Project of story games for a physical education lesson. Outdoor games in physical education lessons. During sports lessons

In the 21st century, radical changes are taking place in the life of our society, which entail great changes in worldview and ideology, in culture and education. New thinking brings to the fore universal human values.

I see three directions in a teacher’s activity:

1. Health improvement.
2. Training.
3. Education, development.

The leading pedagogical idea in working with primary schoolchildren is the formation of initial beliefs based on universal human values ​​and the need for physical exercise; creating a situation of success in educational activities in the subject of physical education.

I consider the educational tasks to be the cultivation of moral qualities: empathy, mutual assistance, complicity, restraint, the ability to win and lose. Formation of a sense of beauty and aesthetic taste.

I choose the technology of learning in the game as the main educational technology. Play is a natural companion of a child’s life, and therefore corresponds to the law of nature. The result of the game is joy and emotional uplift. The positive emotion of creativity is the most important factor in healing.

The anatomical, physiological and psychological characteristics of children of this age should be especially taken into account. The child's body is subject to various environmental influences, as well as rapid fatigue. The attention of children at this age is not stable enough. The child is often distracted by what is in this moment he finds it more interesting. The will is poorly developed, so games should be used with few rules. Since thinking at this age is figurative and objective, story games contribute to the development in the best possible way creative imagination children and education of personal qualities. Role-playing games are valuable from a pedagogical point of view, since they have a great influence on the development of thinking, the formation of character, the development of will, moral qualities, physically strengthen the child, and create a spiritual mood for positive educational activities. In 1st grade I use the role-playing game “Zoo”. It includes three parts: “The Run of Animals”, “Falcon and Swallows”, “Lion and Monkeys”. In the game, children, reciting plot texts, turn into animals: a fox, a hare, a wolf. Depending on the role, students perform certain movements. In 2nd grades the game “My Favorite Cartoons” is played. Children love cartoons very much, therefore, when developing game scripts based on famous cartoons, for example, “Chip and Dale”, “Tom and Jerry”, I solve not only educational and developmental problems, but also educational problems.

“Chip and Dale” are two chipmunks, very dexterous and fast, most importantly, they are friendly and help each other. Couples are organized: Chip and Dale.

In the game, children run and move in pairs, show dexterity and speed when running, holding hands tightly, symbolizing their friendship. In the Tom and Jerry game, children line up in lines. The players standing in the first line are Jerry's team (little mice): very fast, agile (according to the plot of the cartoon), they deftly run away from the second line (Tom's teams are cunning cats).

Children showing in role-playing games ah agility, speed, strength, endurance, develop physically. At the same time, they experience positive emotions: joy, pleasure and, accordingly, become healthier.

Game "On the Lake"

Children form a “lake” in the center of the hall - each sits in their own house.
They choose a merman for him, put on a beard and a small crown. He holds a traffic light in his hands - red and green. The teacher shows the children a drawing of a heron. Everyone says together: “The herons walk around, raising their paws, walking merrily over the hummocks and stumps.” For each word, students follow the teacher and perform various movements with their arms and legs in a sitting position. Then they disperse around the hall and imitate the movements of a heron (walking, raising your knees high, pulling your toes, arms to the sides, watching your posture). The waterman raises the red traffic light, and all the herons sit in their houses.

And the teacher already shows a drawing of a frog and reads out the following refrain: “We are frogs, we are frogs, we have green bellies, we jump in the swamp and move our legs.” The waterman raises the green traffic light. All children begin to jump in a squat with support on their hands and croak. The waterman raises the red traffic light. And all the frogs run to the houses (the last one to run gets a penalty point).

Teacher: “A fisherman came to the lake, he was carrying a backpack on his back, and he had a fishing rod in his hands.” At the waterman’s signal, the children run to the gymnastics walls, take the rolling pins hanging there, fold them in half, spin them in a circle with their right hands, and jump over them, trying not to fall for the bait. The teacher tells the children that they need to lower their hand with the rope lower, and then it will be more convenient to jump.

New waterman signal (all actions are performed only on a signal). Children hang ropes on the gymnastics walls and return to their houses.
I compose role-playing games for physical education classes. For example, the games “Sun”, “Captain”, “Tourists”, “Spiders”.

I develop extracurricular activities in a non-traditional form. For example, sports competition“Dad, Mom and I are a sports family” is based on the plot of Russian folk tales: “Turnip”, “Morozko”, “Masha and the Bear”, “Geese-Swans”, etc.

Role-playing games in Russian folk tales They strengthen not only the body and spirit, but also introduce them to oral folk art and introduce children to the national culture.
Role-playing games are also held during gymnastics lessons. For example, the game “The Adventures of Pinocchio”. Children, performing physical exercises in groups at the stations “In the swamp near the turtle Tortilla”, “Karabas-Barabas”, etc.), not only learn to jump “over bumps”, rolls, etc., but also learn to show personal qualities: accuracy and precision of movements, mutual respect and mutual assistance.

In ski lessons, I use the game “Steam Locomotive” to teach and consolidate gliding skills. On the ski track, the teacher “goes first”, then the students who are good at sliding, etc. depending on the level of physical fitness of the children. While moving, students follow the basic rule: do not go “out of the way.” The teacher sets the route: the following stations are announced: “Speed” (heavy traffic), “Relax” (waiting for the “trailers” that complete the slide), “Remontnaya” (providing assistance), “Finish”. This approach to organizing a lesson helps to foster a culture of behavior and communication, the formation of such qualities as empathy and mutual support.

In my pedagogical arsenal there is a significant number of developed scenarios of role-playing games for primary classes, some of them were published in the magazine “Physical Education at School”. (No. 1, 1994 “Fairytale Journey”, No. 4, 1994 “Visiting a Fairy Tale”, No. 2, 1995 “For physical education minutes”, No. 6, 1997 “ Autumn holidays", No. 4, 1998 "We are on a hike", No. 3, 2000 "Plot-based physical education minutes", No. 4, 2008 "Plot-based sports festival“Dad, Mom and I are a sports family”).

State autonomous educational institution

additional professional education

"Institute for Educational Development of the Republic of Tatarstan"

Project work

Topic: “The use of outdoor games as a means of increasing students’ interest in physical education”

Completed by: Knyazeva I.Yu. – FC teacher,

MBOU secondary school No. 69 of the Volga region of Kazan,

Kazan – 2016

Content

Introduction.

The purpose and objectives of the project.

Expected Result.

Time frame for development and implementation of the project.

Project resources.

Conclusion.

Literature.

1. Introduction.

In our unstable times, associated with new economic and political transformations in the country, teachers physical culture entrusted with enormous responsibility for the health of children. Lack of physical activity entails sad consequences - decreased performance, rapid fatigue, and a general deterioration in well-being. Over the years, the risk of acquiring various types of diseases increases, so the problem of health and healthy image life is especially important in childhood and adolescence, when the knowledge and skills of a person’s physical culture are laid and formed. Another danger that awaits our children is not only weakening health, but also the destruction of the child’s personality, the loss of life principles. To preserve a full-fledged personality, it is necessary to cultivate in students a sense of goodwill, tolerance, and a desire for improvement in all spheres of life. All this proves that the moral health of children is the basis of the general health of children and leads to the need for a unified approach to both the physical and moral education of the child.

