Inappropriate forms- these are classes conducted both by specialists (in an organized manner) and by themselves (independently) for the purpose of active recreation, strengthening or restoring health, etc. These include:

1) small forms of employment ( morning exercises, physical training pause,), used for the operational (current) control of the physical state. Due to their short duration, these forms, as a rule, do not solve problems of a developing, training nature;

2) large forms of employment, i.e. classes are relatively long, single and multidisciplinary (complex) in content (for example, aerobics, shaping, callanetics)

3) competitive forms of training, i.e. forms of physical culture and sports activity, where the winner, place, are determined in competitive wrestling.

For small forms occupations are characterized by:

1) relatively narrow focus of activity. short duration of classes (from 2-3 to 15-

2) the absence or lack of expression of the structure of the structure of the lesson, i.e. preparatory, main and final parts, for example, jogging, hygienic gymnastics, physical

3) low level of functional loads.

It should be noted that small forms of classes play an additional role in the general system of physical education classes.

TO large forms non-class activities include:

1) independent training sessions (for example, in athletic gymnastics, etc.). They require from those engaged in a certain "physical education", especially of a methodological nature.

2) classes related to solving problems of a health-improving and rehabilitation or recreational nature. To these include aerobics, shaping, etc. The main characteristic features of these activities: moderation of the load without cumulative fatigue; lack of strict regulation; free

Self-control as one of the types of control in the process of physical education.

Self-control - regularly observing the state of his health, physical development and physical preparation and their betrayals under the influence of regular exercise and sports. Tasks: 1) to expand the knowledge about physical development. 2) to acquire skills in the assessment of psychophysical training. 3) to familiarize with the simplest available self-control tags. 4) to determine the level of physical development, training and healthy, in order to adjust the load recognized by physical culture and sports. Purpose: self-control is regularly observed in simple and accessible ways for physical development, composition of your body, physical control or a specific kind of sport is influenced by it. For the saocontact to be effective, it is necessary to have an idea of ​​the energy expenditure of the body during neuropsychic and muscular tension, arising from the habit of learning activities in combination with load systems. time intervals of rest and recovery mentally physical is efficient, as well as techniques, cf-va and m-dy, with the help of which it is possible to effectively restore the functions of the organism. Hmmm issled ??? self-control diary

Tasks, content, methodological features and organization of physical education of young children.

1. Increasing the body's resistance to environmental influences by hardening it.

2. Strengthening the musculoskeletal system and the formation of correct posture

3. Assistance in increasing the functionality of vegetative organs. The active physical activity of the child helps to strengthen the cardiovascular and respiratory systems.

I. Education of physical abilities (coordination, speed and endurance).

2. Formation of basic vital motor skills.

3. Formation of sustainable interest in physical education

1. Education of moral and volitional qualities (honesty, decisiveness, courage, perseverance, etc.).

2. Promotion of mental, moral, aesthetic

There are two forms of organization of physical education of children of early and preschool age: L) state (nursery school - up to 3 years old and kindergarten - from 3 to 6-7 years old); 2) amateur,

The state form of organization of physical education is compulsory for all children attending preschool

children's institutions. Physical culture classes in these institutions are carried out in accordance with the Education and Training Program in kindergarten(section "Physical education *), which defines the tasks, content and forms of organization physically; exercise. Physical culture lessons are conducted by educators and instructors-methodologists in physical culture.

The basis of physical activity of children under 2 years old should be walking, climbing, overcoming obstacles, various games with | ball, toys. The most effective form of exercise at this age is play; allowing children to satisfy their need for movement. Exercise is done 2-3 times a week. In classes with children 3-3 years old great importance attached to me-. to the use of words and visual action. This is due to the intensive development of the child's speech and his ability to imitate.

64. Physical education of preschool children (tasks, content, forms of employment).

Physical activity at this age should be neither too light nor too heavy. The degree of its effect on the body can be easily controlled by the pulse. The difference in its frequency between the beginning and the end of the lesson should be within 10 beats. role-playing games, blowing to pay attention to the education of coordination abilities, in particular to such components as a sense of balance, accuracy, rhythm, consistency of individual movements. Wellness tasks. Increasing the body's resistance to environmental influences by hardening it. - Strengthening the musculoskeletal system and the formation of correct posture. -Promoting the increase in the functionality of vegetative organs. - Education of physical abilities (coordination, speed and endurance).

Educational tasks.- Formation of basic vital motor skills and abilities. - Formation of a sustainable interest in physical education.

Educational tasks. - Education of moral and volitional qualities (honesty, decisiveness, courage, perseverance, etc.). - Promotion of mental, moral, aesthetic and labor education.

and therefore must be resolved in an obligatory unity, in a complex.

The main forms of physical exercise are: Morning exercises is aimed at enhancing the body's activity, increasing its efficiency and the formation of correct posture.

Physical education lessons of a lesson type are the main form of work with children from 3 to 6 years old. The purpose of the classes is to teach new movements, consolidate previously mastered actions, and develop physical abilities.

Outdoor games with a variety of motor content Physical training pauses and physical training minutes .Sports holidays. Exercise on your own.

This work presents: methods of organizing and conducting morning exercises before training sessions, exercise minutes, exercise breaks, introductory gymnastics (breathing exercises, point self-massage), active changes, as well as a sports hour in the GPA.

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METHOD OF CARRYING OUT

"SMALL" FORMS OF LESSONS

PHYSICAL EXERCISES

INTRODUCTION …………………………………………………………… ..3

I METHODOLOGY OF CONDUCTING "SMALL" FORMS OF LESSONS BY PHYSICAL EXERCISES IN THE MODE OF THE SCHOOL DAY FOR YOUNGER SCHOOLS ...

1.1 METHODS OF ORGANIZATION AND CONDUCTING MORNING GYMNASTICS BEFORE LEARNING CLASSES ……………………………………… 4

1.2 SPEECHING MINUTES ………………… .9

1.3 METHODOLOGY OF CONDUCTING EXERCISE BREAKS ... ... ... ... 11

1.4 METHODOLOGY OF INTRODUCTORY GYMNASTICS (RESPIRATORY GYMNASTICS AND POINT SELF-MASSAGE) ... ... 12

1.5 METHODOLOGY OF ORGANIZING ACTIVE CHANGE ……… ..16

1.6 ORGANIZATION AND PERFORMANCE OF A SPORTS HOUR IN THE LONG DAY GROUP ……………………………………………… ..22

CONCLUSION ……………………………………………………… .26

REFERENCES ………………………………………………… 27

Introduction

V last years the number of physically weakened children has noticeably increased. In addition, their muscle load decreases due to objective reasons: children in elementary school have practically no opportunity to play outdoor games - the breaks are too short, and in the extended day group, most of the time is taken by homework and visiting various circles and electives. Currently, schools are introducing additional developmental classes, this is aerobics, and rhythmics, and dance Sport... Unfortunately, attending these classes is not compulsory, but entirely depends on the wishes of the parent of the younger student. And many parents forget about the need for the physical development of the child, being engaged only in intellectual development.

As the experience of many teachers shows: a child's physical weakness affects his learning activity. Such children lose their ability to work faster, get tired. The result of this is constant stress in the child because the acquired knowledge is not assimilated, and he does not study well. That is why lately more and more attention has been paid by me and my colleagues, teachers primary grades, is given to the organization of "small" forms of physical exercise.

They are a significant and integral part of the child's physical development, as well as realize other goals, such as: restoring working capacity by improving cerebral circulation, improving the child's mood, relieving stress and fatigue.

The organization of "small" forms of physical exercise in primary school is fraught with some difficulties. Firstly, it is the choice and preparation of a place for carrying out, for example, hygienic gymnastics. Secondly, the selection of rhymes and rhymes for physical education and physical culture breaks, the content of which should be harmoniously connected with the topic and successfully fit into the structure of the lesson. Third, getting ready for an hour of play in an extended day group requires some equipment.

In connection with the above, I would like to consider in my work the methodology for organizing and conducting physical exercises during the school day, namely:

1. morning exercises before class,
2. physical education minutes,
3. physical culture breaks,
4. active changes,
5. sports hour in the extended day group.

I. METHODOLOGY OF CONDUCTING "SMALL" FORMS OF LESSONS BY PHYSICAL EXERCISES IN THE MODE OF THE SCHOOL DAY FOR YOUNGER PUPILS.

1.1 Methodology for organizing and conducting morning exercises before training sessions

Morning exercises must be included in the schoolchild's day regimen. This is important for strengthening the nervous system and preventing colds.

Morning exercises in primary school are held 10-15 minutes before the start of the first lesson. In addition to the general improvement of the body, morning exercises also have educational value. It boils down mainly to the education of organization and concentration.

