Plot role-playing game in physical education. Role-playing outdoor games for primary school children. During sports lessons
GENERAL DEVELOPMENTAL GAMES
The games given on this page are recommended for use in physical education lessons in primary school. The games are arranged in order of increasing difficulty. Designed for 6-8 year old children.
"CENTIPEDE RUN"
2-3 teams of 10 people play. The leader ties a rope around each team, or the players “put on” a gymnastic hoop. At the signal, the groups of “centipedes” begin moving towards the finish line.
The team that comes first and doesn't fall along the way wins.
"SPARROWS AND RAVENS"
Two teams of 10 people play. The players of one are crows, the other are sparrows. Groups line up with their backs to each other. It is determined where the team has a house where they can hide so as not to be stained. The presenter shouts out the name of one of the teams, for example: “Vo-ro-ny!” The sparrows run away to their house, and the crows catch them. If the signal “Crows!” is given, then the crows run away, and the sparrows catch them. The number of caught players is counted.
The team that catches the most opponents wins.
"DO NOT SPILL THE WATER"
A glass of water is placed on the tennis rackets. Participants, at the leader’s signal, run to the finish line and return back to the starting line.
The player who comes first and does not splash the water wins.
"STEAM LOGO AND CARRIAGES"
2-3 teams of 10 people play. Each line up at the start in a column, behind each other’s heads. In front of the team, at a distance of 15 m, an object is placed - a stone, a stick, a pin, a flag, a tree branch stuck in the ground. At the leader’s signal, the first numbers run forward to the control landmark, go around it and run again to their team. The second number joins the first number, clasping him by the belt, and now they run forward together, then the third numbers join them, the fourth, etc. The team that finishes the competition first wins.
“WE ARE NOT AFRAID OF THE CAT”
10-15 people can play. The driver is chosen - a cat, all the others - mice. The cat sits on the ground and sleeps. The mice surround him and sing a song:
Tra-ta-ta, tra-ta-ta. We are not afraid of goats!
At the presenter’s signal: “The skin has woken up!” - the mice run away to their house, and the cat tries to catch them. Those whom the cat stains (touches with his hand) become his prey.
At the second signal from the presenter: “The cat has fallen asleep!” - the players again approach the driver, who has returned to his place and is sleeping, and again sing the mouse song. After the cat goes hunting three times, a new leader is selected.
"CHESS"
Two teams of 5 people play. An open chessboard is placed in the middle of the playing area.
Teams line up in columns one after another on opposite sides. Near one group there are black chess pieces, near the other - white ones. At the leader’s signal, the first numbers of both teams take one piece each and run to the chessboard, place the piece in its proper place, return back, touch the next player with their hand, who
takes a piece, runs to the board, etc. The first numbers take place at the end of the column. The winner is the team whose players quickly and correctly place the chess pieces.
"SEINE"
Two players join hands and catch other players. Having caught up with someone, they must join their hands so that the caught one ends up in the circle. Now the three of them catch the others. Everyone caught becomes part of the net. The game continues until all participants are caught.
"RUN WITH AN EGG IN A SPOON"
The host gives each player a spoon containing an egg, potato or tennis ball. At the leader’s signal, the participants run, holding the spoons in front of them and trying not to drop the objects in them.
The one who reaches the finish line first wins.
Two teams can also compete. Then the first players of both teams, having reached the finish line, make a turn and run to the start - pass the spoon to the second numbers, etc. The team whose players finish the run first wins.
"RUN WITH A BURNING CANDLE"
The host gives each player a plate with a burning candle glued to it. At the leader’s signal, the competitors run to the finish line, making sure that the candle does not go out. If teams are participating in the game, then the first numbers, having reached the finish line, return to the start and pass the plate with a burning candle to the second numbers, the second to the third, etc. The winner is the team that finished the run first and whose candle did not go out during the run.