Physical education of the younger generation is an integral part of personality education. Main tasks physical education at school are: promoting health, promoting proper development, teaching students vital skills, nurturing physical and moral qualities.

The solution of these problems is actively promoted by the game, which acts as a means of promoting health and a method of physical and moral education. Play is a natural form of lively and spontaneous activity, the love and habit of which is laid in early childhood. The great Russian teacher K.D. Ushinsky, speaking about the game, noted that all aspects of the human soul are formed in it: his mind, heart, will. The game not only expresses the child’s inclinations and the strength of his soul, but the game itself has a great influence on the development of children’s abilities and inclinations, and consequently on their future destiny. A game is a type of activity of a child that represents a conscious, proactive activity aimed at achieving a conditional goal voluntarily established by the players. In the game, the physical and spiritual needs of the child are satisfied, his mind and volitional qualities are formed in it. The only form of child activity is play, which in all cases corresponds to his organization. In play, a child seeks and often finds a kind of work ground for developing his moral and physical qualities; his body requires an outlet in activities that correspond to his internal state. Therefore, through the game you can influence the children's team, excluding direct pressure, punishment, and excessive nervousness when working with children.

The game has a great influence on mental development schoolboy. Acting with objects, the child begins to operate in a conceivable, conventional space. Gradually, play activities are reduced, and the child begins to act internally, mentally. The child begins to think in images and ideas. The environment in which a child lives must develop and educate, encourage interaction with its various elements, evoke a desire to move, provide an opportunity for multivariate games, and be comfortable.

From all of the above, the relevance of my chosen topic is clear.

The use of outdoor games increases students' interest in physical education classes.

The concept of gaming activity.

Play is a relatively independent activity for children and adults. It satisfies people's need for relaxation, entertainment, knowledge, and the development of spiritual and physical strength.

Outdoor play refers to those manifestations of play activity in which the role of movements is clearly expressed. An active game is characterized by active creative motor actions motivated by its plot. These actions are partially limited by rules (generally accepted, established by the leader or played) aimed at overcoming various difficulties on the way to achieving the goal.

In pedagogical practice, collective and individual outdoor games are used, as well as games that lead to sports activities. Collective outdoor games are games in which both small groups and entire classes, and in some cases a significantly larger number of players, simultaneously participate. Individual (single) outdoor games are usually created and organized by children. In such games, everyone can outline their plans, set conditions and rules that interest them, and, if desired, change them. Paths for carrying out planned actions are also chosen according to personal desire.

Games that lead to sports activities are systematically organized outdoor games that require stable conditions and contribute to students’ successful mastery of elements of sports technique and simple tactical actions in individual sports.

The activity of various analyzers, clearly expressed in outdoor games, creates favorable opportunities for training the functions of the cerebral cortex, for the formation of new temporary, both positive and negative connections, and for increasing the mobility of nervous processes. This has a positive effect on the students’ mastery of individual sports techniques and their combinations, creates the prerequisites for more successful mastery of tactical actions, and also confirms that playing outdoor games contributes to the development of will, endurance, and discipline in various sports. Features of the selection and conduct of outdoor games in relation to the specifics of athletics, ski training and sports games.

The plot of the game determines the purpose of the players’ actions and the nature of the development of the game conflict. It is borrowed from the surrounding reality and figuratively reflects its actions (for example, hunting, labor, military household) or is created specifically, based on the tasks of physical education, in the form of a scheme of confrontation with various interactions playing (for example, in modern sports games ah) The plot of the game not only enlivens the integral actions of the players, but also gives individual techniques technology and tactical elements of purposefulness make the game exciting.

Rules are mandatory requirements for game participants. They determine the location and movement of players, clarify the nature of behavior, the rights and responsibilities of the players, determine the methods of playing the game, methods and conditions for recording its results. At the same time, manifestations of creative activity and initiative of those playing within the rules of the game are not excluded.

Motor actions within moving frames are varied. They can be, for example, imitative, figurative-creative, rhythmic, and performed in the form of motor tasks requiring the manifestation of dexterity, speed, strength, and other physical qualities. In games, there may be short dashes with sudden changes in direction and delays in movement, various throwing at a distance and at a target; overcoming obstacles by jumping, resistance by force; actions acquired during physical training and others. All these actions are performed in a variety of combinations and combinations.

2.Goal and objectives of the project

Target:

To increase students' interest in physical education through outdoor games.

With the help of outdoor games, teach students motor actions (running, jumping, throwing, throwing, catching, passing the ball, etc.).

Tasks:

Strengthen the health of those involved, promote their proper physical development;

Promote mastery of vital motor skills and abilities and improvement in them;

To cultivate in children the necessary moral, volitional and physical qualities;

To instill in students organizational skills and the habit of systematically independently playing games.

3. Expected result.

Improving the health and physical development of students.

Mastering vital motor skills and abilities.

Mastery of moral-volitional and physical qualities.

Systematic and independent organizational skills and habits for playing games.

Improving performance in physical education.

4. terms of development and implementation of the project

Project duration 10 (ten) months

Istage – preparatory – 1 month (October 2011)

Studying the range of interests in physical culture and sports among students through questionnaires and interviews.

IIstage – implementation of the main activities of the project – 8 months (November-June 2012)

Creation of a good material base for conducting outdoor games in physical education lessons.

Conducting physical education lessons using outdoor games.

Organization and conduct of outdoor games during physical education lessons, during breaks and after school hours.

Conducting a wide range of school sections in various sports.

Organization of advisory assistance for students aimed at their physical development and health promotion.

IIIstage – final 1 month (July 2012)

Collection and processing of analytical material, correlation of assigned tasks with achieved results.

Generalization of best practices through methodological seminars.

5. Project resources.

1. General educational games.

2. Folk games.

3. Paramilitary games.

4. Games leading up to sports activities (preparatory and special games).

6. Outdoor games in teaching practice.

In teaching practice, social life and everyday life, there are two main forms of organizing outdoor games: classroom and extracurricular. In the lesson form of outdoor games, the leading role is played by the leader, who solves the following tasks:

1) health

2) educational

3) educational

Health-improving tasks of outdoor games.

With proper organization of classes, taking into account age characteristics and physical fitness, those involved in outdoor games have a beneficial effect on the growth, development and strengthening of the musculoskeletal system, the muscular system, on the formation of correct posture in children and adolescents, and also increases the functional activity of the body.

In this regard, outdoor games that involve in a variety of activities become of great importance. dynamic work various large and small muscles of the body; games that increase joint mobility. Under the influence of physical exercises used in games, all types of metabolism (carbohydrate, protein, fat and mineral) are activated. Muscle loads stimulate the functioning of the endocrine glands.

