Psychological and pedagogical characteristics of various types of outdoor games. Plotless mobile games
TO outdoor games children are especially interested. They attract them with their emotionality, a variety of plots and motor tasks, in which there is an opportunity to satisfy the desire for movements characteristic of children.
In outdoor games, various movements are performed: walking, running, bouncing, jumping, crawling, throwing, throwing, catching, etc. Fascinated by the game, children repeat the same movements many times without losing interest in them. This is an important condition for the development and improvement of movements. At the same time, the active motor activity of children significantly stimulates the work of a wide variety of muscle groups, increases blood circulation and respiration, and improves metabolism. All this leads to the most complete physical development and improvement of the whole organism of the child.
In outdoor games, favorable conditions are created for the development of such motor qualities as dexterity, speed. This is facilitated by the actions of children in constantly changing game situations (the need to dodge in order not to be caught, to run as fast as possible in order to catch the escaping, etc.).
Outdoor games differ in content, in the nature of motor tasks, in the ways of organizing children, in the complexity of the rules.
The following large groups of outdoor games can be distinguished:
1. Story games - in which the actions of children are determined by the plot and the role they play. Simple rules are binding on all participants and allow you to regulate the behavior of children. Can participate in story games different amount children - from 10 to 25 people.
2. Games without a plot - games like various traps - are most often based on running with catching and dodging. The presence of these elements makes games especially mobile, emotional, requiring special speed and dexterity of movements from children.
The same group should also include games that are held using a certain set of benefits, objects and are based on throwing, throwing, hitting the target. These games can be played with small groups of children - 2 - 4 people.
3. Game exercises are based on the performance of certain motor tasks (jumping, throwing, running) and are aimed at exercising children in certain types of movement.
Play exercises can be organized for a small group of children. The movements can be performed simultaneously or sequentially. It is convenient to carry out such exercises with individual children.
4. Games with elements of competition, simple relay games are also based on the performance of certain motor tasks and do not have a plot, but they have an element of competition that encourages great activity, the manifestation of various motor and volitional qualities (speed, dexterity, endurance, independence ). In this they differ significantly from plotless games.
Games of this type can be played without division into links, teams, when each child, playing for himself, strives to complete the task as best as possible. These games can also be played with division into links, teams, where the overall result depends on the dexterity, ingenuity of each player and the coordination of the actions of the participants of the entire link.
5. An independent group is represented by games of a sports nature: badminton, games such as basketball, volleyball, football, etc. These games use simple elements of the technique and rules of sports games that are accessible and useful to older children. preschool age and will be necessary for practicing these types of games at older ages.
Thanks to a wide variety of outdoor games, it is possible to purposefully and versatilely influence the development of the child.
Important educational functions are the rules of the game. They are available even in the most simple games. The rules create the need to act in accordance with the role: run away from the driver as quickly as possible, jump easily and high, like bunnies or balls, etc. The implementation of simple rules in outdoor games organizes and disciplines children, teaches them to act in concert, to subordinate their desires to common rules, yield to a friend, help each other. If the rules are not followed, the game loses its meaning, ceases to be interesting for children.
In their organization, outdoor games are most often collective, they can unite from 2 to 25 children. Collective games are especially valuable in educational terms. Playing in a team of peers is an important condition for educating the ability to coordinate one’s movements and one’s behavior with the movements and behavior of other children, to find one’s place in a column, in a circle without disturbing others, to quickly change place on a playground or in a hall on a signal, etc. .
Outdoor games provide a wide opportunity for children to communicate with each other. In games, their relationships are formed and manifested, their attitude to various motor tasks, etc. Often in games, children pronounce poems, counting rhymes, which contributes to the development of children's speech.
Outdoor games also differ: in the complexity of movements; according to the content of the plot; by the number of rules and roles; by the nature of the relationship between the players; by the presence of competitive elements and verbal accompaniment.
With children of the first year of life, fun games are held (“Hide and Seek”, “Horned Goat”, “Forty-White-sided”, “Let's go, let's go”, “Catch up, catch up”, etc.), causing sounds, movements, laughter in children, joy, pleasure.
In the second year of life, plotless games are used (“Bring a ball, a toy”, “Raise your legs higher”, “Pass the ball”, “Roll down the hill”, “Catch up with the dog”, “Hurry up to me”, “Crawl to the rattle”, “Who is next”, “Hide the toy”, “Birds flap their wings”, “Catching butterflies”, “Trees sway”, “Steam locomotive”, “Bear”, etc.). In these games, children perform one movement (walking, throwing) at an individual pace, but gradually they move from individual actions to joint ones.
In the future, more complex movements are included in the games and the number of movements increases.
The plots of the games are also getting more complicated. Outdoor games for kids are characterized by a simple plot (for example, birds fly and return home, cars drive and stop).
Number of roles in children's games younger age slightly (1-2). The main role is played by the teacher, and the kids portray the same characters, for example, the teacher is a cat, all the children are mice (“Cat and Mice”). In the games of older children, the number of roles increases (up to 3-4). Here, for example, there is already a shepherd, a wolf, geese (“Swan Geese”), in addition, the roles are distributed among all the children.
The number of rules gradually increases, the relationship between children becomes more complicated. In the younger groups, the rules are very simple and suggestive in nature, their number is small (1-2), they are connected with the plot, follow from the content of the game. Compliance with the rules comes down to actions on a signal: on one signal, the children run out of the house, on the other they return to their places. Over time, restrictions on actions are introduced: run away in a certain direction; caught to step aside.
In games with elements of competition, at first everyone acts for himself (whoever manages to bring the item first), then collective responsibility is introduced: the competitors are divided into groups, the result of the entire team is taken into account (whose group will get large quantity once per target); competitions are held on the quality of performance (whose column is better built; who will never drop the ball), as well as on speed (who will run to the flag faster).
Outdoor games of young children are often accompanied by words - poems, songs, recitative, which reveal the content of the game and its rules; explain what movement and how to perform; serve as signals for beginning and ending; suggest rhythm and tempo (“On a flat path”, “Horses”, etc.). Games accompanied by text are also given in older groups, and the words are often pronounced in chorus (“We are funny guys”, etc.)
The text sets the pace for the movement. The end of the text serves as a signal to stop the action or to start new movements. At the same time, pronunciation of words is a rest after intense movements.
D.V. Khukhlaeva, "Methodology of physical education in preschool institutions", M., 1984
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The game has been a companion of man since time immemorial. Progressive Russian scientists - teachers, hygienists (P.F. Lesgaft, A.P. Usova and many others) revealed the role of the game as an activity that contributes to qualitative changes in the physical and mental development of the child, which has a versatile influence on the formation of his personality.