Morning hygienic exercises should be conducted by the class teacher in an open area. In case of bad weather - in recreation, or in the classroom, in a place free from student furniture. The room must be ventilated, and when the temperature drops by 1-2 degrees, leave only the vents or transoms open. Carrying out morning exercises does not require children to have a special form of clothing, the usual form for classes in a physical education lesson will do.

It is good to do morning exercises with music. It must be selected, taking into account the pace of breathing of children, since if the pace is too fast, breathing will not be deep enough, and if too slow, the breath will be held while inhaling.

The morning gymnastics complex should consist of 8 - 9 exercises, selected by the physical education teacher. Composing this complex, the teacher must adhere to the following basic requirements related to the content and nature of the exercises.

The first exercise is straightening the spine (stretching). It responds to the natural urge to stretch in the morning and take a deep breath, combined with deep breathing. With this exercise, the arms are lifted up, which contributes to the free outflow of blood, at the same time the spine is straightened, and the shoulders are pulled back. Thanks to these movements, the volume of the chest increases. Deep breathing associated with stretching facilitates blood flow to the heart from the veins of the head, arms, chest walls, and liver. The exercise is performed no more than 3 - 4 times.

The second exercise is for the development of the arms and shoulder girdle. It includes the following movements: movements of the arms back, forward, up, down, to the sides, straightening the arms at the shoulder joints. The listed elementary movements can be performed freely or tensely, smoothly or sharply, quickly or slowly, symmetrically with both hands or asymmetrically. In this case, the class teacher must make sure that the hands of the younger student do not come close when moving forward or upward, as this leads to squeezing of the chest and difficulty in breathing. By teachers physical culture it was noticed that as soon as the attention of the children switches to the execution of movements of the limbs, now posture disorders appear: the head tilts forward, the shoulders rise up, the stomach protrudes, the lumbar deflection of the spine increases. It is necessary to constantly remind the student that all movements in morning exercises are performed while maintaining the correct posture.

The third and fourth exercises are to strengthen the muscles of the trunk. Apply: forward and backward bending of the body, left and right. These are the most difficult, but very important exercises in the morning gymnastics complex. All the muscles in the trunk are involved in these exercises. Exercises are carried out at a slow pace. The complex of morning exercises usually includes 2 - 3 such exercises. They should be given one after another, without dividing by any other movements, since the physical load during their implementation is not so significant as to resort to dismemberment of the exercises. Usually, each of them is repeated 4 to 6 times.

The fifth and sixth exercises are for strengthening the leg muscles. It promotes the development of the muscles of the legs, in particular, the strengthening of the muscles of the arch of the foot to prevent flat feet. It is carried out at a slow pace. The following exercises are used: squats on the entire foot and on toes (6 - 8 times), flexion and extension of the legs in one or more joints, circular movements (6 - 8 times for each leg).

The seventh exercise is to strengthen the activities of the most important internal organs, mainly the locomotor system and the cardiovascular system. When performing this exercise, large muscles of the body are introduced into a fast-paced work. The following exercises are used: running, running in place, jumping in place, brisk walking in place with vigorous hand work. It is important to dose these exercises correctly, not to overload. They are usually performed without interruption for 20 to 30 seconds.

The eighth exercise is for a gradual transition from agitated to a more relaxed state. Walking is used while maintaining the correct posture for 2 - 3 minutes.

The complex of morning exercises should be updated at least 1 time in 2 weeks, since experience shows that the daily performance of the same movements for 2 weeks reduces the interest of children in them.

When conducting morning exercises, you should not devote much time to building - it should be simple and accessible, for example, building in links. In the event that the class is small, the teacher needs to come up with a construction method that would allow rational use of the available area. For example, building children in a checkerboard pattern, half-turned to the teacher allows the best way use a small area.

The class teacher should consider explaining and showing the exercises. The explanation should be clear and concise, the demonstration should be clear, since in the future (grades 2-4) gymnastics will be carried out at the verbal instruction of the teacher.

For the end of morning exercises, a call should be given 3 - 5 minutes before the start of the first lesson.

Approximate complexes of morning exercises.

Complex number 1.

Equipment: a bag made of dense material no more than 5 cm in diameter, filled with peas or buckwheat, tightly tied or sewn up.

1. I. p.: Standing, legs slightly apart, hands in front of you, a bag is clamped between the palms. Take straight arms over the top back, while putting the right leg back on the toe. Do the same for the left leg. Repeat the exercise 5-6 times.

2. I. p.: Standing, feet shoulder-width apart, arms apart. Shift the bag from one palm to the other, bending in turn either the right or the left hand, and moving only the shoulder girdle.

3. I. p.: Standing, legs apart. Throw the bag upward with the torso turning to the right and then to the left and catch the bag while straightening. Repeat turns of the body in each direction 6 - 7 times.

4. I. p.: Standing, feet shoulder-width apart. Throw the bag up and, while it is flying, have time, tilting the body forward, without bending your knees, touch the floor with your fingers, straighten up and catch the bag on the fly. Repeat 7-8 times.

5. I. p.: Standing, legs apart. Throw the bag under the left or under the right foot and catch it. Repeat the exercise for each leg 8 - 9 times.

6. I. p.: Standing, legs slightly apart. Throw the bag up, sit down, stand up and catch the bag on the fly. Repeat 7-8 times.

7. I. p.: Standing, feet together, hands on the belt. Jump over the bag, laid on the floor, softly on toes, like this: back - left - right - forward (back to its original place) and again in the same order. Repeat up to 16 times.

8. Put the bag on the crown, keep your head straight so that the bag does not fall, walk a few meters at a calm pace. At first, the student can hold the bag with his hand.

Complex number 2.

Equipment: gymnastic stick.

Building into links.

1. "Raise the stick up." I. p.: Standing, feet together, in the hands of a stick (hold by the ends), hands below. Rising on toes, lift the stick up and look at it, return to the starting position. Repeat 6-8 times.

2. "Pendulum". I. p.: Standing, feet shoulder-width apart, stick on the shoulders behind the head. Turns only the shoulder girdle to the right and left while maintaining posture. Repeat 8-9 times.

3. "Mill". I. p.: Standing, feet shoulder-width apart, stick on shoulder blades. Bend over first to the left, then to the right without moving your legs. Repeat 7-8 times.

4. "Look at the stick." I. p.: Lying on his stomach, head down, hold the stick by the ends on outstretched arms in front of you on the floor. Raising your head and shoulders, raise the stick with straight arms, look at it, return to its original position. Repeat 7-8 times.

5. "Raise the stick." I. p.: Sitting, bending your knees, holding the stick with one foot from below, the other from above, lean back with your hands on the floor. Raise the stick up, return to the starting position. Repeat 7-8 times.

6. "Squat". I. p.: Standing, heels together, socks apart, hold the stick by the ends in lowered hands in front of you. Get up on your toes, sit down, raising your arms forward to shoulder level. Return to starting position.

7. "Running around the stick." I. p.: Put the stick vertically on the floor, holding the upper end of it with one hand. Run around the stick in one direction 8 - 9 times, then the same amount in the other.

8. I. p.: Put the stick vertically on the floor, holding the upper end of it with your right hand, bend your left at the elbow and take it behind your back. Calm walking around the room with a wide stride supported on a stick can be combined with deep breathing.

The teacher can also use pins, "sultans", jump ropes and other objects for morning exercises. It is important to interest the child and convince the need for morning exercises.

1.2 Conducting exercise minutes

During the lesson, the younger student needs a short break. It refreshes the body well and quickly restores working capacity. Active rest, that is, rest, combined with the execution of movements.

Physical education is performed in the middle of almost every lesson in which the younger student has to write a lot (in the 1st grade in the writing lesson - twice). It lasts no more than 3 minutes. Usually, physical education does not require children to leave their desks. Exercises and text for physical education minutes are selected by the teacher in accordance with the material and structure of the lesson.

In writing and calligraphy lessons, you can use the following physical education minutes.

Fingers.

(Movements are performed with your fingers in accordance with the content of the poem).

Here are my assistants,

Turn them as you want.

One, two, three, four, five,

And they counted and played -

My fingers are all tired:

This finger wants to sleep

This finger - jumped into bed,

This one took a nap next to it,

This finger has already fallen asleep,

And the other has been sleeping a long time ago.

Who else is making noise with us?

Hush, hush, do not make noise,

Don't wake up your fingers.

(Speak in a whisper)

A clear morning will come

The red sun will rise.

(Speak louder)

The birds will sing

Fingers will get up.

(Speak loud)

Wake up kids!

It's time to go to school!

Hide and seek.

Rhythmic flexion and extension of the fingers. Complication: alternate bending of each finger on both hands.

Fingers went out for a walk.

