development of optimal DA in children. We carry out the following types of physical activity (3 times a week, in the first half of the day (1 - in the air - 15-30 minutes): - classical (according to the scheme: introductory-preparatory part, main, final parts). - game (using games : folk outdoor games, relay race games, attraction games, etc.) - training (walking, running, drill exercises, sports games, climbing exercises, acrobatic elements, ball exercises, etc.) - plot (united with a certain plot, orienteering, with speech development, with quizzes, etc.) - rhythmic gymnastics (classes consisting of dance movements) - free independent activity (independent training of your choice, then checking the task by the teacher). -Healthy lifestyle “learning about your body” (talking about your body, teaching self-massage, instilling basic skills in self-care and first aid) -thematic (with one type of physical exercise) -control and testing (implementation of developmental delays in a child and solutions). The third place is given to independent motor activity that occurs on the initiative of children. It gives wide scope for the manifestation of their individual motor capabilities. Independent activity is an important source of activity and self-development of a child. Its duration depends on the individual manifestations of children in motor activity. Independent motor activity of children is organized at different times of the day: in the morning before breakfast, between classes, during play hours after naps and during walks (morning and evening). Active actions of children alternate with calmer activities. At the same time, we take into account the individual characteristics of each child and his well-being. In exercises and games with children, the personal example of the teacher is very important. Therefore, he must be able to ski, skate, play tennis, etc. Individual characteristics are clearly visible in the independent activities of older preschoolers. It has been noted that children with a high level of DA (hyperactive children), as a rule, are characterized by monotonous activities with a lot of aimless running. These children are dominated by games and exercises of high intensity (race running, one after another, running at speed, with catching and dodging, running long jumps, jumping rope, games with elements of sports), which make up more than 70% of all children's independent activity time. These children are distinguished by their inability to perform movements at a moderate pace and their reluctance to engage in quiet activities and alternate active with passive actions. Children with a low level of DA (sedentary children) are also characterized by monotonous activities, often interrupted by static poses. For these children, low-intensity games predominate (role-playing games, games with sand and snow, ring throwing, small towns, gray sand, etc.), which make up about 70% of the total time of children’s independent activity during a walk. These children usually prefer to play alone or together. They have a fairly stable interest in role-playing games, while the plots and actions are monotonous (rocking a doll, feeding, putting to bed, normal walking, etc.). Sedentary children do not want to participate in collective sports games, as they constantly feel unsure of their actions. Children with an average level of DA (optimal level of DA) are characterized by a variety of activities, rich in games and sports exercises of varying degrees of intensity. Such children widely use in their independent activities games and exercises learned earlier during organized motor activity. The most favorite games and exercises are games such as “Traps”, “Dashes”, “Sly Fox”, “Ball School”, fun with sleds, and cycling. The fourth direction is related to the implementation of treatment and preventive work. Within its framework, the following activities are carried out: · control of workloads for children who have recovered from illness and for children who are registered at the dispensary; · selection of furniture in accordance with the growth of children; · preventive use of immunomodulators: oxolinic ointment for the nose; · balanced diet; · vaccination against influenza; · consumption of phytoncides (garlic and onions); · consumption of juices and fruits. The sixth direction is a complex of psychohygienic measures: · psychodiagnostics; · elements of auto-training and relaxation; · elements of music therapy (musical accompaniment of routine moments); · individual and subgroup classes aimed at correcting cognitive processes and the emotional sphere; · ensuring a favorable psychological climate in preschool educational institutions. Seventh direction: active recreation, physical education and mass events. These include a health week, physical education leisure, physical education and sports festivals in the air and water, and competitive games. The eighth direction is advisory and information work: · providing advisory assistance to all participants in the educational process, parents of students on issues of health maintenance and preventive measures for preschoolers; · open viewings and displays using health-improving technologies; · Active participation of parents in the physical and health work of the DOW for the activities of the annual plan; · Design of folders, written consultations, information stands; · Organization of evenings questions and answers with the participation of DOW employees, invited specialists; · Conducting classes with children using wellness technologies. We believe that the system of work that we created on the formation of the needs of a preschooler in motor activity is presented in the form of different forms of organization of physical education in the preschool educational institution. And their combination creates a certain motor regime necessary for the full physical development and strengthening of children's health. The foundation of health is laid precisely in childhood. Whether this foundation will be strong enough, depends entirely on parents and teachers, on how the children will be brought up, what useful habits they will get.