In the formation of a diversified personality of a child, outdoor games play an important role. They are considered as the main means and method of physical education. Being an important means of physical education, an outdoor game at the same time has a healing effect on the child's body. The game is an indispensable means of improving movements; developing them, contributes to the formation of speed, endurance, coordination of movements. A large number of movements activates breathing, blood circulation and metabolic processes. This in turn provides beneficial effect for mental activity.
The role of outdoor play is great in mental education child: children learn to act in accordance with the rules, master spatial terminology, act consciously in a changed game situation and learn the world. During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.
Outdoor games are also of great importance for moral education. Children learn to act in a team, obey general requirements. Children perceive the rules of the game as a law, and their conscious implementation forms the will, develops self-control, endurance, the ability to control their actions, their behavior. Honesty, discipline, justice are formed in the game. mobile game teaches sincerity, camaraderie.
In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery, they develop a sense of rhythm. They master poetic figurative speech.
An outdoor game prepares a child for work: children make game attributes, arrange and put them away in a certain sequence, improve their motor skills necessary for future work.
During the game, there is not only an exercise in existing skills, their consolidation and improvement, but also the formation of new mental processes, new qualities of the child's personality.
Thus, an outdoor game is an indispensable means of replenishing a child's knowledge and ideas about the world around him, developing thinking, valuable moral-volitional and physical qualities.
Mobile games are classified according to the following criteria:
· by age;
By the predominant type of movement (games with running, jumping, skating, throwing and catching, throwing);
Physical qualities (for the development of dexterity, speed, endurance, flexibility);
by sports (games leading to basketball, games with skis and skis, in water, sledding and sledding, badminton, football, hockey);
On the basis of the relationship of the players (games with contact with the enemy ...);
by organizational form (for physical education, for active rest, for physical culture and health-improving work);
· by mobility (small, medium and high mobility - intensity) - classification by M.M. Kontorova, L.N. Mikhailova;
seasonal (summer, winter);
at the place of employment (for a sports hall, sports ground, premises, terrain);
By the way the players are organized: team and non-team, relay race games.
Specialists in the field of preschool pedagogy prefer the classification proposed by P.F. Lesgaft, E.A. Pokrovsky and V.V. Gorinevskaya. Mobile games are divided into:
plot ("Cat and mice", "At the bear in the forest" ...);
Plotless (Trappers, Salki…);
Games with elements of competition (“Who will run to the flag sooner”, “Whose link will be built sooner”);
· plotless with the use of objects ("skittles", "Sereo", "ring throwers", "Grandmas" ...);
fun games, attractions (“Running in bags”, “Spoon with a ball” ...);
Games with elements of sports (towns, badminton, hockey, basketball…).
An outdoor game refers to those manifestations of gaming activity in which the the role of movements.
Plot games determines the purpose of the actions of the players, 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 confrontation scheme with various interactions of the players. The plot of the game not only enlivens the integral actions of the players, but also gives purposefulness to individual techniques and elements of tactics, making the game exciting.
Rules- Mandatory requirements for the participants of the game. They determine the location and movement of the players, clarify the nature of the behavior, the rights and obligations of the players, determine the methods of playing the game, the methods and conditions for accounting for its results. At the same time, the manifestation of creative activity, as well as the initiative of the players within the framework of the rules of the game, are not excluded.
Motor actions in outdoor games are very diverse. They can be, for example, imitative, figuratively creative, rhythmic; performed in the form of motor tasks that require the manifestation of agility, speed, strength and other physical qualities. All motor actions can be performed in various combinations and combinations.
Outdoor games should ensure the versatile development of the motor sphere of children, as well as contribute to the formation of their skills to act in a team, navigate in space, and perform actions in accordance with the rules or text of the game. Therefore, it is necessary to use outdoor games and exercises that are not only diverse in content, but also in the organization of children, in the complexity of coordinating movements.
What requirements presented to the educator when choosing outdoor games?
So, first requirement , which should be guided in the selection of outdoor games, is the compliance of the content of game actions, rules with the age characteristics of children, their ideas, skills, knowledge about the world around them, their capabilities in learning new things.
We must strive to ensure that game images are understandable and interesting to children. These may be already familiar images (cat, bird); it is easy to introduce kids to unknown characters using a picture, a toy, a fairy tale, a book (a bear, a fox, a hare, etc.). It is important that the movements of the characters in the games are varied, but accessible to young children. Therefore, it is necessary that they are well acquainted with the character they imitate.
It is very important to keep in mind that the variety of motor tasks is ensured not only by the fact that in each game a new movement is used, but also by the fact that in several games the same movement is performed with different formations and in different situations. In one game, walking in a group is given, in another - walking in a circle, holding hands, in the third game, children are taught to walk in pairs or scattered. You can also diversify and run. Children can run in one direction, in all directions, run away from the catcher to their places, etc. Performing movements in different game situations has great importance for the development of coordination of movements of babies, their orientation in space, and also contributes to the education of their activity and independence.
Second requirement - take into account that the pedagogical effect of an outdoor game largely depends on its compliance with a specific educational task. Depending on what skills and abilities the teacher seeks to develop in children in this moment, he chooses games that help develop these particular skills. So, if in junior group the teacher is faced with the task of teaching children to act in a coordinated manner in a team, to move over a large area, then plot games, such as “Sun and Rain”, “Sparrows and a Cat”, are most suitable for this purpose. If, however, the task is to develop, for example, balance in children, then in this case, the game exercises “On the path”, “Through the stream”, etc., are most suitable.
Third requirement - when choosing games, the teacher must take into account the composition of the group of children. It can be different in different children's institutions. Some of the children at the beginning of the year come to kindergarten for the first time. Such children do not yet have the skill of joint actions in a group of peers, some cannot get used to the regime for a long time. According to their motor experience, these children differ from children who previously attended nursery groups. Therefore, at the beginning of the year, it is necessary to organize game exercises for a small number of children, as well as outdoor games that are simpler in content and do not require a clear coordination of the movements of the players.
It should also be taken into account general state groups. If the children are excited, it is better to spend a calm, sedentary game, the rules of which require some attention from them. If the children have been sitting in class for a long time, they need active actions. In this case, you need to choose a game in which the movements are varied, often changing in accordance with the rules.
The choice of play also depends on the time of year, weather, temperature (indoor or outdoor), children's clothing, equipment available, etc.