Fingers went out for a walk.

(Alternate extension of the fingers from the fists, starting with the thumb).

One, two, three, four, five -

They hid in the house again.

(Alternate flexion of the fingers into a fist).

Cabbage.

We chop cabbage - chop,

(Movements with straight palms up and down).

We salt the cabbage - we salt it,

(alternately stroking the fingers).

We are three cabbage - three,

(rub cam on cam).

We press cabbage - we press.

(To clench and unclench the cams).

1.3 Methodology for carrying out physical culture breaks

Physical education pauses are carried out in almost all lessons in the elementary grades, activities in which are associated with intense mental work or with prolonged retention of attention. Physical education pauses are associated with the exit of students from their desks, so the class teacher needs to think over a convenient and rational structure of students at their workplaces. V small classes it can be a formation between the desks in a column, one at a time, observing the distance.

Usually a physical education pause is carried out in the middle of the lesson, however, in the lesson visual arts it is advisable to carry it out at the beginning. And in music lessons, physical training breaks are not required at all, since these lessons are already saturated with movement.

The duration of the Physical Culture pause can be up to 5 minutes, depending on the general fatigue of the class. Poems and rhymes for these exercises are selected by the class teacher, taking into account the topic, material and structure of the lesson. For example, when studying the topic "Animal world" in the lessons of the surrounding world, you can use such rhymes.

Hamster, hamster, hamster,

Striped barrel!

In the morning the hamster woke up

I was taken for charging.

He raised his paws up,

Immediately he lowered them down.

Jumped - stomped, jumped - stomped,

And clapped his hands.

And in literary reading lessons, it is rational and entertaining to use thematic rhymes. For instance,

We will have a little rest:

Piglet runs with a ball.

Blame - the fluff sat down under the bush:

"Oh, I can't get out of my way!"

He grabbed the lower back.

Suddenly a titmouse flies towards him.

Vinnie waved with passion

And he returned again to the desk.

1.4 Methodology for conducting introductory gymnastics (breathing exercises and point self-massage)

Introductory gymnastics is usually carried out by the teacher at the beginning of the lesson. She is especially rational at the beginning of the 4th or 5th lesson, when at junior schoolchildren concentration of attention begins to weaken from natural physical fatigue. Introductory gymnastics aims to activate the work of the brain, set the child up for further active activity in the lesson. Introductory gymnastics is performed while sitting at a desk. In time, the complex of introductory gymnastics takes 2 - 3 minutes. It includes acupressure and breathing exercises.

The health of a person, his physical and mental activity, largely depends on proper breathing. For example, special breathing exercises performed through the left and right nostrils improve brain function. And acupressure is an elementary self-help technique for your body. Exercises of acupressure tone up the child's body and are the prevention of colds.

During breathing exercises and acupressure, the attention of younger students should be paid to maintaining correct posture. Each exercise of the complex is repeated 6 - 8 times.

Approximate complexes

introductory gymnastics for elementary school children.

Complex number 1.

(September October November.)

1. Connect your palms, rub them until heated.

2. Use the index fingers to press the points near the nostrils.

3. To "prick" with thumbs and forefingers, like a "pincer" the septum of the nose.

4. Using the index fingers, draw the eyebrows with pressure.

5. Use the index and thumbs to "blind" the ears from the bottom up.

6. Inhale through the left nostril (the right one is closed with the index finger), exhale through the right nostril (while the left one closes).

Complex number 2.

(December January February.)

1. Put your palms together and rub them across until warmed up. This exercise has a positive effect on the internal organs.

2. Slightly twitch the tip of the nose

3. Using the index finger, massage the point under the nose.

4. With the index finger, press the point at the mouth at the junction of the lips.

5. Rub behind the ears: "smear on the ears so that they do not come off."

6. Inhale, while exhaling, lightly tap on the nostrils with the sound "m - m - m".

7. Inhale through the nose, exhale through the mouth onto the palm - "blow off the snowflake from the palm."

Complex number 3.

(March April May)

1. "Mine" the hands.

2. Indicative and thumb press on the nail of each finger of the other hand.

3. Stroke the nose from the nostrils to the bridge of the nose.

4. Press on the ear tragus with your middle fingers.

5. Stroke the neck with both hands from the chest to the chin.

6. The game "Cheerful bee". Inhale freely, while exhaling, pronounce the sound "z - z - z". Children should imagine that the bee sat on an arm, on a leg, on a nose. Help children direct their attention to the desired area of ​​the body.

7. Stretch and yawn several times.

In addition to these complexes, the teacher can use some breathing exercises. However, it is important to remember that initially work is carried out on the development of prolonged exhalation without the participation of speech. In this case, it is necessary to ensure that the children do not raise their shoulders, do not unnecessarily strain the muscles of the respiratory apparatus, so that the exhalation is smooth, gradual, and prolonged.

The lower costal, diaphragmatic breathing is developed.

1. Inducing prolonged exhalation:

The child blows on toys such as "Weathervane", "Mill", "Butterflies", "Leaves", "Snowballs" ...

2. Development of breathing:

The child inflates balls (or blows bubbles).

3. Development of speech breathing;

1) the child breathes in with his nose and exhales with his mouth;

2) the child takes a short deep breath and a slow exhalation:

3) the child takes a slow deep breath and a short, sharp breath;

4) the child takes a deep, slow breath in and out in a narrow stream;

5) the child takes a deep breath and exhale in several equal portions;

6) the child takes a deep breath and exhale in two unequal portions;

7) the child takes a deep breath through the nose, then holds his breath and exhales slowly to a count of five (six, seven ...);

8) the child takes a full breath, holds his breath and takes a long breath;

9) on one exhalation - strengthening and weakening of the sound (exercise "Beep" - the beep approaches and recedes: mmm-M-M-m-m).

10) on one exhalation - strengthening and weakening of sound (exercise "Howl of the wind": in-in-in-in-in-in).

11) "Put out the candle" - the child takes a breath, then holding his breath for a second, and several exhalations - jerks: fu - fu - fu - fu;

12) starting position - hands in front of you, inhaling through the nose - arms spread apart, exhaling slowly - hands are brought together so that palms meet;

13) "Mosquito". I. II. - arms forward, inhale - arms slowly spread apart: ("don't scare away the mosquito"), exhale from sound in-in-in-in, at the end - clapping hands ("killed the mosquito");

14) on one exhalation, exhaling in jerks, the child must pronounce 5 then 6 (and so on up to 10 sounds f-f-f-f-f. The child's palm on his stomach controls the stretching of the abdominal muscles when pronouncing sounds;

15) "Chinese dummy". I.P. standing, hands shoulder-width apart. Inhale, tilt your head back, as you exhale, clearly pronounce: ba-bo-ba. Take I.P., inhale, slowly tilt your head, touching your chin with your chest, while exhaling, pronounce: na-no-ne. Take I.P., inhale, and, tilting your head to the left, on exhalation, pronounce: ma - mo - me. Take I.P., inhale, and, tilting your head to the right as you exhale, pronounce: ka-ko-ke.

1.5 Methods of organizing active changes

Increased physical activity is the biological need of children. They need it for normal growth and development. On the other hand, for them the invisible work associated with the forced preservation of body position turns out to be a very significant load.

Carrying out educational and work assignments, children get tired. The biological significance of fatigue is twofold: protecting, protecting the body from excessive exhaustion physiological systems, it at the same time turns out to be a stimulant of the subsequent growth of working capacity. Consequently, it is impossible, and indeed it is not necessary to strive for fatigue in children at all - the efforts of the teacher should be aimed at ensuring that fatigue does not come too quickly, so that it is not too deep, so that rest is more effective. The experience of the teachers shows that outdoor folk games help to solve the problem of organizing the rest of younger schoolchildren and holding a dynamic pause between classes.

Outdoor play is a natural source joyful emotions possessing great educational power. Folk outdoor games are a traditional means of pedagogy. From time immemorial, they vividly reflected the way of life of people, their way of life, work, national foundations, ideas of honor, courage, courage, the desire to possess strength, dexterity, the desire to win.

Organizing folk games is not as difficult as it might seem at first glance. Folk games are universal, since, depending on weather conditions, they can be carried out both inside the school and on sports ground... The main condition for the successful introduction of folk games into the life of younger schoolchildren is deep knowledge and fluency in extensive game material, as well as the methodology of pedagogical guidance. Using play creatively as an emotionally-figurative means of influencing children, the teacher awakens their interest, imagination, seeking to actively perform play actions.

During the game, the teacher draws the attention of children to its content, monitors the accuracy of the movements that must comply with the rules, the dosage of physical activity, makes brief instructions, supports and regulates the emotionally - positive mood and relationships of the players, teaches them to deftly and swiftly act in the created game situations, provide comradely support, achieve a common goal.