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In the morning and evening before routine activities, during a walk

MOTOR MODE MODEL

Senior group

Motor mode	Algorithm	Duration	Note
Morning exercises	daily	8-10 min	Number of outdoor switchgear: 6-8 (repetitions 4-5 times) The complex will take place for 2 weeks. Forms of conducting classes: traditional, game, plot-game
Musical activity	2 times per week
Physical education lesson	3 times a week	25 min introductory h. – 3-4 min. Main part - 15-22 m. Closing hour - 3-4 min.	Number of outdoor switchgear: 6-8 (repetitions 4-5 times), Number of O.D.: 2-3 (one new), Forms of conducting classes: traditional, game, based on a single game plot
Physical education minute	Of necessity	1-3 min	Complexes are selected taking into account the nature of previous classes.
Outdoor games during walks, during special moments	daily	10 -15 min	2-3 games of different mobility
1 time per week	According to the program and time of year
1 time per week	15 minutes	According to the plan of educational work
Development of movements while walking and during routine moments	daily	10-15 min	based on the results of physical education classes, by health group
Physical education	1 time per week	15-20 min.	2nd week of the month
Health Week	2 times per year: February	2nd week of the month
Health Day	daily	15 minutes	1st week of the month
Active motor rise	daily	15-20 min	After sleep
Breathing exercises	daily	5-10 min

Sports electronic library

Topic No. 1 “Physical culture is an organic part of the culture of society”
1. Physical culture (PC), its essence and structure
2. Functions of physical culture
3. Forms of physical culture
Topic No. 2 “Directions of professional activity of a physical education specialist”
1. Profession, specialty, qualification
2. Sphere of professional activity
3. Main directions and profiles of activity of a physical education specialist
Topic No. 3 “Types of activities of physical education specialists”
1. Pedagogical system of physical education
2. Professionogram and model of a specialist
3. Qualification characteristics of a physical education specialist
4. Types, forms and components of professional activity
Topic No. 4 “Motor activity as the basis for the content of physical education and sports activities”
1. Content and forms of motor activity
2. Motor actions
3. Motor activity
4. Culture of motor activity
Topic No. 5 “Theory and methodology of physical culture as a science and educational subject”
1. Subject of TMFC
2. Periodization of the historical development of science
3. System of concepts of the academic discipline
4. Structure of TMFC
Topic No. 6 “Content and system of physical education”
1. Physical education as a pedagogical process
2. System of physical education in Russia
3. The purpose and objectives of physical education
Topic No. 7 “Means of physical education”
1. Physical exercises are the main means of physical education
2. Classification of physical exercises
3. Structure of the movement system. Movement Specifications
4. Pedagogical importance of physical exercises
5. Auxiliary means of physical education
Topic No. 8 “Methods of physical education”
1. Typological characteristics of methods
2. Structural basis of the exercise process
3. Specific methods of physical education
4. General pedagogical and other methods used in the practice of physical education
Topic No. 9 “Principles of physical education”
1. Laws of “exercise” and “harmony”
2. Didactic principles
3. Specific principles
Topic No. 10 “Education of physical qualities”
1. Physical qualities and patterns of their development
2. Strength and methods of its education
3. Speed and methods of its education
4. Endurance and methods of its development
5. Dexterity and methods of its development
Topic No. 11 “Teaching motor actions”
1. Motor actions as a subject of training
2. Patterns of formation of motor skills and abilities
3. Means and methods of teaching movements
4. Structure of the movement learning process
Topic No. 12 “Planning the process of physical education”
1. General planning requirements
2. Initial data and directions of pedagogical planning of the physical education process
3. Types, forms and methods of planning
4. Basic school planning documents
Topic No. 13 “Organization and construction of classes in physical education”
1. General characteristics of the forms of lesson structure
2. Characteristics and types of physical education lessons
3. Structure of a physical education lesson
4. Features of amateur forms of classes
Topic No. 14 “Control in physical education”
1. Accounting and control
2. Directions of pedagogical control
3. Types of pedagogical control
4. Means and methods of control in a physical education lesson
Topic No. 16 “Forms of organizing physical exercise classes at school”
1. Teacher’s activities in a physical education lesson
2. Physical education and health activities during the school day
3. Basics of extracurricular activities
4. Physical education and sports events
Topic No. 15 “Physical education at school”
1. Characteristics of school physical education programs
2. Age periodization and tasks of physical education of schoolchildren
3. Age-related characteristics of individual development and learning of motor actions
4. Age-related characteristics of the development of physical qualities
Bibliography

In addition to books about sports, in our sports library you can find many other useful materials: sports periodicals (newspapers and magazines), a biography of an athlete or coach you are interested in, a dictionary of sports terms, scientific and analytical articles, and much more.

Article “Motor activity of children in preschool educational institutions. Organization of motor activity of children in preschool educational institutions in accordance with the Federal State Educational Standard.” Author: Dmitrieva Valentina Vladimirovna