When choosing a game, you need to consider what time of day it takes place. Outdoor games of a different nature should be combined with games and activities that take place during the day. At the end of the day, shortly before bedtime, games should be more relaxed.
The method of organizing and conducting depends on the age of the children.
1. The value of outdoor games for preschoolers.
Many well-known scientists, such as F. Fröbel, M. Alexander, W. Reich, noted the importance of outdoor games for the physical, mental and personal development of the child. Outdoor games meet the internal needs of preschool children in movements, and also create an optimal motor environment.
According to the opinion, a mobile game is an indispensable means of physical education of a child, replenishment of his knowledge and ideas about the world around him, development of thinking, dexterity, eye, reaction speed, mobility, plasticity, formation of personal moral and volitional qualities. During the game there is not only an exercise in existing skills, their consolidation, improvement, but also the formation of new physical and cognitive skills.
In games, children develop intelligence, fantasy, imagination, memory, speech. Conscious implementation of the rules of the game forms the will, develops self-control, endurance, the ability to control one's actions, one's behavior. The game forms such personal qualities as activity, honesty, discipline, justice. In the process of the game, the comprehensive harmonious development of the child takes place.
Being an important means of physical education, an outdoor game at the same time has a healing effect on the child's body. The healing effect of outdoor games is enhanced when they are carried out on fresh air; in the game, children practice a wide variety of movements: running, jumping, climbing, throwing, throwing, catching. A large number of movements activates breathing, blood circulation and metabolic processes, has a beneficial effect on mental activity.
2. Characteristics and stages of development of an outdoor game.
An outdoor game is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.
By definition, outdoor play is an exercise through which a child prepares for life. The developing effect of outdoor games lies in the fact that the exciting content, the emotional richness of the game encourage the child to certain mental and physical efforts. Thus, mobile games are important tool solving the problems of physical education of preschoolers.
Mobile games are classified according to different parameters:
By age (games for children of primary preschool age, middle preschool age, senior preschool age);
According to the degree of mobility of the child in the game (games with low, medium, high mobility);
By types of movements (games with running, throwing, jumping, climbing, etc.);
Mobile games with rules include plot and non-plot games. TO sports games- basketball, gorodki, table tennis, hockey, football, etc.
Story-driven games reflect in a conditional form a life or fairy-tale episode. The child is fascinated by game images, he is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, etc.
Non-plot mobile games contain interesting for children motor game tasks leading to the achievement of the goal. These games include games like: running, trapping; games with elements of competition (“Who will run to his flag sooner?” Etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, skittles, etc.); fun games ("Ladushki", "Horned Goat", etc.).
Games with elements of competition require proper pedagogical management of them, which involves the observance of a number of conditions: each child participating in the game must have a good command of the motor skills (climbing, running, jumping, throwing, etc.) in which he competes. Games with elements of competition are used mainly in work with children of older preschool age.
The important characteristics of the mobile game are:
The purpose of the game;
Rules of the game;
Game roles.
indicated the presence of a specific goal in the mobile game. The form of the game must meet the goal. Actions in the game must correspond to the child's ability to manage himself, to build his behavior in accordance with the goal.
An important characteristic of the game are the game rules. recommended to gradually complicate the content and rules of the game. For this, new exercises, conditions, actions are created, i.e., variants of games are introduced. The use of a variety of game options allows you to repeat actions familiar to the child, with more, increased requirements, helps to maintain his interest in the game. During the game, the teacher pays attention to the child's compliance with the rules. He carefully analyzes the reasons for their violation. The child may violate the rules of the game in the following cases: if you do not understand the teacher's explanation accurately enough; really wanted to win; was not attentive enough, etc.
The educator's guide to an outdoor game consists in the distribution of roles in games. The teacher can appoint a driver, choose with the help of a rhyme, can invite the children to choose the driver themselves and then ask them to explain why they entrust the role to this particular child; he can take the leading role on himself or choose the one who wants to be the leader. In the younger groups, the role of the leader is initially performed by the educator himself. He does it emotionally, figuratively. Gradually, the leading roles are entrusted to children.
Stages of mobile game development:
1. Learning the game.
2. Repetition of an outdoor game.
3. Complication of an outdoor game.
Every game starts with learning it. The teacher explains to the children the game goal, the rules of the game, the content of the game (the course of the game), distributes the game roles. Learning a game with preschool children differs from learning a game with older preschool children in that it is based on a plot story using more attributes for the game. It is based on the emotional images of the characters in the game, which allows you to arouse immediate interest in the child. In the process of learning, the effect of the child's imitation of the movements of adults is used.
The next stage in the development of the game is its repetition, consolidation. At this stage, there is an exercise in basic movements, training of movements. Moreover, the highest level of game development is the complication of the rules, game conditions, game goals, as well as the basic movements used in the game. Games with more complex rules, goals and movements are used mainly with children of older preschool age.
3. Requirements of the program "Program of education and training in kindergarten/ Ed. , » to the selection of outdoor games
Basic movement, exercise | Names of outdoor games by age groups |
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II junior | preparatory |
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“Run to me!”, “Birds and chicks”, “Mice and a cat”, “Run to the flag!”, “Find your color”, “Tram”, “Train”, “Shaggy dog”, “Birds in nests” | "Airplanes", "Colored Cars", "At the Bear's Forest", "Bird and Cat", "Find Yourself a Mate", "Horses", "Call the Rattle", "Homeless Hare", "Traps" | "Traps", "Corners", "Pairs running", "Mousetrap", "We are funny guys", "Geese-swans", "Make a figure", "Karasi and pike", "Running", " Sly Fox”, “Entertainers”, “Oncoming dashes”, “empty place” | “Change the subject”, “Trap, take the tape”, “Owl”, “Blind Man's Buff”, “Two Frosts”, “Catch up with your couple”, “Paints”, “Burners”, “Kite and mother hen”, “Whose link is more likely to gather ?”, “Quickly take it, quickly put it down” |
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“On a flat path”, “Catch a mosquito”, “Sparrows and a cat”, “From bump to bump” | "Hares and the Wolf", "The Fox in the Chicken Coop", "The Gray Bunny Washes" | “Don’t stay on the floor”, “Who will jump better?”, “Rod”, “From bump to bump”, “Classes”, “who will make fewer jumps?” | "Frogs and Herons", "Don't Get Caught", "Wolf in the Den" |
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Climbing, crawling, crawling | "The Hen and the Chicks", "Mice in the Pantry", "Rabbits" | "The Shepherd and the Flock", "The Flight of Birds", "Kittens and Puppies" | “Who will get to the flag sooner?”, “Bear and bees”, “Firefighters for training” | "Bird Flight", "Monkey Catching" |
Throwing, catching, throwing | "Toss-Catch", "Knock Down Mace", "Ball Over Net" | "Hunters and hares", "Throw the flag", "Get in the hoop", "Knock the ball", "Knock the pin", "The ball to the driver" | “Stop”, “Who is the most accurate?”, “Hunters and animals”, “Trappers with a ball”, “Who was named, he catches the ball” |
4. The methodology for conducting an outdoor game with preschool children.
To conduct games with children of primary preschool age, it is necessary to create the correct subject-spatial environment. In the games of children older than one and a half years, signs of imitation of adults can be seen. Given this, the educator involves children v games with the help of a toy, tries to awaken their interest in an emotional figurative explanation. In younger groups, story games and the simplest non-story games such as "traps", as well as fun games, are most often used.