When playing games, you need to ensure that physical activity is optimal. When systematically playing games, you can allow intense loads so that the body gradually adapts to them. This is of great importance in life and work. However, it is not permissible to bring the participants of the game to overwork. Games with active, energetic, repeatedly repeated motor actions but not associated with prolonged one-sided force tension (especially static) have a beneficial effect on the body of children and adolescents. That is why there should be no excessive muscle tension and prolonged breath holding in games. Outdoor games should have a positive effect on nervous system engaged. To do this, the leader must optimally dose the load on the memory and attention of the players, and structure the game so that it evokes positive emotions in the players. Poor organization of the game leads to the emergence of negative emotions, disrupts the normal course of nervous processes, and students may experience stress. Outdoor games must have strict and clear rules, which helps to streamline the interaction of participants and eliminates unnecessary excitement.

Educational objectives of outdoor games.

The game has a great impact on the formation of personality: it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Playing games contributes to the development in children of abilities for actions that have implications for everyday practical activities, in the games themselves, as well as in athletics, ski training and sports games. The rules and motor actions of an outdoor game create in the players correct ideas about the relationships between people existing in society.

Games that are similar in structure and nature of movement to motor actions that are studied during athletics, sports games, and ski training are of educational importance. Elementary motor skills acquired in games are easily restructured during subsequent, more in-depth study of movement techniques and facilitate mastery of it. The game method is especially recommended for use at the stage of initial development of movements. Repeated repetition of motor actions during the game helps to develop in students the ability to economically and expediently perform them in a finished form. It is necessary to teach players to use acquired skills in non-standard conditions. Outdoor games develop the ability to adequately assess spatial and temporal relationships, simultaneously perceive many things and respond to what is perceived. In outdoor games, participants have to play various roles (driver, referee, assistant referee, game organizer, etc.), which develops their organizational skills.

Educational tasks of outdoor games.

Outdoor games greatly contribute to the development of physical qualities of speed, agility, strength, endurance, flexibility, and, importantly, these physical qualities develop in a complex. Most outdoor games require participants to be quick. These are games built on the need for instant responses to sound signals, visual, tactile signals, games with sudden stops, delays and resumption of movements, with overcoming short distances in the shortest time.

The constantly changing situation in the game, the rapid transition of participants from one movement to another contributes to the development of dexterity. To develop strength, it is good to use games that require moderate-intensity, short-term speed-strength stress. Games with repeated repetitions of intense movements with constant physical activity, which causes significant expenditure of strength and energy, contributes to the development of endurance.

Improvement of flexibility occurs in games associated with frequent changes in direction of movement.

Amusing game plot evokes positive emotions in the participants and encourages them to repeatedly perform certain techniques with unrelenting activity, demonstrating the necessary volitional qualities and physical abilities. For the emergence of interest in the game, the path to achieving the game goal is of great importance - the nature and degree of difficulty of the obstacles that must be overcome to obtain a specific result, to satisfy the game.

An outdoor game that requires a creative approach will always be interesting and attractive for its participants. The competitive nature of collective outdoor games can also intensify the actions of players and cause the manifestation of determination, courage and perseverance to achieve the goal. However, it must be taken into account that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. Voluntary acceptance of restrictions on actions by the rules adopted in a collective outdoor game, while simultaneously being passionate about the game, disciplines students.

The leader must be able to correctly distribute playing roles in the team in order to teach the players mutual respect during joint performance of game actions, and to take responsibility for their actions.

Outdoor play is collective in nature. The opinions of peers are known to have a great influence on the behavior of each player. Depending on the quality of fulfillment of the role, one or another participant in an outdoor game may deserve the encouragement or, conversely, disapproval of his comrades, since children are accustomed to activities in a team.

The game is characterized by opposition from one player to another, from one team to another, when the players face a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the surrounding situation as soon as possible, choose the most correct actions and carry them out. This is how outdoor games promote self-knowledge.

In addition, playing games develop coordinated, economical and coordinated movements; players acquire the ability to quickly enter the desired pace and rhythm of work, deftly and quickly perform various motor tasks, while showing the necessary effort and perseverance, which is important in life.

Health, educational and educational tasks must be solved in a complex manner, only in this case each outdoor game will be an effective means of versatile physical education of children and adolescents.

The importance of outdoor play in physical education lessons.

An important place in physical education lessons is occupied by the game method, which allows students to be distracted from the sometimes continuous monotonous work in the lesson, to increase the emotionality of classes and to add variety to them. Our task is to select accordingly, from a variety of outdoor games, exactly those games that helped to improve the technique - tactical training of students in the shortest possible time.

And we decided to improve tactical training with the help of outdoor games. Using a special set of outdoor games during lessons, you can increase the cognitive interest of students in physical education lessons.

The role of outdoor games in physical education lessons can hardly be overestimated. Essentially, here we are talking about using the most effective gaming method under these conditions. Its great advantage is that it makes the study of technical complex exercises accessible. At the same time, the use of the game provides a comprehensive improvement in motor activity, where physical strength is formed and developed along with motor skills.

Learning and improving in a game environment gives skills special stability and flexibility.

This is why you need to use outdoor games. An outdoor game helps to enliven and diversify the lesson. Emotional switching has the effect of active rest - it helps to restore strength directly during classes and makes it easier to master the material.

The game is a recognized means of general and special physical, tactical and technical training of students. Therefore, it takes the place of mandatory, auxiliary exercises for students. It is only desirable that the selected outdoor games be similar to the exercises that underlie the sport being studied. The invaluable advantage of games is that they can be used in any conditions and at any stage of the lesson. With the help of outdoor games, you can successfully solve all types of special training: physical, technical, tactical and psychological. In the game, as a rule, physical qualities develop comprehensively. But if necessary, they can improve selectively. Games are valuable as a means of mastering all the baggage of vital motor skills. Mastering the technique of sports movements fully takes place only with the systematic use of outdoor games. Initially, in simplified versions of the games, students become familiar with movements that are similar in structure and selected for study. At this stage, such games serve as introductory exercises. Game competitions are used to reinforce special exercises. This is, as a rule, a task to ensure the correct execution of what is being studied. Thus, the skill stabilizes.

A specially selected set of outdoor games allows you to quickly get acquainted with the basics of any sports game and teach them. The use of outdoor games as means and methods of sports training allows us to solve the problems of mental and moral training. Constantly overcoming various obstacles, operating in complicated conditions, forms the moral basis of the behavior of those involved. Here the traits of a sports character are cultivated, characterized by determination and the ability to fully mobilize in necessary situations.

We select games for solving lesson problems mainly from those that are well known to students. But this, of course, does not exclude the use of other, specially selected games.

A selection of outdoor games aimed at improving technical and tactical techniques in ski lessons.

Mastering technique and tactics begins with the first steps, i.e. with lead-up games and special game exercises.