The teacher's task is to teach children to play actively, independently and with pleasure. Only in this case active rest will reach the goal set by the teacher.

As an example, I will cite several outdoor folk games that a teacher can easily carry out both indoors and outdoors.

"At the Bear in the Forest."

Bear , chosen by lot, lives in the forest. Children go to the forest for mushrooms and sing a song:

The bear in the forest

I take mushrooms, berries,

The bear is hateful

Frozen on the stove!

When the players uttered the last words, the bear, still dozing, begins to toss and turn, stretch and reluctantly leave the den. But the bear suddenly runs after the players and tries to catch someone. Caught becomes a bear.

Game rules: the bear leaves the den only after the last words of the beginning. Children, depending on the behavior of the bear, may not immediately run to their house, but tease him with a song.

Russian folk game "Owl and Birds".

Before starting the game, children choose names for themselvesthose birds whose voice they can imitate. For example, dove, crow, jackdaw, sparrow, tit, goose, duck, crane, etc.

The players choose an owl. He goes to his nest, and those who play quietly, so that the owl does not hear, come up with what kind of birds they will be in the game. Birds fly, scream, stop and crouch. Each player imitates the cry and movement of the bird of his choice.

To the signal "Owl!" all birds try to quickly take a place in their home. If the owl manages to catch someone, he must guess what kind of bird it is. Only a correctly named bird becomes an eagle owl.

Rules of the game. Bird houses and the eagle owl house should be located on a dais. The birds fly to the nest on a signal or as soon as the owl catches one of them.

Russian folk game "Cat and Mouse".

The players (no more than five pairs) stand in two rows facing each other, hold hands, forming a small passage - a hole. In one row there are cats, in the other - mice. The first pair starts the game: the cat catches the mouse, and the mouse runs around the players. At a dangerous moment, the mouse can hide in the corridor formed by the players' clasped hands. As soon as the cat has caught the mouse, the players line up. The second pair starts the game. The game continues until the cats overfill all the mice.

Game rules: the cat must not run into the hole. The cat and mice should not run far from the burrow.

Russian folk game "Zarnitsa".

Children stand in a circle, hold their hands behind their backs, and one of the players - dawn - walks from behindwith tape and says:

Dawn - lightning

Red maiden,

I walked across the field.

I dropped the keys.

The keys are golden

The ribbons are blue

Entwined rings,

I went to fetch water!

With the last words, the driver carefully puts the tape on the shoulder of one of the players, who, noticing this, quickly takes the tape, and they both run in different directions in a circle. The one who is left without a place becomes the dawn. The game repeats itself.

Rules of the game: runners must not cross the circle. The players do not turn while the driver chooses who to put the tape on the shoulder.

Russian folk game "Wandering Ball".

All players, except for the driver, stand in a circle at arm's length. They pass a big ball to each other. The driver runs outside the circle and tries to touch the ball with his hand. If he succeeds, he goes to the place of the player in the handswhich was the ball, and the player goes out of the circle. The game repeats itself.

Rules of the game: passing the ball, the players must not move. You cannot pass the ball through one, only a player standing next to it. The driver is prohibited from entering the circle. The ball can be passed to anyside. Passing the ball begins with the player behind whomthe driver is standing before the start of the game. The player who drops the ball becomes the driver.

Bashkir folk game "Shooter".

Two parallel lines are drawn at a distance of 10-15 m from each other. A circle with a diameter of 2 m is drawn in the middle between them. One player is a shooter. He stands with a ball in his hands in a circle. The rest of the players begin to dash from one line to another. The shooter tries to hit them with the ball. The one he hit becomes the shooter.

Rules of the game. At the beginning of the game, the shooter becomes the one who, after the sudden command "Sit down!" sat down last. The moment the ball is thrown is determined by the shooter himself. The ball thrown off the ground, the players throw the arrow. If a player catches a ball thrown at him, then this does not count as a hit.

Bashkir folk game "Stick-thrower".

A circle with a diameter of 1.5 m is drawn.throwing stick 50 cm long.choose a shepherd. One player throws a stick into the distance. The shepherd runs out to fetch the abandoned stick. At this time, the players are hiding. The shepherd returns with a stick, puts it back and looks for the players. Noticing the hiding one, he calls him by name. The shepherd and the named player run to the stick. If the player came running before the shepherd, then he takes the stick and again throws it, and he hides. If the player comes running later, he becomes a prisoner. He can only be rescued by a player who will call his name and have time to take a stick before the shepherd. When all are found, the one who was first discovered becomes the shepherd.

Rules of the game. You can start looking for players only when a throwing stick is found and placed in a circle. The named player must immediately come out of cover. The captive is saved by the player who reached the stick before the shepherd.

It is important for the teacher to draw the attention of the children to the fact that each game has its own rules, and each player must follow them. Subject to all the rules and conditions, these games will help the teacher to organize active changes for younger students in an interesting and effective way.

Special attention should be paid to the organization of dynamic pauses. Their duration varies from 30 to 45 minutes. In addition to outdoor games, the program of dynamic pauses can include general developmental exercises and rhythmic gymnastics. General developmental exercises are included in the physical education program for younger students, the games are given above, so we will consider some exercises from rhythmic gymnastics. Each lesson is built according to the scheme:

Warm up,

Main part,

Final.

Warm up.

Walking in a circle, hands on the belt, monitoring the posture.

Exercises for the hands, circular movements, arms to the sides.

Walking on toes, raise the hands up and down.

Walking in a semi-squat.

Walking with a high hip lift.

Easy running.

Normal walking, breathing exercises.

Main part.

1. "Giraffe"

Head movements:

1. Up - down - 8 counts
2. To the sides - for 8 counts
3. Circular head movements - 2 times, 4 counts
4. The same to the right - 2 times, 4 counts

2. "Octopus"

Shoulder movement:

1. Shrug with both shoulders - for 8 counts
2. Each separately - for 8 accounts
3. Backward circular rotations - 2 times, 4 counts each
4. Forward - 2 times, 4 counts each

3. Dance steps.

1. Step to the right - attach the left leg, step to the left - attach the right leg (each movement 2 times)
2. Step forward - bounce (feet together) - clap
3. Step back - bounce - clap

Repeat exercises from the beginning

Final part.

Creativity of children. Image using the movements of your favorite animals.

1.6 Organization and conduct of a sports hour in an extended day group

The sports hour in the extended day group is held after the end of the class before self-study. It usually lasts 45-60 minutes. It is carried out while walking in the fresh air. In bad weather, for these purposes can be used gym... If there is no such opportunity, then an hour of the game can be spent in the corridor, and in the hall, and even in a classroom freed from furniture. The main thing is to choose the right games for each room. The teacher should also keep in mind that any indoor games under favorable weather conditions can be carried out in the air and this is always more beneficial for the health of children. And, conversely, many of the games that are recommended on the site can be moved indoors in bad weather if there is a spacious hall.

You should not give children only new games at every lesson. Two or three new games, and if they are simple and accessible, the maximum that can be offered to children in one lesson. When the children learn several new games, they must be repeated, alternating with others previously known, and not completely moving on to new ones.

When composing programs for outdoor games for GPA, the teacher should offer the pupils the first relatively simple game that will help immediately involve all children in active activity, create a cheerful, cheerful mood. It is followed by games with more complex rules. Outdoor games alternate with sedentary, comic, attention games, comic competitions. The purpose of all games and exercises is to relieve fatigue in children, to activate mental activity, to concentrate attention, to replenish the energy potential

It is also important to consider that according to the degree of mobility, children can be divided into three groups: with greater mobility, medium and low. The teacher must fairly objectively assess the individual mobility of the student, observing him during the hours of independent activity. Children with more mobility are characterized by unbalanced behavior. It is important for these children to bring meaning into their motor activity. When running aimlessly on a walk in the GPA, you should remind the child of the plots of games in a car, plane, train, etc. Children with average physical activity do not need special attention teacher - their activities are self-regulating. A sedentary child needs to be involved in active physical activity throughout the school day.

In this game, which can be played both outdoors and indoors, every child will find a role that suits him. Sedentary children for a start will become "stumps", and then, warmed up, and will drive with pleasure.

Bashkir folk game "Sticky hemp".

Three to four players squat as far apart as possible. They represent sticky hemp. Restthe players run around the court, trying not to come close to the stumps. The stumps should try to touch those who are running by. Those who are salted become stumps.

Game rules: stumps must not get up. In this game, with the correct division of children into groups, sedentary children will restrain the mobile ones, and they, in turn, will activate the first.

Bashkir folk game "Yurt".

The game involves four groups of children, each of which forms a circle at the corners of the playground. In the center of each circle is a chair on which a scarf hangs. Holding hands, everyone walks in four circles with variable steps and sings:

We are funny guys.