"RUNNING RELAY CHAMPIONS"
The players are divided into two equal teams and line up in a column behind each other at the start. At the leader’s signal, the first players of both teams run to the control landmark (stone, pin, cube, flag), go around it, return back to the starting line and touch the outstretched hand of the next participant, the second numbers also run to the finish line, return and pass the baton to the third numbers , third to fourth, etc.
The team that manages to complete the run before the other wins.
Next, the groups compete with each other in the following types of relay races:
Running together, wearing the same hoop;
Running while dribbling the ball;
Running while carrying a partner;
Running with one ski on your leg.
Running with fins;
Running backwards (backwards);
Running with jumping rope;
Running with an apple on your head;
Running with a hand kick balloon;
Running overcoming simple obstacles.
"JUMPING ROPES"
The players are divided into two teams, each of which is divided into pairs. Couples stand in columns facing each other and hold the ends of the rope at knee level.
At the leader’s signal, the first pair puts the rope on the ground and both players run (one to the left, the other to the right) to the end of their column, and then jump over the ropes of the remaining pairs. Having reached their place, they lift the rope from the ground. Behind them, the second pair puts a jump rope on the ground, jumps over the first rope and goes the entire way of the first pair. Then the third pair comes into play, the fourth, etc.
The team whose players finish jumping ropes first wins.
"CHAMPIONS OF THE BIG BALL"
Players compete against each other in the following competitions.
Hitting the ball at the target. A target is drawn on the wall with chalk. Strikes are performed with the right and left feet from a place, then from a run.
Some objects are placed one after another on the ground; you need to circle them, dribbling the ball with your foot (either right or left).
Raise your hands with the ball above your head, release it and catch it on the fly.
Lean your left hand on the floor, hit the ball with your right hand against the wall from under your hand, and catch it with both hands.
Hit the ball against the wall, slam your hands on your knees and catch the ball.
Throw the ball under your left or right foot and catch it.
Throw the ball up, squat down, touch the ground with your hands, then straighten up and catch the ball, first with both hands, then alternately with your right and left.
Throw the ball to each other with clapping, with a turn, with a bounce from the ground.
Throwing a ball into the distance (who will throw the farthest).
Throwing a ball at a running partner.
Throwing the ball into a basketball basket from different distances.
A ball is placed on the ground at a distance of 6 m. You need to hit this ball with the other ball. so that it rolls as far as possible.
Place a pin at a distance of 8 m. You need to knock it down with a kick (right, then left).
Roll the ball down the hill and catch it.
Standing opposite each other and clasping the ball with your hands, try to take the other ball from your opponent and not give up yours.
"CATCH THE BALL"
The players stand with their backs to each other at a distance of 1 m. Each player has a ball in their hands. At the leader’s signal, the ball is thrown back over the head, and everyone rushes forward after the opponent’s ball.
The winner is the one who catches the ball faster and returns to the starting position.
"HOLD THE BALL"
The ball must be placed on the book, carefully lifted above your head without dropping the ball, and lowered just as carefully. That one wins. who completed the task correctly.
"HOT BALL"
The players stand in a circle. The host gives the ball, and at the signal, the participants pass it clockwise to each other. Nelly the presenter says: “Stop!”, the transfer of the ball stops, and the player who has it in his hands is eliminated from the game. The presenter gives the command: “Start!”, and the game resumes.
The winner is the last participant remaining, when there is no one left to pass the ball to.
"JUMPING WITH A BALL"
Players line up at the starting line. Holding the ball between their knees, participants jump towards the finish line.
The winner is the one who arrived first and did not lose the ball.
"HIT WITHOUT LOOKING"
The ball is placed in front of the player at a distance of 5-6 steps. Blindfold the eyes. You need to approach the ball and kick it.
The one who successfully completes the task wins.
“DARE TO HOLD”
Several pairs of players compete with each other, trying to reach the finish line as quickly as possible:
placing the ball on your shoulders and pressing your heads on both sides;
pressing the ball with your shoulders;
holding the ball with your backs;
holding the ball, pressing it with their foreheads and moving sideways.
The first couple to arrive without losing the ball wins.