Children of the second year of life have a great need for movement. To satisfy their need for movement, they need: a slide, benches, boxes and other items. Sufficient space should be provided to run, climb stairs, slide down slides, etc., play hide-and-seek, catch up. Due to the developed ability to imitate, most of the outdoor games of children of primary preschool age are of a plot nature.
It is important to teach the child to act exactly on the signal, to obey simple rules games. The success of the game in the younger group depends on the teacher. He should interest children, give patterns of movements. The teacher performs the leading roles in the game himself or entrusts the most active child, sometimes preparing someone from the older groups for this. It is important to remember that the driver only pretends to catch the children: this pedagogical technique is used in order not to frighten the children and so that they do not lose interest in the game.
In the fifth year of life, the nature of children's play activity changes. They begin to be interested in the result of an outdoor game, they strive to express their feelings, desires, realize their plans, creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitation and imitation continue to play an important role in the older preschool age.
By the middle group, children accumulate motor experience, movements become more coordinated. Given this factor, the teacher complicates the conditions for the game: the distance for running, throwing, jumping height increases; games are selected that exercise children in dexterity, courage, endurance. And in this group, the teacher distributes roles among the children. The role of the driver is first entrusted to children who can handle it. If the child is not able to clearly complete the task, he may lose faith in his abilities and it will be difficult to attract him to active actions.
As in the younger group, the teacher, conducting a plot game, uses a figurative story. Fairy-tale game images encourage the child to combine the real features of the perceived plot into new combinations. The imagination of a child of the 5th year of life is recreative in nature, therefore the educator must always direct his development.
In the outdoor games of older preschool children, more complex movements are used. Children are given the task of instantly responding to a change in the game situation, showing courage, ingenuity, endurance, ingenuity, dexterity.
Children's movements senior group are distinguished by greater coordination and accuracy, therefore, along with plot and non-plot games, games with elements of competition are widely used, which at first it is advisable to introduce between several children equal in physical forces and development of motor skills.
So, in the game "Who will run to the flag sooner?" The task is performed by 2-3 children. As children master skills and orientation in space, competitions are introduced in links. The best is the link, the participants of which will cope with the task quickly and correctly.
In the preparatory group for school, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, makes sure that they are light, beautiful, confident. Children must quickly navigate in space, show restraint, courage, resourcefulness, creatively solve motor problems. In games, it is necessary to set tasks for children to solve on their own.
So, in the game "Colored Figures" children are divided into links, and in each link is selected. At the signal of the teacher, the children with flags in their hands scatter around the room. At the command "In a circle!" they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall and, at the command “In a circle!” are built around the leader, and while the teacher counts to 5, they lay out some figure from the flags.
Such a complication of the task requires children to be able to quickly switch from one activity to another - in this case, from active running to performing a collective creative task.
By searching for solutions to motor problems in outdoor games, children themselves acquire knowledge. Important role into development creative activity children are played by involving them in compiling game options, complicating the rules. At first, the leading role in the variation of games belongs to the educator, but gradually the children are given more and more independence.
In the preparatory group for school, along with plot and non-plot games, relay races, sports games, games with elements of competition are held. Children of the preparatory group should know all the ways to choose leaders, widely use counting rhymes.
5. Conducting outdoor games with children of the middle age group.
In outdoor games with children middle group I rely on the requirements of the "Program of Education and Training in Kindergarten / Ed. , » to the selection of outdoor games.
When working with children, I use the games recommended by the program, then I add games from other sources, or from my own experience. I often transform the game, modify the rules of the game, complicate them: increase the distance for running, throwing, jumping height. I choose games that develop in a complex way in children, both psychophysical qualities and basic movements, and cognitive processes.
When selecting games for children of the middle age group, I am guided by the fact that outdoor games should contribute to the following tasks:
1. The development of the psychophysical qualities of children: speed, strength, flexibility, endurance, motor coordination.
2. Accumulation and enrichment of children's motor experience, mastering the basic movements.
3. Formation in children of the need for motor activity and physical improvement.
In the middle group, I mainly spend outdoor games. Although non-plot outdoor games (“Throw - Catch”, “Ball over the net”, “Who left?”) and games with elements of competition (“Find where it is hidden”, “Find and keep silent”) I also use in working with children of the middle groups. Conducting a plot game, I use a figurative story that develops the imagination of children. I tell the children about hares and a wolf (the game "Hares and the Wolf"), about the bear ("At the Bear in the Forest"), about the fox and chickens (the game "Fox in the Chicken Coop"), I try to arouse children's interest in game images, game roles.
I explain how a bear walks, waddling, how a fox or a wolf sneaks, how hares jump. Children, as a rule, repeat the shown movements with pleasure after me, entering the role of hares, or a wolf, a bear, a fox, or chickens. Fabulous game images encourage the child to more diligently perform this or that movement.
Often, in games, we use attributes to better enter the role of the child - animal masks for the driver (fox, wolf, cat, hare, etc.), additional items for playing roles (baskets, dummies of berries, mushrooms for the game "At the bear in the forest ”, a hat and a whip for the shepherd in the game “Shepherd and the flock”). The use of attributes always pleases children more than playing without attributes, it causes children to have more passion for the game, a greater desire to play.
When conducting a game, I try to ensure that each child is in the role of a leader or driver, so that children do not have a feeling of disappointment. In this regard, each game is played repeatedly and the children do not get bored, as they have a great need for movements and games.
Many children in my group have developed a desire for leadership, dominance. Each child in my group strives to be in the role of a leader (leader), so it is rather difficult to distribute roles. When assigning roles, I try to:
1. Help non-authoritative children to strengthen their authority; undisciplined - to become organized; inactive - to be active; unsociable - make friends with everyone.