Let's all gather in a circle.

Let's play and dance.

And we'll rush to the meadow.

To a melody without words, those who play with variable steps move into a common circle. At the end of the music, they quickly run to their chairs, take a scarf and pull it over their heads in the form of a tent (roof), and we get a yurt.

Rules of the game: with the end of the music, you must quickly run up to your chair and form a yurt. The first group to build a yurt wins.

This game is suitable for carrying out in a confined space, so children are happy to play it in bad weather.

Russian folk game "Burners".

The players stand in pairs one after another. In front, at a distance of two steps, the driver is standing - the burner. The singers say the words:

Burn, three is clear. In order not to went out.

Stop hem. Look at the field

Trumpeters are going there. Yes, they eat rolls.

Look at the sky: the stars are burning

The cranes shout: - Gu, gu, I'll run away.

One, two, not crow, and run like fire!

After the last words, the children standing in the last pair run from both sides along the column. The burner tries to stain one of thethem. If the running players managed to take each other's hands before the burner spots one of them, they stand in front of the first pair, and the burner burns again. The game repeats itself. If the burner manages to stain one of the running in pair, then he stands with him in front of the column, and the one who was left without a pair burns.

Game rules: the burner must not look back. He catches up with the fleeing players as soon as they run past him. If you are overworked, you can play sedentary games. For instance,

"The sea is worried once."

The "sea king" is chosen for the game. Children say the words in unison:

The sea is worried once

The sea is worried two,

The sea waves three,

Freeze the sea figure in place.

After the last words, the children freeze in the pose that they have chosen in order to depict the sea animal. The "sea king" bypasses his possessions and if he notices a player who has moved, he takes him to his "house". If there is very little space, then games with a fixed body position are suitable. For instance,

"The ringleader."

A cheerleader is chosen for the game and everyone stands together in a circle. Then they invite the driver into the circle, who stood aside and does not know who the driver was. The driver walks in a circle and tries to guess who was the driver. As soon as he turns his back to the cheerleader, he immediately makes a movement that is repeated by all the children. The driver can guess three times and if he does not guess, then the players choose a new ringleader and driver. If the driver finds the ringleader, then the ringleader becomes the driver.

Rules: children should not look at the ringleader all the time, the driver is not allowed to look at the same player for a long time, the ringleaders must not copy each other's movements.

Conclusion

In this work, I figuratively told that in order to help children maintain physical and mental health, there is no need to organize anything incredible. They need motor minutes that allow them to stretch their bodies, rest and relax, listen to themselves and benefit their body. Systematic morning exercises will not only help the body tune in to further active activity, but will also play a huge role in developing the habit of healthy way life. Active change can help students take a break from learning activities for the benefit of the body, and the teacher - to unite the group of children, change the status of some children in the team.

Bibliography

1. Buevich Yu. V. "We invite you for health", - the magazine " elementary School", No. 6, 2006.
2. Gorbunova L.A., The use of folklore materials in relieving mental stress in the process of teaching primary schoolchildren, - the journal "Primary school", No. 2, 2001.
3. Demidova E.V. Physical culture and health work in the conditions of a gymnasium, - Krasnodar, 2001.
4. Isaeva S.A. Organization of breaks and dynamic breaks in primary school. - Iris-press, Moscow, 2004.
5. Minskin E. M. Games and entertainment in the extended day group. - "Education", Moscow, 1983.
6. Mitina E. P. Health-saving technologies today and tomorrow, - magazine "Primary school", No. 6, 2006.
7. Pichugin S. S. Folk games in organizing and conducting a dynamic pause, - magazine "Primary school", No. 8, 2005.
8. Uzorova O. V., Nefedova E. A. Physical culture minutes. - Astrel, Moscow, 2006.
9. Utrobina K. K. Entertaining physical education. - GNOM and D, Moscow, 2004.
10. Shchelchkova L. A. Our program "Health", - magazine "Primary school", No. 10, 2000.

In mass physical culture and sports practice, small, large and competitive forms of non-class training are used.

Small forms of classes are characterized by:

• 1) a relatively narrow focus of the activities of those involved in comparison with lesson and large forms of classes. Therefore, only certain particular problems are solved here:
  • A) a moderate increase in tone and acceleration of the training of body systems during the transition from a state of rest to daily activities (forms: morning hygienic gymnastics, introductory industrial gymnastics);
  • B) the current optimization of the dynamics of operational performance during work and the prevention of its adverse effects on the body (forms: physical pause, physical training minutes, micro-pause of active rest);
  • C) maintaining individual sides, acquired fitness and creating prerequisites for increasing the effectiveness of basic activities (homework for the school course of physical education and in sports);
  • D) short duration of classes (from 2-3 to 15-20 minutes);
  • E) the absence or lack of expression of the structure of the structure of the lesson, that is, the preparatory, main and final parts, for example, health-improving running, hygienic gymnastics, physical culture minutes;
  • E) low level of functional loads.

It should be noted that small forms of classes play an additional role in the general system of physical education classes. Large forms of non-class activities include:

• 1) independent (amateur) training sessions (for example, general physical training, athletic gymnastics, etc.). They require from those engaged in a certain "physical education", especially of a methodological nature, for the correct construction of the lesson, correct regulation of the load, the implementation of self-control;
• 2) classes related to solving problems of a health-improving and rehabilitation or recreational nature. These include aerobics, shaping, callanetics, wushu, hiking, skiing, mass games, etc. Basic specific traits these activities: moderation of the load without cumulative fatigue; lack of strict regulation; free variation of behavior.

Competitive forms of organizing classes include:

• 1) the actual sporting events, assuming the maximum realization of the possibilities of those involved. They are characterized by: clear regulation of the subject, methods and conditions of the competition by official rules, regulation of the order of competition, the presence of refereeing, etc .;
• 2) competitive forms of training (for example, control lessons, tests, passing standards, etc.). Here, the signs inherent in sports are partially absent or less pronounced.

Depending on the number of people involved in physical exercises, there are individual and group forms of training.

Inappropriate forms play an auxiliary role in solving problems of physical education and complement lessons. However, they often acquire a completely independent meaning, fully meeting the physical training needs of certain contingents of the population (for example, morning exercises, hygienic walks, health jogging for the elderly).

Non-routine forms of employment are highly variable, and therefore more accessible to the broad masses of the population. They can be used by individuals in the form of individual independent physical exercises, as well as by groups of various sizes.

There are quite a few activities that cannot be classified as lessons. They differ in their focus, tasks, content and structure, in the composition of those involved, regularity, time and conditions, and also depending on whether they are conducted under someone else's guidance or independently.

Most often, they are characterized by a relatively limited content and a simplified structure (for example, health jogging, hygienic gymnastics, "exercise minutes" and pauses), but require the manifestation of personal initiative and independence. Tasks, content, as well as the choice of a specific form of employment, are largely determined by the interests and inclinations of the students.

Most of the extracurricular activities are amateur and are carried out with the aim of active recreation, strengthening or restoring health, maintaining or restoring working capacity, developing motor qualities, improving in sports movements, etc.

Non-routine forms of training can also differ in target orientation (general preparatory and specialized).

Classes with a general preparatory orientation serve to solve various problems and are divided into three characteristic types (each with its own varieties).

1) Classes of a general hygienic nature. These include:

Hygienic gymnastics.

Walking.

Jogging".

Classes on "health paths".

Bathing, swimming.

All of these varieties serve the purpose of activating, improving and maintaining an optimal level of physical condition.

2) Classes of educational and auxiliary nature have varieties:

Self-study related to the fulfillment of the teacher's tasks in general physical fitness, etc.

Rehearsals for performances, sports holidays, parades. The former, as a rule, are of an individual character, the latter are more often group, even mass.

3) Classes of a mixed nature, in which elements of both general hygiene and educational auxiliary are presented. These include:

Weekend tourist walks;

Tourist trips; outdoor and sports games of a recreational type;

Recreational sports entertainment.

These activities are mainly pursued for health-improving purposes, but general educational and educational elements... In most cases, they have an independent meaning, but can be linked to lesson lessons. Some of them are conducted independently, while others require qualified guidance.

According to the form of leadership, organized and amateur classes are distinguished. Moreover, the same forms can be both organized and independent (for example, morning hygienic gymnastics, carried out at home, in a health camp or rest home).

Depending on the enumerated composition of the trainees involved in the classes, individual, group and mass forms are distinguished. For example, individual jogging classes, group classes at the Jogging Club, mass runs on Runner's Day.

According to the frequency of the exercise, regular forms of exercise are distinguished, which are carried out daily, for example, exercise or weekly bathing and m and episodic ( hiking trips, competitions, etc.).