The implementation of the principle of consciousness and activity when studying the technique of skiing consists of awareness of the goal, objectives, the result of performing a separate exercise and the ability to independently control and evaluate one’s motor actions.

It is recommended to study the most complex elements of ski training techniques (moves, transitions, turns in motion, jumps) in three stages:

Initial study;

In-depth learning;

Consolidation and improvement of skills.

At the initial study stage, we learn the elements of the technique, then we master the method of movement as a whole. The features of this stage of study are the following: insufficient accuracy of movements in space and time, inaccuracy of muscle efforts, instability of the rhythm of movements, the presence of movements. In this case, students spend a lot of extra effort and at the same time perform movements with general tension in all or most of the muscles of the body. All this causes increased fatigue and insufficient performance.

To do this, you need to play outdoor games that improve coordination and speed.

It is advisable to carry out games that improve the balance and coordination of a skier in the first half of the main part of the lesson. When choosing a game, one or another, you should take into account age, physical fitness, and the conditions of the game.

These qualities can be developed in such outdoor games as “Laying the Railway”, “Train”, “Fan”, “Snake”, “Centipede on Skis”, “Tag”.

“Laying a railway”, students line up with side steps in a line sideways in the direction of movement with an interval of 1 m. They move with side steps, laying “ railway" Those who have a smoother and clearer ski track on the snow win.

At the second stage of training, it is necessary to solve three problems:

Deepen your understanding of the patterns of the movements being studied;

Add mastery and clarification of the details of the technique of the method of movement being studied;

Add a clear, free and cohesive way of moving overall.

At this stage of training, the role of consciousness and activity of students increases. To do this, you need to provide as complete information as possible about the patterns and conditions for the use of various actions, and encourage a deep analysis of the technology and the results of your work. It is advisable to master the elements of technology against the background of the holistic implementation of the studied method of movement. At the same time, students’ attention switches from important actions to secondary ones, from large ones to small ones.. It should be added that the student learns to analyze his movements and identify mistakes, and the teacher guides him on the right path.

Consolidation and improvement stage. The goal of the stage is to develop skills and abilities and develop the ability to use the mastered method of skiing in various conditions and combinations with other methods. The learning process at this stage includes two stages of motor skill development:

The stage of clarifying the skill in the main version of the action;

The stage of formation of skills in additional options of action.

The learning objectives at the third stage are:

To consolidate the basic technique of skiing, continuing to refine the details;

To teach how to perform learned actions expediently in various conditions, including competitive ones and in combination with other actions;

Enrich the equipment with new details in accordance with the individual characteristics of the students and taking into account the improvement of their physical fitness.

The skill, first of all, is to master the “sense of skis and snow”: learn to control skis, push off the snow with skis and transfer body weight from one leg to the other. At the same time, we should not forget about the need to develop the ability to maintain balance - the ability to confidently glide on two skis and especially on one. When solving these problems, you can do leading exercises and use the most simple ways movement on skis: repeatedly take different skier poses on the spot; alternately raise your legs with the skis in place, bending them as during normal walking; alternately lift the toes of the skis without lifting the heel from the snow and move the skis up and down, right and left; make flips, step in place around the heels and toes of the skis, achieving a parallel position of the skis when placing the skis; jump up in place with both legs and alternately from the right leg to the left and vice versa, simultaneously transferring body weight; take side steps to the side for two and four counts; do, while standing still, swinging sliding movements of the foot with the ski back and forth, etc.

With the help of these exercises, motor skills are developed that are similar to the technical elements of the main methods of skiing (ski moves, transitions, turns in motion).

You can also use game exercises - sliding (the one who slides the distance between the flags, taking fewer steps, is the winner); roll up (who can roll further in 10 steps); racing (legs are tied above the shins, only in a straight line 50-100m, whoever is faster). These exercises develop speed.

Strength qualities develop in skiing games that require the application of powerful efforts with the legs, arms and torso to achieve results. To do this, select appropriate game tasks or change the conditions in which the games are played. For example, if you play the game “Fast Skier”, “Catch-up”, etc. on a slight slope or, conversely, on deep snow, then they will contribute to the development of strength.

"Catching up."Starting lines are designated at four diametrically opposite places on the circular track. 4 students participate in the race at the same time. At the start, the students begin the race. Everyone strives to quickly overtake the student running ahead. As soon as one of the skiers catches up with the one running in front, he becomes the winner. The race ends. (Venue: a circular ski track with varying terrain, 200 m long. The game is played in a classic move. The use of push-offs with sticks is prohibited or, conversely, movement is allowed only with the help of both sticks; you can significantly increase the power load on one or another muscle group.

For example, in games with overcoming a full climb with a simultaneous or alternating stepless move (using push-off with sticks), the muscles of the arms and torso receive a large force load, and when using an alternate or skating move without sticks, the load falls on the leg muscles.

Games that develop endurance are held over distances of 400m. and more. The load is reduced or increased by changing the length of the segments overcome, rest pauses between individual game tasks, the number of stages in relay races and starts in tasks, and the duration of the game.

You can play the following games: “Race to Survival”. 5-8 students start on a closed circular ski track at the same time. The start line is the finish line. After completing each lap, the last skier to finish is eliminated from the game. For example, 5 skiers started, and after the completion of the first lap the race continues 4, after the second - 3, etc.

"Fox Hunting"“Foxes” - 2-4 students go 200-300m deep into the forest. “Hunters” - all other participants - go out in 5 minutes to search for “foxes”. “Foxes” run away, hide behind trees, in bushes, change direction, and confuse their tracks. “Hunters” are trying to find and catch them. At the signal, the game stops and the players return to the gathering place.

The value of outdoor games and play exercises lies in the fact that in them, work on consolidating and improving the technique of skiing and developing physical qualities is interesting, emotional and, as it were, not noticeable to students.

7. Conclusion.

Having read and studied a number of literature on the methodology of outdoor games and their application in our work in physical education lessons, we can conclude that the use of outdoor games in physical education lessons increases students’ interest in physical education classes. Increases their technical and tactical preparation for a particular sport. Outdoor games relax students; positive energy accumulates, which they will show throughout the lesson. Students have an incentive to perform this or that exercise; they perform it with pleasure, with interest, without automatism. Students develop moral and volitional qualities, friendship, conscience, mutual assistance, kindness, justice and many other qualities.

8.Literature

Byleeva L.V., Korotkov I.M. "Outdoor games" - M. 1992

Geller E.M., Korotkov I.M. “Fun starts” -M. 1998

Osokina T.I. “Children's outdoor games” M. 1989

Portnykh Yu.I. “Sports and outdoor games” - M. 1998.

Ramenskaya T.I. “Special training of a skier” - M 2001.

Glazer S. " Winter Games and entertainment" - M 1993

PROJECT ON

« Outdoor games"

1. Introduction

The background of the game goes back centuries. Play is inextricably linked with childhood. It is impossible to imagine the world of childhood without play. Play is the leading form of activity. It encourages the player to use certain efforts to overcome difficulties. With the help of games, children strengthen not only dexterity and endurance, but also learn to think logically, develop speech, and form diction. During the game, children worry and support each other, try not to offend and understand their comrades. The game serves the formation and unity of the team. That's why we all love to play so much!