2. Explain the importance of not only command, but also secondary roles.
3. Take into account the individual characteristics and interests of children.
For children who are active, mobile, prone to overexcitation, games with complex actions are suitable, for example, “Colored Cars”, or simple games, in which the effectiveness of the game depends on accuracy and accuracy - “Gorodki”, “Bring down the mace”, “Water carrier”. When conducting games, it is necessary to show preschoolers the importance of following the rules and try to make them enjoy their implementation.
For cautious and timid children, games with simple actions will be interesting, in which the result depends on concentration and dexterity (“Cat and Mouse”, “Bird Flight”), on concentration (“Bird and Cat”, “Find a Mate”). Often children of this type are psychologically unprepared to play leading roles, they are shy, do not dare to start the game. Nevertheless, with the gradual inclusion in the game in secondary roles, with the manifestation of motor activity in the game, and also, having received the approval of the educator, in the future they cope well with the main roles.
For lethargic, passive and asthenic children, I choose games that do not require complex actions, special dexterity and speed of movements (Kittens and puppies, Gray Bunny washes).
For the development of running, I use the games: “Airplanes”, “Colored cars”, “At the bear in the forest”, “Bird and cat”, “Find a mate”, “Horses”, “Call the rattle”, “Homeless hare”, “ Traps. In the course of these games, I seek to consolidate and develop the ability to run easily, coordinating the movements of the arms and legs. I develop in children the ability to run easily, rhythmically, energetically pushing off with a toe.
In my group there are many hyperactive, restless children with reduced self-control and attention, for whom it is difficult to coordinate the movements of arms and legs, to keep a distance in the game, but with an increased need for movement. Therefore, I try, first of all, to teach them to perform actions on a signal, and also teach children to keep distances while moving, not to bump into each other while walking or running.
For the development of jumps, we play the following games: "Hares and the Wolf", "Fox in the Chicken Coop", "Grey Bunny Washes". In these games, the ability to jump on two legs in place, on one leg in place is consolidated.
For the development of crawling and climbing, I use outdoor games: "Shepherd and the flock", "Bird flight", "Kittens and puppies". In these games, children consolidate the ability to crawl, climb, crawl, climb over objects, the ability to climb from one span of the gymnastic wall to another (up, down, right, left).
In the throwing and catching games: “Throw - Catch”, “Knock Down the Mace”, “Ball over the Net”, the ability to take the correct starting position when throwing, throwing and catching the ball with the hands without pressing them to the chest is consolidated.
In the games: “Find where it is hidden”, “Find and keep silent”, “Who is gone?”, “Hide and seek” children's motor activity, children's need for movements, orientation in space, attention, endurance develop.
In working with children, I use the following folk games: “At the bear in the forest”, “Burners”, “Salki”.
Learning a game with children differs from playing a familiar one in that
it starts with a figurative story. For example: “Once upon a time there was a mother goat with steep horns, gentle and kind eyes, smooth gray fur. The goat had little kids. Mom loved her kids, played with them. The goats ran merrily and jumped around the yard. When my mother went to pinch the grass, she ordered the children to sit in the house and not open the door to anyone, especially to the evil wolf: “When I return, I will knock on the door and sing a song: “Kids, kids, open, unlock, your mother has come, brought milk ". Huge Gray wolf I really wanted to catch the little goats. He overheard the mother goat's song and decided to deceive the kids. Only the mother goat is beyond the threshold, and the gray wolf is right there. He knocks on the door and says in a rude voice: “Kids, kids, open up, unlock yourself, your mother has come, she has brought milk.” He sang a song and waited. And the kids heard a rough voice and guessed that it was a wolf. “We hear, we hear,” they shouted, “not my mother’s voice, go away, evil wolf, we won’t open the door for you!” So the wolf went back to the forest. And then my mother came and sang in an affectionate, gentle voice: “Kids, kids, open up, unlock yourself, your mother has come, she has brought milk.” The goats opened the door for their mother. They said that a gray wolf came, but they did not let him into the house. Mom praised the obedient children, then gave them milk to drink. And they began to run, jump and play in the yard.
In the course of explaining the game to children, I set a game goal that contributes to the activation of thought, awareness of the game rules, the formation and improvement of motor skills. When explaining the game, I use a short figurative plot story. It changes in order to better transform the child into a playful image, to develop expressiveness, beauty, gracefulness of movements; fantasy and imagination.
When explaining a non-plot game, I reveal the sequence of game actions, game rules and signal, indicate the locations of the players and game attributes, use spatial terminology with a focus on the subject. With the help of questions, I check how the children understood the game.
When explaining games with elements of competition, I clarify the rules, game techniques, and competition conditions. I try to express confidence that all children will try to cope well with the performance of game tasks, which involve not only high-speed, but also high-quality performance (“Who will run to the flag faster”, “Which team will not drop the ball”).
I will give an example of the complication of the game "Homeless Bunny":
Purpose of the game: Improving children's running, jumping, the development of attention and dexterity.
Game progress: Children are divided into groups of 3-4 people, hold hands and depict hare "houses". In each "house" one "hare" is hiding. One of the children portrays a "homeless hare", one of the children - a "hunter". The teacher gives a command to start the game: "One, two, three!" The "homeless hare" runs away, and the "hunter" catches him. A "hare" can run into any house, then another "hare" runs away from the "hunter". The "hunter" can catch the "hare" only outside the "house".
The first complication for the game: the presence of two "homeless hares" or two "hunters" in the game. In this case, children will need more speed in running, motor agility and speed of reaction, as well as greater concentration.
The second complication for the game: The “hunter” can run into the “house”, just like in the game “Cat and Mouse”, while the children playing the role of “houses” must help the “hares” escape from the house - raise their hands up, and also stop hunter”, detaining him in the “house” - drop your hands.
I try to educate children in independence in organizing familiar games with a small group of peers. I teach you to follow the rules yourself. developing Creative skills children in games (inventing game options, combining movements).
Conclusions on work:
1. Outdoor play is of great importance for the comprehensive development of the child: physical, mental, emotional, social.
2. An outdoor game is a conscious, active activity of a child, characterized by accurate and timely completion of tasks related to the rules that are binding on all players.
3. In the selection of games, it is necessary to rely on the requirements and recommendations of the main educational program, according to which the preschool educational institution works.
4. In learning the game with children of the middle age group, it is advisable to rely on plot game images, on the imaginative thinking and imagination of children.