Some types and varieties of such activities have an independent meaning, others are combined or, to a certain extent, replace each other. Moreover, all of them are subordinate to one or another orientation of physical education. Thus, inappropriate forms become important elements (and even links) of the physical education system.

Despite significant differences, non-routine forms of classes must be organized in accordance with the methodological principles: gradual training, implementation of the main content in the mode of required efforts, completion of the lesson with a gradual decrease in the load and, in some cases, preparation for subsequent activities.

In a specialized physical education individualized classes of a specialist with individuals became widespread (individual classes of a highly qualified athlete, medical gymnastics, etc.). The timing and content of such activities will vary depending on the needs and capabilities of the individual and for other reasons.

The positive in them is that a closer contact is ensured between the teacher and the student. This makes it possible to provide timely assistance to the student. He can move forward in the most suitable way and pace for him.

However, along with the advantages, individual lessons also have significant disadvantages: inefficiency (the teacher's time and efforts are spent on working with only one student); lack of a team of students, supportive, encouraging, giving everyone a sense of belonging to a group, providing an opportunity to learn from others.

Going to school is one of the most important stages in the life of every child. However, it is at this moment that most first-graders have certain difficulties that can be overcome if the child does not have health problems.

The body of a younger student is distinguished by the incompleteness of the development of functional systems and organs that are important for learning at school, therefore, a properly organized educational process should contribute to the high-quality mastery of general educational abilities and skills, and to strengthen the health of a small student, his growth and development.

When considering the educational process from the standpoint of the role of movements in it, it was established:

• Movement should be an integral part of any learning;
• Lack of movement reduces the level of physical functions, retards development, causes difficulties in the assimilation of the school curriculum;
• Knowledge of the relationship between movements and the educational process allows the teacher to successfully use various forms of organizing motor activity, working capacity, attention, perception.

The key to successful schooling is, first of all, a healthy nervous system of the child. Constant emotional stress is accompanied by muscle tension, and vice versa, muscle relaxation leads to a gradual decrease in nervous excitement, as well as to emotional relaxation of the whole organism. Nervous tension and overwork of the child, anxiety and irritability can be easily relieved by using mobile collective games on the daily physical education breaks at school, because the need for movement among students 7-10 years old is 4 hours a day, and a week - from 18 to 24 hours. Scientists have found that two physical education lessons per week compensate for only 11% of the physical activity of this age group of children. An increase in the volume of dynamics due to the organization and conduct of extracurricular mobile pauses - one of the "small forms" of physical education - will help solve the problem of developing hypodynamia at an early age. Soon, children will form a stable, conscious need for the systematic use of movements to maintain their health. Thus, one of the main tasks of the policy of our state will be solved to ensure the active adaptation of the individual to life in modern society - the task of forming a culture of health and teaching the skills of a healthy lifestyle, responsibility for one's own well-being, the necessary skills that allow this responsibility to be realized.

Scientists believe that the duration of active attention of first graders is 15-20 minutes. After 30-35 minutes of continuous training, their performance drops sharply: the intensity of work decreases by 37%, and its quality - by 50%. At the same time, about 50% of students begin to be distracted from work.

Fatigue can be eliminated by optimizing physical, mental and emotional activity. To do this, you should switch to other activities, use all kinds of means of restoring your working capacity, and actively relax.

During the day, the volume and content of motor activity should be sufficient to stimulate the child's body, to promote his versatile development. And here physical culture pauses and dynamic changes play an important role. A student who has been engaged in mental activity for a long time and is tired of it, a child in whose body stagnation has already been outlined due to lack of movement, simply needs active rest!

Physical culture breaks - a set of physical exercises and games carried out between classes. Hygienic requirements for physical culture breaks:

• carry out in a clean, well-ventilated and well-lit room;
• monitor the dosage of physical and emotional stress;
• avoid overwork.

For physical culture breaks, you should prepare the necessary equipment and aids in advance. Students can perform exercises both individually and frontally. The duration of such pauses is 5-8 minutes.

Dynamic breaks (lasting at least 30 minutes) can be organized after the second lesson with all students in the class. This is an organized form of active recreation on outdoors... If there is no space or weather conditions do not allow classes to be held in the school yard, they must be moved to premises, well-ventilated halls, corridors or recreational facilities. In this case, it is necessary to take into account the age characteristics of children. It is also advisable to use the material of the physical education curriculum. For the successful implementation of a mobile change, a physical education teacher must instruct the teachers and physical education teachers of classes. The content of such changes may include brisk walking or dosed running, the implementation of previously learned complexes of physical exercises of a health-improving orientation, outdoor games, relay races, elements of sports games or dances.

One of the conditions for a successful dynamic pause is its musical accompaniment. A few minutes before the end of the break, the music turns off, which serves as a kind of signal to prepare all students for the upcoming lesson.

The outdoor games offered in this teaching material can be used not only when carrying out active changes, but also during a walk in the GPA, during class and school holidays, for organizing children's leisure time on trips and hikes. At first glance, they may seem like just fun, but in fact they perfectly train strength, dexterity, resourcefulness, speed and accuracy of movements.

"Trap in pairs"

(The game is carried out according to the principle of the game "The third extra", but in the game "Trappers in pairs" pairs do not stand, but run)

The guys become couples holding hands. The Trap and the evader are chosen, who stand at a distance of 2-3 steps from each other. At the signal "Catch!" children scatter in pairs all over the playground, and Lovishka tries to catch them. You can save yourself from Lovishka by taking someone by the hand, then the one who turned out to be the third becomes the one running away. The runner who has been touched by Lovishka becomes Lovishka. He must stop, raise his hand and say: "I am a Trap!" The new Lovishka is not allowed to immediately touch the old driver with his hand.

"Draw without an object"

Invite the children to use their imagination to do the following:

• Toss and catch the ball (remind - without the ball).
• Throw the ball with a friend.
• Chop wood.
• Move an item from one place to another.
• Throw water at someone from a glass and be able to avoid being doused.
• Lift things weighing 1, 2, 3, 4, 5 and 10 kg.
• Depict an angry cat; hungry pig; haughty turkey; night owl; handsome peacock; ostrich; a proud rooster; penguin. The main thing is to convey the character of an animal or bird, to depict their gait, "voice", manners. It's fun to do it.

"Santiki-santiki-lim-po-po"

The players stand in a circle. The driver leaves the circle a short distance for a few seconds ... During this time, the players choose who will be the “showing”. This player will have to show different movements (clap hands, stroking the head, stamping his foot). All other players must immediately repeat his movements. After the show is selected, the driver is invited to the center of the circle. Its task is to determine who is showing all the movements.

The movements begin with ordinary claps. At the same time, throughout the entire game, the words are pronounced in chorus: “Santiki-santiki-lim-po-po”. Unbeknownst to the driver, the demonstrator demonstrates a new movement. Everyone should instantly adopt it, so as not to give the driver the opportunity to guess who is leading them. The facilitator may have several guesses. If one of the attempts is successful, then the proponent becomes the leader.

"Rainbow"

The Rainbow is selected by the counting tool. He stands facing the players, names any color and spreads his arms to the sides. Players find this color in their clothes, touching this color, calmly pass “under the Rainbow” (under his hands). If someone does not have the desired color, he must find an opportunity to cross to the other side “under the Rainbow” so that he is not shocked. Whoever gets caught becomes a new Rainbow, and the game continues.

"Catch the Dragon's Tail"

The guys line up in a column, each holding the one in front by the belt. They represent a dragon. The first in the column is the dragon's head, the last is the tail. At the command of the leader, the dragon begins to move. The task of the “head” is to catch the “tail”. And the task of the “tail”, in turn, is to run away from the “head”. The body of the dragon should not be torn, i.e. players are not allowed to unhook their hands. After catching the “tail”, you can select a new “head” and a new “tail”.

"Trap"

The players form two circles. The inner circle, holding hands, moves in one direction, and the outer one in the other. At the command of the teacher, both circles stop. Those standing in the inner circle raise their hands, forming a gate. The rest run into the circle, passing under the gate, then run out of it. Suddenly, a second command is given, hands are lowered, and those who are inside the circle are considered trapped. They remain in the inner circle and join hands with the rest of the players, after which the game is repeated. When few players remain in the outer circle, the inner circle is formed from them. The game repeats itself.