The structure of the games allows the players to be involved in interaction. Children themselves regulate relationships, resolve controversial issues, and find a way out of a conflict situation. Games are a unique means for instilling initiative, independence and organization in children.

In the conditions of modern civilization, the computer has actively entered the life of every schoolchild. There were many interestingcomputer games. As a result, schoolchildren spend more and more time on the computer both at school and at home, without thinking about the harmful effects on their health. My parents monitor their health and therefore advise me to play more outdoor games on the street.

I have a feelingproblem conducting active recreation, since it is impossible to call the children outside: almost all of them sit at computers.

I decided to convince my peers to play outdoor games while doing this work.

2.Goals and objectives of the project

My goal research work It became clear which games the kids prefer to play: computer games or mobile ones.

To achieve this goal, it is necessary to complete a number of tasks:

Conduct a study among students in my class on their preference for types of games; To do this, create a questionnaire and interview my classmates

Study the history of Russian outdoor games.

Play some "forgotten" games with classmates,

show that these games are fun and exciting. Get the kids interested in outdoor games; create a card index of outdoor games for the children in our class.

Hypothesis:

I assume that the guys prefer computer games. Research methods: observation, questioning, literature study, survey, games.

Object of study:

Ancient Russian outdoor games and modern games children.

3. From the history of Russian outdoor games. Types of games

From the literature I learned that many branches of knowledge have been and are studying games: history, pedagogy, theory and methods of physical education.

For many centuries, play has been the main method of education and prepares the child for adult life. In Rus' it was believed that childhood is a time reserved for games. This is how the future character was hardened, this is how the child learned to overcome pain, remain calm in emergency circumstances, learned to forgive insults and respect an opponent. In addition, the game developed physical strength, dexterity, resourcefulness, as well as the ability to sing and dance, tell tales, imitate the singing of birds and the habits of animals.

Russian children had the most different games:

finger,

competitive,

dramatic,

round dances.

Finger The games were intended for the little ones: they were based on the movement of the child’s fingers, accompanied by the recitation of short poems.

Adversarial games are outdoor games, the goal of which is to achieve superiority over others, to show one’s physical strength, dexterity, and resourcefulness.

Dramatic - these are entire plays, dialogues

Round dances accompanied by dancing, songs, and pantomime.

Peasant children spent most of their time on the street. Therefore, they knew much more street games than those intended for indoors. Only in severe winter frosts did they sit in the hut, and then it was time to play with toys. True, the peasants strictly limited the number of toys for their children. Toys were extremely rarely bought: older children made them for themselves, while grandparents made them for the little ones.

During adolescence, children also devoted all their time free from household chores to games. Among the games, the most popular were different types of traps, tag, blind man's buff, and hide and seek. There were many games in which balls, ropes, and ropes were used. In winter, children skated and sledded, played snowballs, and stormed snow fortresses. Ice races were often held on sleds, the design of which was very similar to the Finnish sled. IN street games Many children always participated - so village games were, as a rule, massive.

Currently there arecomputer games-games at computer, game consoles, tablets and other electronic devices.

4. Questioning of children.

To research what games my classmates play, I conducted a survey. I included the following questions in the questionnaire:

Which games from the list are you familiar with?

Name 2-3 of your favorite games?

After I conducted a survey of 25 classmates and received answers, I collected the results and calculated percentages.

It turned out that when asked what games you prefer, 68% (17 people) - computer games, 40% (10 people) - outdoor games (tag, blind man's buff, dodgeball), 24% (6 people) like Board games and 36% reported sports games such as football, tennis, basketball, and 16% (4 people) did not know any games.

It's a pity that my classmates like to play on the computer more than with friends. But the fact that a little less than half of the guys like active

games are wonderful.

When asked which games from the list are familiar to you, the guys almost all know such wonderful games as tag, catch-up, hide and seek, dodgeball, blind man's buff, checkers, chess, football. The guys know a little less about dominoes, telephones, and computers.

When answering the question:

How often do you play outdoor games? It turned out that less than half of the children play outdoor games more than 3 times a week, and 14% play 2-3 times a week. IN computer games still play more than 32% 2-3 times a week, and 46% more often than 3 times a week

Among my classmates, computer games turned out to be the most favorite. A third of the kids named bouncer, dogs, pioneer ball, potatoes, and checkers as their favorites.

My research shows that guys love computer games.

Of course, it's a pity!

Recently, they have been talking not only about the benefits of a computer, but also about the harm, because children use it more for games. Those who spend a lot of time at the computer can have their eyesight deteriorate and their spine be bent. Outdoor and sports games bring only benefits.

In order to interest my classmates in outdoor games, I created a card index of games, such as “Burners,” “Stream,” “Shtander,” “Lame Fox.” "Third wheel".

We played these games. Everyone liked it. We played together and had fun. I hope that now we will play outdoor games more often, and I will constantly replenish the card index with outdoor games.

6.Conclusion

During the research I discovered. That the modern generation prefers to spend their free time at the computer. Slightly less than half of the children love outdoor games, but do not know them enough. It’s good that children play board games of checkers and lotto. But still, children need to play more outdoor and sports games and develop physically

The best distributor and promoter of games are we - children. And in order for games to live, you need to talk about them. They need to be played!

Bibliography:

Byleeva L.V. Games of the Peoples of the USSR / Comp. L.V. Byleeva, V.M. Grigoriev. - M.: Physical culture and sport, 1985. - 269 p.;

Keneman A.V. Children's outdoor games of the peoples of the USSR: a manual for educators kindergarten/ Under. ed. T.I. Osokina. - M.: Education, 1988. - 239 p.: ill.;

Kuznetsova Z.M. Folk games in physical education lessons / Z.M. Kuznetsova. - Naberezhnye Chelny, 1996. - 160 p.;

Yakub S.K. Let's remember forgotten games/ S.K. Yakub. - M.: Children's literature, 1988.

Appendix 1. Survey of classmates

Number of respondents - 25

What games do you prefer: computer, board, mobile or others?

Computer 17- 68%

Mobile (tag, hide and seek, blind man's buff) 10 - 40%

Board games (checkers, chess) 6 - 24%

Sports (football, pioneer ball, volleyball) 9 - 36%

Mark the games that are familiar to you?

Brook

Qty

Salki

Hide and seek

Catch-up

Towns

Lapta

Bouncers

Zhmurki

ring

Chizhik

Classics

Rubber bands

12 sticks

Telephone

Edible-inedible

Burners

Knives

Domino

Chess

Checkers

Lotto

Volleyball

Football

Hockey

Tennis

Fanta

How often do you play outdoor games?

Qty

• very rarely

  Once a week

  2-3 times a week

  More often than 3 times per

Cooperative play is a unique type of cooperation. It is no coincidence that psychologists believe that truly democratic relations between adults and children are possible only in play. And above all, games with rules - a traditional means of folk pedagogy - have a positive impact on their relationships.