"NOUN, ADJECTIVE, VERB"
The players take the ball and stand in a circle. The first participant, throwing the ball, names a noun. The catcher names the adjective and throws the ball further, the third player names the verb. For example: “Bird,” says the first; “Black,” says the second; “It flies,” says the third and, throwing the ball to the next one, calls a new noun.
"FISHES, BIRDS, BEASTS"
The players stand in a circle. In the center is the leader with the ball in his hands. The presenter throws the ball to one of the participants and says: “Beast.”
The person who catches the ball must quickly name someone from the animal world and throw the ball back to the leader. If the leader, after throwing the ball, says “fish” or “bird,” the catcher calls the fish or bird. Anyone who does not answer the presenter or hesitates to answer is eliminated from the game.
"THE DRAGON"
Two teams of up to 8 people each participate. The players line up one after another in a column. The ball is pressed between the participants with their back and chest. At the leader’s signal, the “dragons” run to the finish line.
The team that comes first without losing a single ball wins.
"BALL RACE IN A CIRCLE"
PREPARATION
The players stand in a circle at a distance of arms outstretched to the sides and are counted on the first and second numbers. The first numbers are one team, the second numbers are another. Two players standing next to each other are named captains and given a ball each.
GAME DESCRIPTION
At the signal, the captains begin to pass (throw) balls in a circle - one to the right, the other to the left to their closest players, i.e. through one. The balls are tossed around until they return to the captains.
The team that manages to move the ball around the entire circle the fastest wins. Having received the ball, the captains raise their hands with the ball up. The game can be played several times in a row.
RULES
1. The ball must be passed or thrown to your nearest neighbor. Each player miss counts as a penalty point. 2. If the balls collide in the air, then the players after whose throw they collided must quickly take their balls and, standing in place, continue the game. 3. The winner is the team that finished passing the ball around the circle earlier and has no penalties.
"SIGHT ON TARGET"
PREPARATION
A line is drawn in the middle of the site, along which 10 towns (clubs) are placed. The players are divided into two teams and lined up one behind the other on one side of the court facing the towns. Participants in the front line receive a small ball. A starting line is drawn in front of the line.
GAME DESCRIPTION
At the established signal from the leader, the players in the first rank throw balls at the balls (clubs), trying to knock them down. Downed towns are counted and put in place. The guys who threw the balls run, pick them up and pass them to the members of the next team, and they themselves stand in a line behind them. At the command of the leader, the members of the second rank (team) also throw balls into the towns. The knocked down towns are counted again. This is done 2-4 times. The team that manages to knock down the most towns several times wins.
RULES
1. Balls can only be thrown upon a signal from the leader.
2. When throwing, you cannot go beyond the starting line - in this case, the throw does not count.
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 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 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 plot tasks is role-playing lesson- learning new things and improving 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, they represent the basis for 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 in physical education lessons in the middle grades.
View document contents
“Article “Plot-role-playing games in physical education lessons””
Tolkova Svetlana Viktorovna, physical education teacher, 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 to 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 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. Thanks to the wide variety of content play activity, they comprehensively influence the body and personality, 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.
Gaming activity is always associated with solving certain problems, performing certain duties, and 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 children's work activity and their mood, I often use musical accompaniment, for which they 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 are a special organization of a physical education lesson, in which the assigned educational tasks are solved in a creative, playful 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.
PROJECT ON
« Outdoor games"
1. Introduction
The prehistory 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 guys 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 preferences 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 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 these wonderful games, like tag, catch-up, hide and seek, bouncer, 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. More than 32% still play computer games 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, the 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 at 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
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, Privolzhsky district 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, physical education teachers are 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. The main objectives of physical education in school are: promoting health, promoting proper development, teaching students vital skills, and 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 the mental development of the student. 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 own plans, set interesting conditions and rules, 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 academic performance physical culture.
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 education 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 focused on 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.Militarized 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, 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, judge, 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 of a collective 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 implementation 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 and abilities 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