5. When conducting outdoor games, you need to consider:
Age and psychological and pedagogical characteristics of children;
Focus on the development of basic movements and psychophysiological qualities of preschoolers;
The sphere of interests and needs of the child;
Gradual gradual complication of game goals, objectives, rules and conditions of the game.
Bibliography
1. Agapova games for preschoolers /, . - M.: ARKTI, 2008. - 124 p.
2. Dumpling - recreational activities with children 5-7 years old. - M.: TC Sphere, 2009. - 128 p.
3. Gorokhov's activity and independence of preschool children: monograph. - Samara: GOU SF GOU VPO MGPU, 2011. - 104 p.
4. Gromov games for children. - M.: TC Sphere, 2009. - 128 p.
5. From birth to school. Approximate basic general educational program of preschool education / Ed. , . - M.: Mosaic-Sintez, 2010. - 304 p.
6. Penzulaeva games and game exercises for children 3-5 years old /. – M.: Vlados, 2003. – 80 p.
7. Stepanenkova and methods of physical education and child development: Proc. allowance for students. higher textbook establishments. - 2nd ed., Rev. - M.: Publishing Center "Academy", 2006. - 368 p.
PEDAGOGICAL CHARACTERISTICS OF MOBILE GAMES AND THE METHODOLOGY OF THEIR CARRYING OUT
| Parameter name | Meaning |
| Article subject: | PEDAGOGICAL CHARACTERISTICS OF MOBILE GAMES AND THE METHODOLOGY OF THEIR CARRYING OUT |
| Rubric (thematic category) | Sport |
Outdoor games as a means of physical education are distinguished by a number of features. The most characteristic of them are the activity and independence of the players, the collectivity of actions and the constantly changing conditions of activity.
The activities of the players are subject to the rules of the game that regulate their behavior and relationships. Rules facilitate the choice of tactics of action and the management of the game.
The relationship between the players is determined primarily by the content of the game itself. The difference in relations allows us to distinguish two main groups - non-team and team games. There is also a small group of intermediate games - transitional.
Non-team games there are subdivided into games with and without drivers. Similar team games divide by two basic types: games With simultaneous participation of all players and games with alternate participation (relay races).
Team games are also distinguished on the basis of the martial arts of the players. There are games without contact with an opponent and with an introduction With him to fight.
An even more detailed classification of games is based on their division according to motor actions. There are imitative games (with imitative movements), with dashes, with overcoming obstacles, with a ball, with sticks and other objects, with resistance, With orientation (according to auditory and visual signals).
special group constitute music games, using actions to music (dancing, singing).
Very specific terrain games, requiring special training; they are quite difficult to carry out.
V Lately growing popularity of a variety of preparation games, the simplified content of which makes it possible for children to get an early acquaintance with such sports games as football, basketball, hockey, tennis, etc.
Each game chosen for the purpose of physical education must necessarily provide a solution to the maximum possible number of educational, educational and recreational tasks.
educational value games are varied. Their systematic use expands motor capabilities and ensures the full development of the ʼʼschool of movementsʼʼ, which primarily includes running, jumping, throwing. These vital skills, under the influence of game conditions, turn into skills that significantly expand the possibilities of their use in a variety of purposes and combinations.
Under the influence of the competition inherent in the game, physical qualities develop much more actively, and above all, speed, dexterity, strength, and endurance. All this contributes to the formation of the motor sphere of the child's body.
At the same time, perception and response are improved - qualities that are very important in everyday life. Together with them, the ability to analyze and make decisions develops, which positively affects the formation of operational thinking and mental processes in general. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, acquired under the influence of game conditions ability to act correctly.
educational value games are closely related With the nature of the motor activity taking place in changing conditions and with the active cooperation of the players. The core of the game is fighting. With obstacles that arise constantly and in the most diverse form. For this reason, it causes a strong mental reaction. Skillful management of the behavior of players in these conditions contributes to the education of the moral-volitional, moral qualities of the individual. Among them, the most actively formed are such as collectivism, discipline, organization, initiative, determination, courage, perseverance.
It is also important that the use of games allows the teacher to study his pupils earlier and more fully. In the future, children are specially placed in conditions in which the necessary positive traits are most actively improved. With the help of games, the leading principle of communist education is put into practice - ʼʼin the team, for the team and through the teamʼʼ.
Exceptionally large and health value games.
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A variety of active motor activity, accompanied by the manifestation of positive emotions, in itself is an exceptionally favorable form. exercise. Simultaneously With playing under the direct influence of the load
They are exposed to the natural forces of nature: the sun, air, water.
During the game, the load is dosed not only by the leader, but also by the participants themselves. This eliminates the possibility of overvoltages. For this reason, systematic games strengthen the internal organs, improve the functional activity of the body, ensure proper physical development and improve the health of the student.
Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, games allow you to achieve a versatile impact and, as a result, harmonious education. Wide application they are provided by a complete solution of the problems of communist education.
The choice of games is entirely determined by the specific tasks and conditions for their implementation. Each age group has its own characteristics in the choice and methodology of the game.
Children of primary school age characterized by special mobility, constant need To movement. At the same time, when choosing games, you need to remember that their body is not ready to endure prolonged stress. Their strength is quickly depleted, but rather quickly replenished. For this reason, for junior schoolchildren games are not too long. Οʜᴎ must necessarily be interrupted by pauses for rest.
For students in grades 1-2, games with complex movements and relationships between the players are not yet available. They are more attracted to imitation games, story-based ones. Actions in a team are difficult for them, in this regard, they like games more With jogging, dodging the driver, jumping, catching and throwing balls and various objects.
Aged 9 -10 years (3-4th grade) in children, there is a noticeable improvement in coordination capabilities. An increase in strength, speed, agility and endurance, a more perfect control of one's body and a better adaptability of the body to physical activity make games of rather complex content accessible to children of this age.
Changes are also taking place in the psyche of children 9-10 years old. An increase in the strength and mobility of nervous processes entails an increase in the stability of attention and the interests of children. The development of operational thinking ensures the solution of more difficult tactical problems. This is especially important, since at this age children begin to be interested in games with competition not between individual participants, but between game teams.
Games for boys and girls 9-10 years old not are different. But still, boys are more inclined to games with elements of martial arts, mutual assistance and fighting for the ball. Girls prefer calm games, with rhythmic movements and precise actions (with objects, With ball, etc.).
Games are especially loved by children of this age. With ball, running, jumping over obstacles and throwing various small objects, as well as paramilitary games on the ground.
Games for children aged 9-10 are distinguished by a slightly longer duration and intensity of the game load, stricter refereeing, and consistency in the use of favorite games.