In the methodology of physical education for primary school Many means have been developed to achieve the harmonious development of the child’s body. Games and exercises are used that develop dexterity and endurance, courage and speed, and the ability to control one’s actions. However, dance and rhythmic elements, elements of rhythmic gymnastics and plastic arts have not yet received due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child’s personality. By combining complex physical exercises with dancing and role-playing games in one lesson, you can achieve high results and sustainable interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. This lesson is a holiday for children. One of the tasks of a role-playing lesson is to learn new things and improve what has been learned. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of instilling in children a respectful attitude towards each other, the manifestation of such qualities as mutual assistance, solidarity in completing the proposed tasks. In my story lessons, I use materials from oral folk art, local history material, and show slides and films.


Role-playing lessons can consist of competitive programs such as “Sports Serpentine”, “The Best”, “Forward to the Olympic Medal”.
Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation and emotional mood in children. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical, and ethical development of children is carried out. In role-playing lessons, children simultaneously feel the joint joy of learning, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in the lower grades represent the basis of the initial stage of the formation of a harmoniously developed personality, combining spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed and strength indicators at physical education lessons in middle school.

View document contents
“Article “Plot-role-playing games in physical education lessons””

Svetlana Viktorovna Tolkova, physical education teacher, State Budgetary Educational Institution Secondary School No. 8, 446306, Samara Region, Otradny, Orlova Street 20, Apt. 28, e-mail: [email protected], 89276937721

Role-playing games in physical education lessons as a means of harmonious development of a child’s personality.

A physical education lesson, more than any other lesson, is fraught with joy for a child: movement itself is joy for a growing organism. And if the teacher clearly organizes the lesson, and the children do not sit, freezing, on benches along the wall, then the physical education lesson is a great joy for them. It should be. This corresponds to the physiology and psychology of the child, as well as the desire for everything new and unusual. I strive to ensure that in my lessons children experience the joy of movement, the joy of learning new things, the joy of discovery.

Primary school students take part in physical education with great pleasure. They are especially interested in various types of games: from folk games, ending with sports - basketball, football, hockey, table tennis, badminton, etc.

Various types of games and exercises help improve the functioning of the main physiological systems of the body (nervous, cardiovascular, respiratory), improve physical development, physical fitness of children, and cultivate positive moral and volitional qualities. It is very valuable that playing games contributes to the development of positive character traits in primary school students and creates favorable conditions for developing friendly relations in a team and mutual assistance. They are held in summer and winter not only in the gym, but also in the open air, which is an effective means of hardening the child’s body.

Outdoor games are one of the most favorite and useful activities for children. They are based on physical exercises, movements during which participants overcome a number of obstacles and strive to achieve a certain, pre-set goal. Due to the wide variety of content of gaming activities, they have a comprehensive impact on the body and personality, while at the same time contributing to the solution of the most important special tasks of physical education, for example, the development of speed and strength qualities.

Play activity always associated with solving certain problems, performing certain duties, overcoming various kinds of difficulties and obstacles. Overcoming obstacles strengthens willpower, cultivates endurance, determination, perseverance in achieving goals, and faith in one’s strength.

All these developmental aspects are enhanced by the specifics of role-playing games.

That is why the competent use of role-playing games in physical education lessons is not only useful for children, but also extremely important, since the correct “inclusion” of game elements in the process of physical education actively contributes to the harmonious development and physical fitness of students. In my work, I actively use role-playing games in the process of physical education of primary school students. Taking into account the educational and developmental significance of games, the solution to a set of physical education problems is pursued:

promoting health, improving posture, promoting harmonious physical development, hardening;

formation of knowledge and skills in the field of personal hygiene;

introduction to independent physical exercises and outdoor games;

fostering discipline, responsiveness, honesty, courage;

development of children's creative abilities in physical education lessons.

Cooperative play is a unique type of cooperation. It is no coincidence that psychologists believe that truly democratic relations between adults and children are possible only in play. And above all, games with rules - a traditional means of folk pedagogy - have a positive impact on their relationships.

In games, more than in other physical exercises, participants can perform various motor actions the way they want, as their individual characteristics allow them. One of the undoubted factors in the attractiveness of games is the element of competition. They contain clearly expressed aspirations of the players to win: to run around the circle faster, to catch up with a partner or to have time to run away from him. Games in which participants are divided into groups, teams, and where each group or team, each team member strives to achieve better results and win, are even more competitive in nature.

While playing, children satisfy their inherent need for movement.
In the methodology of physical education for primary schools, many means have been developed with the help of which the harmonious development of the child’s body is achieved. Games and exercises are used that develop dexterity and endurance, courage and speed, and the ability to control one’s actions. However, dance and rhythmic elements, elements of rhythmic gymnastics and plastic arts have not yet received due attention. I believe that the inclusion of dance exercises in a physical education lesson is a powerful tool for the harmonious development of a child’s personality. By combining complex physical exercises with dancing and role-playing games in one lesson, you can achieve high results and sustainable interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. This lesson is a holiday for children. One of the tasks of a role-playing lesson is to learn new things and improve what has been learned. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, including the task of instilling in children a respectful attitude towards each other, the manifestation of such qualities as mutual assistance, solidarity in completing the proposed tasks. In my story lessons, I use materials from oral folk art, local history material, and show slides and films.

To increase the working activity of children and their mood, I often use musical accompaniment, for which we use folk, classical and modern music. The uniqueness of the plot lessons is improvisation and dancing. No matter how difficult educational material, dance is an integral part of the lesson. Dancing uses various types of movements: rhythmic gymnastics, rhythmics, plastic movements, elements of theatricality. The boys dance willingly. Through dance one gets acquainted with Russian culture and the culture of other peoples and countries. Dancing has a positive impact on children’s aesthetic feelings, fosters organization and discipline, and makes the lesson meaningful and complete. A story lesson is a performance, and the children in it are artists. The teacher’s task is to reveal the creative and physical potential of children, to give each child the opportunity to express themselves and be happy for themselves and others. Role-playing lessons represent a special organization of a physical education lesson, in which the assigned educational tasks are solved in a creative, game form using a previously conceived plot in conjunction with the performance of various roles.

On the one hand, role-playing lessons give children momentary joy, on the other hand, these lessons should be aimed at the future and should model some fairy-tale or life situations. Examples of role-playing lessons include the games “Journey to the Jungle”, “Find the Treasure”, “Sports Marathon”, “We are the Robinsons”.
Role-playing lessons can consist of competitive programs such as “Sports Serpentine”, “The Best”, “Forward to the Olympic Medal”.
Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation and emotional mood in children. They can also be presented as sports and musical theatrical performances on a specific topic, where the intellectual, physical, and ethical development of children is carried out. In role-playing lessons, children simultaneously feel the joint joy of learning, creativity, sports achievements, and beauty.