Literature:

1. V.M. Vidyakin Sports events and activities at school. Sports and outdoor games. - Volgograd: Teacher, 2007 .-- 127 p.
2. Derekleeva N.I. Movement games, trainings and health lessons. 1 - 5 grades. - M .: VAKO, 2004 .-- 152 p. - (Teacher's workshop).
3. Kovalenko V.I. School of physical education (grades 1-4): Practical development of physical education, gymnastic complexes, outdoor games for younger students. - M .: VAKO, 2005 .-- 208 p. - (Teacher's workshop).
4. Loveiko I.D., Fonarev M.I. Therapeutic physical training for diseases of the spine in children. 2nd ed. - L .: Medicine, 1988 .-- 141 p.
5. Ovechkina A.V., Drozhzhina L.A., Suvorova V.A. and others. Remedial gymnastics for children with postural disorders and primary scoliosis (village for doctors). - SPb., 1999 .-- 30 p.

8.1.Classification of forms of employment in the physical

education

Under forms of physical exercise understand ways to organize - educational process, each of which is characterized by a certain type of relationship (interaction) between the teacher (coach, judge) and the students, as well as the corresponding conditions of the classes.

According to the peculiarities of the organization of those involved and the methods of their guidance, physical education classes are divided into two groups - lesson and non-lesson (Fig. 17).

Lesson forms- these are classes conducted by a teacher (trainer) with a permanent staff of students. These include:

1) physical education lessons conducted by teachers under state programs in educational institutions where physical education is a compulsory subject (school, college of vocational education, university, etc.);

2) sports training sessions conducted by coaches aimed at improving those involved in the chosen sport.

Inappropriate forms- these are classes conducted both by specialists (in an organized manner) and by those who are engaged (independently) with the aim of active recreation, strengthening or restoring health, maintaining or increasing efficiency, development physical qualities, improving motor skills, etc., These include;

1) small forms of classes (morning exercises, introductory gymnastics, physical training pause, physical training minutes, micropause), used for the operational (current) control of the physical condition. Due to their short duration, these forms, as a rule, do not solve problems of a developing, training nature;

2) large forms of employment, i.e. classes are relatively long, full- and multidisciplinary (complex) in content (for example, aerobics, shaping, callanetics (see Chapter 24), athletic gymnastics, etc.). These forms of lesson are aimed at solving problems of a training, health-improving and rehabilitation or recreational nature;

3) competitive forms of training, i.e. forms of physical culture and sports activities, where the winner, place, physical or technical fitness, etc., are determined in competitive wrestling (for example, the system of official competitions, qualifying competitions, championships, championships, control estimates or competitions, etc.).

Characteristics of the forms of physical activity

Exercises

Lesson forms of classes

For lesson forms of classes, it is characteristic that the activities of those involved are controlled by a teacher of physical culture and sports who, for a strictly set time in a specially designated place, manages the process of physical education with a relatively constant educational group of students (class, section, team) and in accordance with the requirements of pedagogical patterns of training and education. With this, the frequency of classes, their duration and interrelation are strictly observed. In addition, educational forms are characterized by the construction of classes within the framework of a generally accepted structure, by which it is customary to understand the division of a lesson into three component parts: preparatory, main and final.

Preparatory part necessary for the initial organization of the students, mental and functional preparation of the body, as well as for the musculoskeletal system for the upcoming main work.

Main part provides the solution of problems of teaching the technique of motor actions, education of physical and personal qualities.

Final part is intended for a gradual decrease in the load on the body and an orderly ending of the lesson.

Based on the main focus distinguish between lessons in common physical fitness(OFP), lessons and professionally applied physical training (PPFP), sports training lessons, methodology, practical exercises.

General physical training lessons are used for almost all age groups. Their main focus is the all-round physical training of the trainees. The lessons are characterized by a variety of means and methods, complexity, medium and moderate load on the body.

Applied physical training lessons held in basic and secondary and higher educational institutions. Their main focus is the formation of leading motor skills for a specific profession, as well as the development of physical qualities.

Sportchvnp-trekking lessons are the main form of training with athletes of all categories and serve as preparation and, for competitions.

Methodology-practical training are conducted mainly in secondary specialized and higher educational institutions. Their main focus is the operational mastery of the methods and methods of physical culture and sports activities in order to achieve the educational, professional, life goals of the individual.

Based on the tasks to be solved, the following types of lessons are distinguished:

1) lessons in mastering new material. The south is characterized by wide use of verbal and visual methods, low "motor" density;

2) lessons to consolidate and improve teaching material;

3) control lessons are designed to determine the level of preparedness of those involved, check their assimilation of knowledge, abilities and skills, etc .;

4) mixed (complex) lessons are aimed at the joint solution of the problems of teaching the technique of movements, the education of physical qualities, control over the level of physical preparedness of those involved, etc.

According to the type of sport, classes of gymnastics, athletics, swimming, etc. are distinguished. They have their own specific content, structural structure, etc.

Out-of-class forms of classes

As already mentioned above, in mass physical culture and sports practice, small, large and competitive forms of non-class training are used.

For small forms occupations are characteristic :

1) a relatively narrow focus of the activities of those involved in comparison with lesson and large forms of classes. Therefore, only certain particular tasks are solved here: a) a moderate increase in tone and acceleration of the working out of body systems during the transition from a state of rest to everyday activities (forms: morning hygienic gymnastics, introductory industrial gymnastics); b) the current optimization of the dynamics of operational performance during work and the prevention of its adverse effects on the body (forms: physical pause, physical training minutes, micro-pause of active rest); c) maintaining individual sides, acquired fitness and creating prerequisites for increasing the effectiveness of basic activities (homework for the school course of physical education and in sports);

2) short duration of classes (from 2-3 to 15-20 minutes);

3) the absence or not expressiveness of the structure of the construction of the lesson, i.e. preparatory, main and final parts, chaprimsr health jogging, hygienic gymnastics, exercise minutes, etc .:

4) low level of functional loads. It should be noted that small forms of classes play an additional role in the general system of physical education classes. TO large forms non-class activities include:

1) independent (amateur) training sessions (for example, but general physical training, athletic gymnastics, etc.). They require from those engaged in a certain "physical education", especially of a methodological nature, for the correct construction of the lesson, correct regulation of the load, the implementation of self-control;

2) classes related to solving problems of a health-improving and rehabilitation or recreational nature. These include aerobics, shaping, callanetics, wushu, hiking, skiing, mass games, etc. The main characteristic features of these activities: moderation of the load without cumulative fatigue; lack of strict regulation; free variation of behavior.

TO competitive forms organization of studies include:

1) the actual sporting events, assuming the maximum realization of the possibilities of those involved. They are characterized by: clear regulation of the subject, methods and conditions of the competition by official rules, regulation of the order of competition, the presence of refereeing, etc .;

2) competitive forms of training (for example, control lessons, tests, passing standards, etc.). Here, the signs inherent in sports are partially absent or less pronounced.

Depending on the number of people involved in physical exercises, there are individual and group forms of training,

Non-lesson-type lessons, as opposed to lesson-type lessons, are carried out on the basis of complete voluntariness.

The choice of a specific non-routine form of study is largely determined by the interests and inclinations of the students.

Chapter 9. PLANNING AND CONTROL IN PHYSICAL EDUCATION

Physical education planning

Physical education planning - this is a preliminary development and determination of target attitudes and tasks for the forthcoming activity, content, methods, forms of organization and methods of the educational process with a specific contingent of students.

According to the timing of planning, the following types are distinguished; promising, current (milestone) and operational.

Forward planning - this is planning for a long term (for example, in a general education school for several years with the distribution of program material by years of study).

Current planning covers the stages of work (for example, in a general education school, this is planning for an academic quarter).

Operational planning carried out for the near future (for the upcoming lesson).

Cladding requires deep, versatile professional knowledge and practical experience, always involves a creative approach, since it is not determined by the rigid framework of methodological prescriptions.

Requirements for planning in physical education

1. Target focus pedagogical process. It consists in the requirement to determine the ultimate goal of this process and the subordination (selection) of all its content, methods and forms of organization to the achievement of the goal. In other words, from the instructor's (coach's) methodological arsenal, use what directly serves to achieve the goal.

The goal you set must be real. Therefore, the teacher (trainer) needs to soberly describe the possibilities of achieving it (the preparedness of the trainees, the cost of study time, the availability of material -technical base etc.).

The basis for the development of target attitudes is the program-normative provisions of the physical education system (category norms and requirements of sports classification, requirements government programs on physical education for various contingents of the population). Setting a goal will create a concrete perspective in pedagogical work.

The goal is concretized by a whole system of subordinate (private, intermediate) pedagogical tasks with the definition of the sequence and the time frame for their implementation. All the objectives of the plan should be formulated clearly, unambiguously and in such a way that they are easy to assess and control. Therefore, they are concretized, if possible, in quantitative indicators (educational standards, test results), which make it possible to apply mathematical and statistical methods for assessing achievements (results obtained).

2. Comprehensiveness of planning tasks of the pedagogical process. The requirement is that, based on the goal set, it is sufficient to provide for educational, health-improving and general educational tasks and outline the means, methods and forms of organizing classes corresponding to them.