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The element of gaming competition is also more pronounced here.
The games of students in grades 5-8 are noticeably different from the games of younger students. Reducing in number, they at the same time become much more complex in content. The changes that have taken place are fully explained by the peculiarities of age development.
Deep changes in the body of a teenager somewhat slow down the improvement of his motor functions. Disorder of coordination is often accompanied by some deterioration in the activity of the cardiovascular and other functional systems of the body. The increase in the excitability of the central nervous system observed in a number of cases disappears with an increase in the strength of inhibitory processes and the functional maturation of the brain.
This is reflected in the psyche of adolescents, whose behavior is characterized by instability, abrupt changes mood, suddenness of decisions. The maturity and independence of thinking that manifests itself at this age, which is explained by the strengthening of the role of the second signaling system, makes the complex tactics of team games accessible to adolescents.
There are still many elements in their play activity that are characteristic of the previous age period (commitment to story games, conflict in the team, responsiveness to the result of the game, etc.), but there are much more new qualitative changes. Teenagers are interested in games with complex storylines, reflecting the spirit of heroic romance and opening up opportunities for independent creative activity in the game. They are captured by the very process of complex tactical martial arts. The constant striving for competition explains the preference that teenagers give to sports games and games close to them in their content. They are also interested in complex relay races with overcoming obstacles, games like ʼʼtasksʼʼ (where the participants themselves choose the mode of action), with struggle and resistance, revenue and mutual assistance.
The intensity and duration of teenagers' games are much greater than those of younger schoolchildren. For this reason, in games with great nervous and physical stress, it is necessary to carefully monitor the reaction of the players, avoiding overexcitation and fatigue.
Although at this age boys and girls still often play together, there are sharp differences in their play activities. Girls are more attracted to games that require dexterity and precision of movement, and especially with dances and round dances.
Boys and girls aged 16-17 reach a high level of physical development and have great motor and game experience. For this reason sports training comes to the fore here. The use of outdoor games helps to solve this main problem.
When playing, boys and girls focus on tactics and the results of their actions. In choosing tactics and ways to achieve victory, they show great independence. Many
of them gladly take on the role of leader, team captain, organizing the coordinated actions of their team.
Young men are more interested in games where there is an opportunity to show strength and dexterity. All kinds of relay races, games with resistance, with complex tasks for coordination, dexterity and speed of action are especially popular among them.
When playing games with boys and girls, it should be remembered that the processes of body formation are not yet completed. For this reason, their selection and load regulation are very important. Despite the fact that the intensity of play activity should be significantly increased, it still cannot be equated with the intensity of the actions of an adult.
The program of physical education of children provides for a preferential distribution of games by year of study. At the same time, the games are grouped according to the characteristics of the leading motor action (Table 1).
The methodology for conducting outdoor games is determined by the goals and objectives that are solved with their help. Comprehensive education and harmonious development of those involved should be achieved only in the process of long-term, systematic and properly organized training in outdoor games. The leading role in this belongs to the teacher.
When organizing training, the teacher should strive to:
to educate those involved in high moral and volitional qualities;
to strengthen their health and promote proper physical development;
to promote the formation of vital motor skills and abilities.
The education of communist morality is closely related to the choice of games.
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We need to select them so that they educate necessary qualities and correct understanding of life. Humiliation of human dignity, rudeness in games are unacceptable.
The method of teaching outdoor games is based on the general patterns of the learning process. Its effectiveness is closely related to the implementation of didactic principles.
The promotion of the tasks of education to the fore follows from the main provisions of Soviet pedagogy, which puts its main goal communist education of the younger generation. It is extremely important for the players to set certain educational tasks each time, corresponding to the nature of the difficulties of the upcoming game. In the future, these difficulties should systematically become more complicated so as not to lose their educational value.
Important condition successful gaming activity - clarity of understanding the content and rules of the game. And here the main role belongs to the visibility of the explanation. A brief, figurative explanation of the plot of the game, when extremely important, is supplemented by showing individual techniques and actions. Having explained the main thing, the leader starts the game. This first attempt allows him to check how the children understood the game. If it is extremely important, then it is immediately stopped for additional clarification. In other cases, a stop is made to introduce small rules and correct the mistakes of the players.
It is wrong to explain at once the entire content of a complex game. It is better to carry out the explanation in several stages:
1st stage- familiarization with the game (name, plot, basic rules);
2nd stage- further study of the rules;
3rd stage - making changes to the content and rules of the game.
If the first two stages can follow directly one after another, then the last one should be assigned to subsequent classes.
It is useful to carry out an explanation on the spot with the arrangement of the players and the distribution of roles.
Teaching children outdoor games is an organized system that ensures complete and high-quality mastery of the complex of necessary games.
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The main requirement for such a system is gradual v complication of the studied samples.
It is advisable to start teaching children with simple non-team games.
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Next, you need to move on to transition games and complete with complex team games. The difficulty of game actions increases with the complication of relations between the players.
More subtle differences are determined by the difficulty of game actions, their motor content. For this reason, the teacher must take into account the peculiarities of the preparedness of the entire group and individual students, selecting games and roles in them in accordance with the capabilities of those involved.
It is advisable to move from simple to more complex games without waiting until the students lose interest in those already studied. At the same time, it is important to rely on existing experience: each new game
should, as it were, grow out of the already mastered, well-known. This will facilitate the assimilation and will contribute to the consolidation of skills and abilities.
The durability and richness of the gaming experience are important element motor training and can be invaluable in the study of sports games.
Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the process of playing games is divided into two interrelated phases: creating prerequisites (this includes mastering game actions) and directly conducting the game.
In any case, the practical activity of a leader consists of several elements (selection of a game, preparation of a place and equipment, organization of players, explanation, guidance, summing up).
Game selection. Preparation for the game begins with its choice. It is important to take into account the composition of the group, the form of the upcoming lesson and the venue. Not every game is suitable for any number of players, for each there is an optimal number of participants.
The form of training also plays a big role. What is suitable for the lesson is not suitable for change, etc.
The venue greatly affects the choice of game. In the small hall it is impossible to hold games that require an unlimited area. In the same way, you cannot play a game for which there is no extremely important inventory.
For this reason, the manager must have a large stock of games in his arsenal, be able to modify them and adapt them to specific conditions.
Site and equipment preparation. Good preparation enhances emotional condition engaged, causes a desire to start the game faster. This includes cleaning the premises, placing shells, marking the site, selecting equipment, decals, and more.