So, role-playing games in combination with other elements of a physical education lesson in the lower grades represent the basis of the initial stage of the formation of a harmoniously developed personality, combining spiritual wealth, moral purity and physical perfection, and in the future, thanks to this, the teacher achieves high speed and strength indicators at physical education lessons in middle school.

Using role-playing games in physical education lessons.

Physical education teacher

MBOU "Rodionovo-Nesvetaiskaya secondary school No. 7"

Datchenko S.V.

When the school term comes to an end, the lessons, no matter how interesting they are, begin to become boring, and the desire to study fades away. The soul of a child requires something new and unusual. A role-playing lesson can add variety to a monotonous academic life. Of particular interest is conducting such lessons in elementary schools.

I am constantly looking for new ways to activate students. Lessons become active when they essentially turn into a dialogue between teacher and students, as well as students among themselves. My non-standard lessons become such a dialogue, each of which is a constant search for pedagogical finds.

In order to make your unique individual experience accessible to the perception of others, you need to capture it in the material, find its own unique form for it. I want to understand myself and be understood by others, for each case I search anew, by what means to express this? After all, I want to express myself in such a way that others know about my pain, joy, doubt, delight.

My commandment is: “Study, understand the student and help him learn.” I consider the goal of my work not only to master the ZUNs, but also to become a person, to find himself, his human image, and unique individuality.

In my work, I widely use competitive and gaming technologies that help solve not only problems of health and socialization, but also problems of motivation and student development. In the game, the child “grows up” several years in advance, because in the game the child makes his own decisions, chooses the way to beat his friend. The game helps a person to self-realize, take responsibility for the action performed, and through playful communication, a growing child’s worldview, the need to influence the world, and adequately perceive what is happening, is manifested and formed. It is in the game that various muscle groups work, regardless of the child’s consciousness, which also has a beneficial effect on health.

In developmental education, the game models the process of studying a real or simulated problem situation, making independent decisions in accordance with the rules of the game and the interaction model, and evaluative activity during analysis. decisions made and achieved results.

In the methodology of physical education for primary schools, many means have been developed with the help of which the harmonious development of the child’s body is achieved. Games and exercises are given that develop dexterity and endurance, courage and speed, and the ability to control one’s actions.

By combining complex physical exercises with dancing and role-playing games in one lesson, you can achieve high results and sustainable interest in physical education. All these elements can make up a story lesson, which, as a rule, is the result of the material covered during the quarter. This lesson is a holiday for children. One of the tasks of a role-playing lesson is to learn new things and improve what has been learned. But in addition to educational and cognitive tasks, moral and aesthetic tasks are set and solved, trying to achieve from the children a respectful attitude towards each other, the manifestation of such qualities as mutual assistance, solidarity in the implementation of the proposed tasks.

In their story lessons, they use materials from oral folk art, local history material, and show slides and films. To increase the working activity of children and their mood, musical accompaniment is often used, for which folk, classical and modern music is used.

A story lesson is a performance, and the children in it are artists. The teacher’s task is to reveal the creative and physical potential of children, to give each child the opportunity to express themselves and be happy for themselves and others.

Role-playing lessons contribute not only to the physical and moral improvement of children, but also develop their creativity. Such lessons create positive motivation and emotional mood in children. In role-playing lessons, children simultaneously feel the joint joy of learning, creativity, sports achievements, and beauty.

Summary of the role-playing lesson “Travel to the island of Chunga-Changa.”

Chapter: "Gymnastics."

Lesson topic:“Improving ways to overcome obstacles.”

Target for a block of lessons (Overcoming obstacles).

Promoting the formation of a creative, self-responsible personality capable of self-development.

Development of the volitional sphere.

Development of motor abilities.

Lesson Objectives:1. Contribute to the development of students' skills

act successfully in the face of overcoming obstacles.

2. Development of intellectual, communication skills

abilities.

3. Development of physical qualities: speed and strength,

speed, dexterity.

4. Nurturing a cohesive team, feelings

partnerships, mutual assistance.

5. Developing confidence in one's strengths and abilities.

Hall decoration: one of the walls of the hall is decorated with a panel depicting an island with palm trees, the sun, clouds, animals (elephant, tiger, turtles, monkeys, crocodiles, lions, parrots). The outline of the hall (island) is marked by stands on which palm trees are fixed.

During the classes:

Entrance to the hall accompanied by the “Olympic anthem”. I started my lesson by entering the hall to rhythmic music. Such a reflex signal helps to more successfully distract students from extraneous thoughts and helps set them up for an organized start to the lesson against a background of positive emotions that improve their attitude towards the upcoming learning activity. Formation, greeting, report.

Teacher - Today we have an unusual lesson ahead of us. It’s cold and frosty outside, and to warm up a little we’ll go on a trip to the wonderful fairy-tale island “Chunga-Changa”, where it’s very warm and sunny. I hope that you will like the lesson, you will learn something new, you will become a little stronger, a little faster. (1 min.)

Teacher - Before we start the lesson, I want to tell you about the boy Pete. (Use of information technology - presentation “charging”, which helped me present theoretical material). (1-3 slide). Reading poetry (students take turns reading). Question? What do you guys think, did Petya do everything right? And why? What did you do right and what might you have done wrong? What would you do? How do you start your morning? Why do you need charging at all? (Listen to the children's answers). I offered the children the technology of situational learning - an assessment situation was proposed, requiring their own evaluative activity, expression of their opinion (it was necessary to evaluate the activity of the boy Petya). (4-5 slide). (3 min)

Teacher - Now guys, let’s make some rules that we should adhere to when doing morning exercises? (By analyzing the actions, she suggested that the children draw up rules for doing morning exercises). (6-7 slide). Consolidating the rules for doing morning exercises.

Where and in what place is it best to charge?

• What exercises should I include?

  How many exercises should there be?

  What exercises do we start with and what exercises do we end with (order of exercises)?

  Perform to music? (3 min)

Teacher - (8 slide). Oh, what kind of “Abra-Kadabra” is this written? What kind of “horror story” is this? Perhaps there is something wrong here? Guys, could you help me? Tell me, what's wrong here? What spellings need to be used here to correctly write the word “charging”. (Listen to students’ suggestions on the rules). Let's check, if you name the spelling correctly, then our horror story will disappear. (If students insert the letters correctly, the “Scary Story” will disappear and “Sunshine” will appear). Thank you. Who knows proverbs or sayings about exercise and sports? Tell me them, please.

Here I used interdisciplinary connections (with the Russian language). I've been using tasks like this for a long time. At each lesson, starting from first grade, the kids and I memorize 2-3 unknown words, the spelling of which I explain to the kids and hang these words in a prominent place so that when running or passing by, I constantly involuntarily come across this word. Thus, there is a visual perception of these words. This is done for 6-8 lessons, and then we write vocabulary dictations. This technology allows you to improve physical education literacy in the classroom. (3 min)

Teacher - Now I ask you to line up. The road to our island is long and difficult; along the way we will encounter all sorts of obstacles and we must be able to overcome them. You look like real natives and we can go on our journey. You are ready. But we need to warm up well and get ready for a long journey. And I will check if you are ready to listen to me, if you are attentive. To do this, I ask you to follow my commands. (Turns, lane changes).