3. Taking into account the laws of physical education. Planning is only effective when it is based on the objective laws of physical education (on the laws of the formation of motor skills and abilities, the development of physical qualities and, in parallel, the assimilation of knowledge on this subject) and on the corresponding pedagogical principles (systematicity, accessibility and individualization, progression, etc.). ). In planning the process of physical education, it is also necessary to take into account the biological patterns of growth and development of the human body, age-related psychological characteristics.

4. Concrete planning. The requirement is in strict compliance with the planned tasks, means and methods of physical education, the readiness of those involved and the conditions of classes (educational and material base, climatic conditions, etc.).

The degree of specification depends on the time period for which the plan 1 ... The shorter the period for which the plan is drawn up, the more specific it is. The most specific (detailed) plan is the outline of one lesson (lesson).

Methodical planning sequence. When developing any plan, it is advisable to adhere to this sequence of basic operations.

1. Before you start planning, you need to have certain information about the contingent of students, for which you have to draw up a plan (about the state of health, the level of physical and sports-technical readiness, etc.). Without such information, planning cannot be fully carried out.

" Plan - it is a predetermined system of activities that provides for the order, sequence and timing of work.

In addition, the data are needed to recruit groups that are homogeneous in terms of health and level of preparedness when conducting a course of physical education in general education schools, secondary specialized and higher educational institutions and other organizations.

The teacher receives the necessary preliminary information through interviews with those with whom the classes are to be conducted, conducting questionnaires among them, control tests (testing), using the data of a medical-physical-cultural examination.

2. The goals and objectives of the educational process are determined and specified in relation to a specific contingent of students and specific conditions for conducting classes.

3. Based on the tasks set, standards and requirements are established that must be fulfilled by the trainees at the appropriate stages.

4. The sections of the training program and the calculation of study time for the development of the theoretical and practical content of the program, its passage are determined.

5. A rational sequence of passing the educational material (theoretical and practical) is outlined by periods, stages, individual lessons, and the volume and intensity of the loads are specified.

6. The general organization of work on the implementation of the plan is determined, methods and forms of classes are selected for solving the assigned pedagogical tasks.

7. In conclusion, proceed to the consolidated textual-descriptive or tabular design of the plan. At the same time, all its points, sections, load parameters, etc. are viewed and agreed upon. Whenever possible, the content of the plans is recommended to be expressed in a visual form, using graphic means, in different colors. Visual forms of plans allow you to holistically perceive various elements of content, indicators and represent the relationship between them.

Thus, planning is sequential in nature and is carried out on the basis of a generalized to more detailed.

Characteristics of the main planning documents in physical education. The main planning documents in physical education are: curriculum, curriculum, schedule educational process, work (thematic) plan, schedule of classes, plans, notes of classes. All planning documents are logically and meaningfully linked. Each subsequent document of a more private nature is developed in accordance with the previous one. At the same time, each document has its own purpose in the planning system, performs a specific function. Generally

the implementation of the basic planning documents should provide the necessary organization, the optimal choice of means and methods of the pedagogical process with this contingent of students.

According to their functional purpose, all planning documents are divided into three types.

1. Documents defining the main focus and content of the educational process in secondary schools, colleges of vocational education, secondary and higher specialized educational institutions. These include the curriculum and curriculum. These documents are state and mandatory.

2. Documents defining the procedure for organizing the process of physical education (schedule of the educational process and the schedule of classes).

3. Documents of a methodological nature, which mainly reflect the methodology of physical education (work plan and outline of the lesson).

Curricula and physical education programs for general education schools, secondary and higher specialized educational institutions, sports schools and other organizations are developed by state bodies (ministries, committees). Schedules of the educational process, work plans and lesson plans are developed by the teachers themselves based on the starting official documents - the curriculum and program.

Academic plan is the main (initial) document, on the basis of which all the multifaceted work on physical education in state educational institutions of all levels is carried out.

The curriculum establishes: a) the total duration of physical education classes in a general education school, educational institution; sports specialization in CYSS and other sports schools; b) sections (types) of program material, indicating the hours for their passage by the years of study.

Training program - This is a planning document for educational work, which defines: a) target settings and general tasks of the pedagogical process: in a general education school - a course of physical education, in a youth sports school - sports training in a chosen sport; b) the amount of knowledge, abilities and skills that students must master in the planned period of classes, and a list of basic physical exercises and other means that ensure the solution of the tasks;

c) the level of theoretical, general physical and sports readiness, expressed in crediting requirements and educational standards (test indicators), which students must achieve in each year and after graduation from an educational institution.

The physical education program consists mainly of 4 sections: 1) physical education lessons; 2) physical culture and recreational activities during the school day; 3) physical education outside school hours; 4) physical culture and sports events.

Study programs have the following typical structure:

1) explanatory note, in which the purpose and objectives of the course of physical education are revealed, the features of the contingent of those involved are indicated, the structure of the program is characterized, the methods and forms of classes are recommended, instructions are given on planning and accounting, etc .; 2) educational material on theoretical and practical sections (a list of the main theoretical topics for study, a description of all physical exercises to be mastered by years of study), as well as credit requirements and educational standards for the development of motor actions and the development of physical qualities; 3) an appendix containing a list of recommended literature, samples of plans, applications, a typical report card of sports equipment and equipment necessary to provide physical education classes, approximate maps of physical fitness and development of students, etc.

The curriculum is developed in accordance with the content and amount of hours allocated for each section and, in general, for all sections of the classes, established by the curriculum.

Schedule of the educational process determines the most appropriate sequence of passing the material of the theoretical and practical sections of the curriculum by months and weeks during one year (academic - in a general education school and an annual cycle sports training in CYSS). The schedule also indicates the number of hours allotted for each section and the distribution of time spent on passing the material in the sections by weeks throughout the year.

The schedule is drawn up for homogeneous study groups (for example, at school for each parallel of classes, at the university for groups of the same course and educational department).

The order of passing the types of the practical section of the curriculum depends on the seasonal conditions and the availability of sports facilities. However, the main thing in determining the rational sequence of passing the educational material of the program is the pedagogical laws of the process of physical education (the formation of motor skills, the directed development of physical qualities, etc.).

The program material is distributed over academic weeks in the order of a gradual increase in requirements for students, both in terms of the complexity of the exercise technique and physical load.

The schedule determines the numbers of the lessons at which it is planned to receive tests or control competitions for each section of the program.

The schedule is a purely organizational document (the methodology of physical education is not reflected in it). It gives only a general holistic idea of ​​the passage of the program material during the academic year.

Work (thematic) plan is compiled on the basis of the curriculum and the annual schedule for passing the program material and is a sequential presentation of the content of each lesson of the academic quarter (semester). In the practice of physical education, the work plan has different names - a thematic plan, a plan for one quarter, for one semester. In the working plan, in a more specific form than in the schedule of the educational process, the means used are presented and the methodology of teaching motor actions and training physical qualities is reflected. A professionally drawn up work plan largely fulfills the function of methodological support of the educational process. Work plans are drawn up in text and graphic form.

4) control exercises (tests) to determine the success of mastering the program material and the level of physical fitness of students.

When distributing educational material for lessons in the work plan, it is necessary to be guided by the following methodological provisions:

1) adhere to the didactic rule from simple to complex, while taking into account the increasing level of physical fitness of students in the process of their systematic studies;

2) when learning a motor action, it is inappropriate to take long breaks between lessons, i.e. time-concentrated training should be used;

3) make every possible use of the positive relationship of exercises from various sections of the program and avoid learning negatively interacting motor actions in one lesson;

4) in those lessons in which training in motor actions is planned, it is necessary to provide for the communication of the basics of knowledge about the technique of the studied action, the effect of this physical exercise on the body, the rules for ensuring safety during its implementation;

5) to solve the problems of physical education, you should use in the lesson means that have a multifaceted effect on physical development engaged;

6) the number and content of tasks in one lesson should correspond to the capabilities of the students and the educational and material support of the lesson.

The work plan fixes the methodological sequence of passing the educational material and at the same time reveals the content of each specific lesson.

Timetable of classes should be as constant as possible, stable and provide for approximately equal intervals between physical education sessions.

Lesson outline (lessons) is developed for each specific lesson based on the work plan and is a complete detailed scenario of the upcoming lesson. It indicates the number of the lesson according to the work plan, the main and particular tasks of the lesson, the necessary means are selected for their solution, indicating the parameters of the load (number of repetitions, intensity, duration) and rest for all exercises, organizational and methodological instructions are developed.

In more detail, the main planning documents for physical education are considered in Chapter 12 "Technology for the development of planning documents for physical education."

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