Not everyone loves playing, team sports. But those who love are devoted to them with all their hearts. Even today you can meet like-minded people who are going to play football, volleyball or hockey together. Game sports, in addition to a charge of positive emotions, are of great benefit to the body. Let's find out which one.
General Benefits for the Body
If you do not consider any particular team sport, but look in general, then such physical activity is useful in that it includes a variety of activities. Almost all muscle groups are included. Competitive sports usually include running, jumping, stretching, and other activities. Excess calories are burned, the body's endurance increases, the state of the cardiovascular system and ligamentous apparatus improves.
Sports games also affect the muscles and general tone of the body in the most positive way.
Game sports, despite the high risk of injury, have a complex effect on the entire body. If you want to look good and feel good, choose a team sport.
Benefits for character
Such sport also influences our spirit in the most positive way. Character is formed, the will to win, the ability to interact in a team, to accept failures correctly.
Also, a game sport forms an analytical mindset, teaches you to plan your actions and analyze misses.
Let's see how the most popular game sports affect the body.
The benefits of football
This ball game is especially loved by men. But there are also women who are not averse to kicking the ball across the field. For example, I really liked such physical education classes at school. Why football is good for health:
- It has a positive effect on the cardiovascular system.
- Strengthens immunity.
- Accelerates metabolism.
- It has a general healing effect on the body.
- Beneficial effect on the musculoskeletal system.
- Improves endurance and agility, coordination of movements.
- All muscles are involved in the training.
- Excellent prevention of depression.
- Suitable for weight loss.
Benefits of Basketball
Such training is also no less useful for the body than football. Almost all muscles are also involved, coordination and agility, endurance improve.
The heart, lungs and blood vessels will be happy with such training. When playing basketball, peripheral vision improves, the body is in good shape, a person trains to use his strength wisely.
Basketball has the best effect on the musculoskeletal system. If your goal is to lose weight, take a look at basketball. In one game, a person runs an average of 7 km, and due to the combined load, calorie burning is very effective.
Before training, do not forget to warm up well and warm up the muscles and ligaments to avoid injury.
The benefits of volleyball
When playing volleyball, you need to be especially careful not to injure your knees and fingers. Therefore, when practicing seriously, it is advisable to take care of special protection and learn the technique that will help to avoid mistakes and injuries.
Volleyball is a rather dynamic game and requires constant concentration of attention. What are the benefits of such training for the body?
- Improves coordination and accuracy of movements.
- Increased muscle strength and endurance.
- Strengthens the cardiovascular and respiratory systems.
- The supply of oxygen to the body improves.
- There is a complex effect on muscles and joints.
- It has a positive effect on vision, trains the eye muscles.
- Volleyball is an excellent prevention of depression.
- Improves agility and flexibility of the body.
This is not all game sports. Among the variety, you can choose workouts to your liking. Where can adults work out? Try asking friends or social media. For example, in our city it is easy to find teams where amateurs play football. Some sports centers have sections for adults. And in the yards they still sometimes play volleyball or basketball in the warm season. The main thing is to take the initiative.
A volleyball net, for example, is inexpensive. But, having gathered a yard team of sports fans, you can easily solve the problem of “where to play volleyball”. Don't be afraid to make your dreams come true!
Do you like team sports?
game sports volleyball health
What is the effect of volleyball on the body of a teenager? The simple tactics of the game and the absence of a direct fight for the ball with an opponent make the game accessible to the public. The loads that affect the body of those involved are quite moderate. The most physically influencing exercise - running is used in small doses. The intensity of the main movements in volleyball (hitting the ball, jerking 2-6 meters, jumping) depends on the pace of the game, which can be varied widely.