And we'll start with walking. (Class, to the right). Walking (on your toes, on your heels, on the outside of your feet, in a half squat, in a full squat, by jumping in a full squat - pay attention to your posture). (3 min). Transition to running at a calm pace (Along the perimeter of the palm trees, running with side steps, with jumps, with a high rise of the hip, with an overlap of the shin). Walking while restoring breathing. (3 min).

6. Teacher - Now let's warm up. On the island of “Chunga-Changa” all the tribes are warming up to their favorite music, what kind of music do you think it is? That's right - to the music of "Chunga-Chang" in motion :(3 min)

Head tilts.

Stretching.

Hand jerks (straight).

Jerks (with bent arms).

Torso rotations.

Swing your legs.

• Jumping in a full squat.

The beginning of each physical education lesson is characterized by a reduced performance of students, and the rhythm of their motor activity at this time does not coincide with the rhythm of the educational and training process. In order to facilitate and speed up the process of learning for students, I used functional, rhythmic music, which played the role of initiator of physical activity against a background of positive emotions and brought the children’s bodies to the high physical activity planned in the main part of the lesson. The music was age-appropriate and set the kids up for a lesson-trip.

Teacher - And now we will overcome the obstacle course that stands in our way. (Explanation of the sequence of the obstacle course (on a whistle, at speed to the musical accompaniment of “Chunga-Chang” - 2-4 times): crawling along a bench with the help of hands, crawling under a goat, running along an inverted bench, somersaulting, running around racks depicting palm trees , throwing at a target (boards with images of animals), jumping rope (5 times), running around palm trees, somersaulting, running along an inverted bench, jumping over a goat, crawling along a bench with your hands, finish). (6 min)

In the main part of the lesson, the children, based on their existing skills and abilities, overcame obstacles. I tried to increase the motor density of the lesson using the flow method of performing exercises. When performing and evaluating students’ activities, I used a differentiated and individual approach (Jumping on my knees or on my full foot, moving along the bench with my hands or using my legs).

Teacher - Now imagine that the tribes on this island waged a continuous war among themselves. But once a year they stopped fighting and came to visit each other to compete in a peaceful duel. So now we will try to find out which of our tribes is stronger, faster, more dexterous. And so that I can distinguish between your tribes, we will wear necklaces (I am handing out necklaces made from colored knitting threads, plastic bottle caps and colored paper). I ask the tribe that has a turtle on its necklace to stand under its left hand, and the tribe that has a monkey on its necklace to stand under its right hand. The competition will be difficult, and only the tribe that will be the first to overcome all obstacles and complete all tasks will be able to win. To ensure that the competitions are held fairly, our elder will monitor them, he will fill out the protocol of our competitions. (You can choose as an elder a student who is exempt for this lesson or belongs to a special medical group for health reasons).

Relay races:

“Collecting pineapples” (handball balls in cases of three pieces).

Collect pineapples

yes, look, don't yawn.

The tribe sits nearby

watches and watches.

"Mustang Tamers" You will tame the mustangs,

Quickly jump on your back.

Crawling under the stomach,

Surprise all the people.

Climbing along the bench, pulling yourself up on your hands, crawling under the goat.

"Coconut Tennis" We knock down the coconut with a stick -

It won't fall on us.

And everyone be careful

Will reach the finish line.

Lead with tennis rackets air balloons.

"Relay of Animals" The first couple is a giraffe. (One takes the other by the neck, the second by the belt). On the way back, they change places. The second pair - with their legs tied with an elastic band, hugging each other by the waist, depict a kangaroo. One person portrays a crab (standing up from behind, moving on his hands, back forward, up to the counter, running backwards). One person imitates a spider (standing from behind, moving face forward).

"Running in pairs in a hoop."

"Collect your emblem." Reach the line, rearranging your tracks (large tracks of the animal that will be depicted on the emblem are made). (We will track down a large animal when we collect all the cubes). The first one takes the bag with the cubes, and the next ones reach, take the cube, and return back running with traces. When all the cubes are on the starting line, assemble an emblem from them.

“Big final relay race”: crawling along a bench using your hands, crawling under a goat, running along an inverted bench, somersault, running around palm stands, throwing at a target (boards with animal images), jumping rope (5 times), somersault, running on an inverted bench, jumping over a goat, crawling along the bench using your hands, finishing run back to the start line. (13-14 min)

In my lessons I often use technology based educational game. In the second half of the main part of the lesson, I used role-playing games, relay races with recitatives, which helped to develop in students mutual assistance, mutual assistance, a sense of collectivism, a sense of responsibility for their actions and the actions of their comrades.

During the lesson I used non-standard prepared equipment: stands, balls in cases, projectiles (“coconuts”), puzzle cubes, target boards.

Teacher - And now I ask our tribes to form one line to sum up the results of our competition. But before we begin our awards ceremony, we must calm down. I suggest you close your eyes and perform all exercises with eyes closed. (Soothing music sounds - “sounds of the forest”). Take a deep breath and do not breathe - exhale (3 times). Holding hands, arms forward, up, rise on your toes, lower yourself, bend your right leg and lift it forward, and now your left. Release your hands, touch the tip of your nose with your right hand, and now with your left hand (3 times). (3 min).

Each intensive physical education lesson naturally causes significant changes in the functional state of all body systems in students. In the final part of the lesson, I used exercises aimed at ensuring a smooth decrease in the physical and emotional activity of students, as well as creating favorable conditions for the successful completion of recovery processes in their body and the transition to subsequent educational activities. Here relaxation and attention exercises were performed.

Teacher - The homework for you guys will be: create a set of exercises for morning exercises, taking into account the rules that we have drawn up today. And try to draw a cheerful resident of the “turtles” or “monkeys” tribe performing some kind of physical exercise.

Summing up the results of the competition. And now, as a sign that our competition today was truly peaceful, I suggest you leave the hall holding hands. After all, no matter what, you are one friendly, close-knit team.

On our mood calendar there are two pockets in which there are clouds and sunshine. I suggest you, when leaving the hall, take the sun as a souvenir, if you liked the lesson, and if you didn’t really like it, then I suggest you take the cloud. Thank you for the lesson. Exit from the hall to the music “Heroes of Sports”. (2-3 min).

Necessary equipment: 6 handballs, 4 jump ropes, 2 hoops, 4 balls, 2 tennis rackets, 8 cubes with pictures, 2 waste baskets, 2 targets, an island, 6 palm stands, medals, necklaces, competition report, 2 throwing equipment, sign with the word "charging", 4 footprints, 6 rugs, 2 bags, outfits for the natives, stopwatch, whistle, 2 goats, 4 gymnastic benches, 4 mats, multimedia equipment.