Preparation must be carried out in advance and carefully. It is useful to involve children in it.
Organization of the players. The course of the game largely depends on it. This includes the arrangement during the explanation, the definition of drivers, captains and assistants, the distribution of teams.
When explaining the game, the teacher should strive to take a place from which everyone could see and hear him. If the game takes place in circles, then he stands 1-2 m from the middle of the circle, when lining up, he takes a place in front of the formation, etc. The definition of leaders and captains is carried out different ways: by appointment of the head, by the choice of those involved, according to the results of previous games, by lot. The choice of one or another method is determined by the specific situation.
It is very important to correctly distribute the forces of the players on the teams. To do this, you can use the calculation, figured marching, the choice of captains, the appointment of a leader. Assistants can be a great help to a teacher. It is especially important to have assistants in games that require difficult refereeing. In this role, children
There are judges, counters of points or time, observers of the order and condition of the places for the game. Helpers are often assigned to freed children (with poor health) and the most authoritative students among the children. In this case, you need to keep in mind the special training of the organizers of the games - it is extremely important to carry it out from the first years of schooling.
Explanation. It is better to explain the game in the formation from which it will begin.
Do not drag out explanations. Children look forward to the beginning of the game and hardly listen to the teacher. You need to tell vividly, figuratively. This is especially important in simulation games with younger children. Supplemented in necessary cases by showing, the story should not only create a complete picture of the game, but also interest, arouse the desire for active action.
game management, Undoubtedly, the most difficult and at the same time decisive moment of the teacher's work. Only the correct management of the course of the game ensures the achievement of the planned pedagogical result.
The management of the game includes several elements: observing the actions of participants and teams, correcting mistakes, indicating the correct way of individual and collective actions, suppressing manifestations of individualism, rudeness and other improper attitude towards comrades, regulating the load, stimulating an extremely important level of competition throughout ex games.
It is in the management of the game that the skill of the teacher is manifested. It is entirely based on his ability to see and understand the course of the game.
To be able to follow the game, the leader must see all those involved. In complex games, large quantity participants should always involve assistant judges. In such cases, the teacher reserves the opportunity to observe the progress of the game.
Directing the game activity, the leader helps to choose the right way to solve the game problem, achieving activity, independence and creativity of the players. Mistakes must be corrected in a timely manner, without allowing them to gain a foothold. In most cases, it is enough for the manager to intervene in the game process. Corrections are made by directives during the game and during special stops. At the moment of stopping, all players must remain in the places where they were caught by the leader's signal. Explain the error concisely, demonstrating the correct action. Sometimes it is useful for the leader to get involved in the game himself in order to show how to act correctly in such situations. When these methods are not enough, they use special exercises, analysis of games with explanations of actions on the board, layout, etc.
Under the influence of high emotionality during the competition in the behavior of the players, excitement often appears, entailing haste of action, violations of discipline and ethics. The teacher must prevent their appearance, the system-
to theoretically educate students in the ability to control their actions, to subordinate them to the interests of the team, to treat teammates and opponents with respect, to play honestly, observing the rules of the game.
Refereeing is of particular importance in solving these problems. By intervening in the game, evaluating actions and demanding compliance with the rules, the referee keeps the course of the game within the necessary limits. The authority of the judge is very high, if his decisions are quick, confident and understandable to children.
The definition of the result of the game should be simple, but broad enough. In many games, one cannot limit oneself only to counting points, centimeters, seconds. Be sure to take into account the correctness of the actions of the players. This stimulates the acquisition of the most valuable skills and abilities. Errors in the execution of techniques are usually equated to seconds, meters - like penalty points, which are added to the overall result.
The calculation of the results should be clear. To do this, you need to systematically report changes in the score and the time of the game. Signaling in judging is generally important. You can use your voice, clap, flag, but most often a whistle. The choice of method is determined by the nature of the game and the composition of the players.
Energetic intervention - whistle - only needed in games With great competitive intensity. In general, excessively loud whistles are undesirable.
The leader must not only punish, but also use incentives. These include assigning additional points for the quality of performance, providing the best teams with some advantages, nominating the best for the role of captain, assistant referee, etc.
One of the important tasks of the leader is to dose the load in the game. Due to the high emotionality of the game, children cannot control their condition. As a result, overexcitation and fatigue can easily occur. If pronounced symptoms of fatigue appear (passivity, impaired accuracy and controllability of actions, blanching, etc.), it is extremely important to reduce the load. It can be regulated by various methods: reducing the duration of the game, introducing breaks, changing the number of players, reducing the size of the playground, changing the rules and changing the roles of the players.
You need to finish the game on time. Tightening it can lead to loss of interest and fatigue of the players. An early and especially abrupt ending causes dissatisfaction. We must strive to achieve the goals set before the game by this moment. Then it will give pleasure and cause those involved in the desire to repeat the game.
Be sure to finish the game in an orderly manner. Having stopped the players, the leader calculates the results and announces the winners. After that, he analyzes the game. Evaluating the results, he must analyze the mistakes of the players, note the positive and negative points in their game and explain the most appropriate ways
Game actions. At the same time, it is useful to note the best drivers, captains, judges, and pay attention to violations of discipline and order.
It is very important that the games are properly combined in the lesson with other exercises. For this reason, thinking over the content of the lesson, the leader must not only determine the correspondence of the game to this part of the lesson, but also find its place among other exercises.
In the preparatory part, it is advisable to use games aimed at developing attention, speed of reaction, and orientation. Οʜᴎ should not be long, otherwise it may interfere with the assimilation of the material of the main part of the lesson. Attention games should be carried out at the very beginning of the lesson.
For the main part, games are selected that contribute to the consolidation and improvement of the material being studied. The load in them should be greater than in other parts. As a rule, games are placed at the end of the main part.
The inclusion of such games helps to reduce the load, keep the students a pleasant impression of the lesson and prepare them for subsequent classes.
When recording outdoor games in the lesson summary, all known provisions are saved. The name of the game and its description (together with the drawing of the field and the arrangement of the players) are entered in the ʼʼContentsʼʼ section. In the section ʼʼDosageʼʼ indicate the estimated duration of the game. The necessary organizational and methodological instructions are entered in the appropriate column of the lesson summary.
PEDAGOGICAL CHARACTERISTICS OF MOBILE GAMES AND METHODOLOGY OF THEIR CARRYING OUT - concept and types. Classification and features of the category "PEDAGOGICAL CHARACTERISTICS OF MOBILE GAMES AND THE METHODOLOGY OF THEIR CARRYING OUT" 2017, 2018.