Playing volleyball contributes to the development of the muscular apparatus: it helps to develop such vital physical qualities as reaction speed, agility, endurance; strengthens the respiratory, cardiovascular and muscular systems; relieves mental fatigue. Game techniques performed in a jump (blocking) are a good coordinating tool. Volleyball has a positive effect on the body of a teenager, without overloading his main systems and organs, which is important, because it is in adolescence that many body systems are being formed. He teaches to collective action, the ability to subordinate his personal interests to the interests of the team, teaches to be disciplined, to help a partner. According to the unanimous opinion of physicians and specialists in physical culture and sports, the therapeutic and health-improving possibilities of volleyball are enormous.
The game of volleyball can be recommended as an addition to medical methods of treatment, even for patients suffering from cardiovascular diseases - atherosclerosis and hypertension (in the first stage of development). Teenagers playing volleyball get excellent physical relaxation, actively and emotionally relax. The many faces of volleyball and its qualities such as accessibility, uncomplicated material support, and relatively low technical complexity emphasize its place in the arsenal of means of active recreation for teenagers. Volleyball has evolved in leaps and bounds in recent years. Complex combinations with the connection of players from the back line, a power serve in a jump, a variety of defensive actions - all this has significantly changed volleyball, making it an unusually spectacular and exciting game.
Volleyball, having much in common with other sports games, at the same time differs from them in certain specific features.
The nature of the game activity of a volleyball player is due to the instant change in the situation of competitive struggle, which proceeds continuously. The magnitude of the loads, consisting of physical and emotional stress, is characterized by extreme variability and depends on many factors: personal and team technical, tactical and physical fitness, the significance and scale of the competition, the reaction of spectators, teammates, etc.
Repeated jumping while blocking and attacking blows has a significant effect on the neuromuscular apparatus, causing extremely high shifts in the activity of the cardiovascular and respiratory systems of a volleyball player.
Due to the specifics of motor activity, which proceeds with variable intensity in the dynamic mode of muscle contractions with a continuous and rapid response to a changing environment, adolescents undergo significant morphofunctional changes in the activity of analyzers, the musculoskeletal system and internal organs. In particular, indicators of various functions of the visual analyzer increase: deep vision improves, which contributes to the accuracy of spatial orientation, the field of view expands, and the coordination of the activity of the external muscles of the eye (muscle balance) improves significantly. Which, in combination with the anatomical and physiological features of the development of adolescents aged 15-16, gives remarkable results as a health-improving and developing factor.
In addition, the intervals of the latent period of simple and complex visual-motor reactions are reduced: the indicators of reactions improve with the maturation and qualification of the practitioner.
In the process of training, the ability of the neuromuscular apparatus of a volleyball player to quickly tighten and relax muscles increases.
A large number of jumps performed helps to strengthen the musculoskeletal apparatus of the lower extremities and a significant increase in the dynamic strength of the muscles - foot flexors and extensors of the lower leg and thigh. As a result of this, the height of the separation of the GCT (common center of gravity) of volleyball players is 70-90 cm.
A very noticeable increase is achieved in the indicators of the backbone strength of a volleyball player, which develops during ballistic shock movements on the ball in the non-support phase. The ligamentous apparatus of the hand is strengthened and its mobility increases. A large amount of training and competitive loads has a significant physiological impact on the functions of the internal organs of adolescents: metabolism, blood circulation, respiration, excretion, etc. This is convincingly evidenced by the data on changes in the weight of volleyball players during important competitions. On average, weight loss after such competitions ranges from 1.5 to 2 kg. Large energy consumption of volleyball players allows us to classify them as submaximal power loads.
In the sports activity of a volleyball player in the conditions of variable situations of the competitive situation, automated movements are manifested in a more complex form than, for example, when performing movements of a cyclic nature - walking, running, swimming, etc.
When the loads increase gradually, the heart rate decreases in those involved in volleyball, blood pressure and respiratory rate at rest decrease. Teenagers, playing volleyball, get excellent physical relaxation, actively and emotionally rest.
Volleyball is one of the effective means of physical education. It allows you to improve health, harden the body of those involved, promote their comprehensive development and instill in them vital motor skills, an excellent means of introducing adolescents to systematic physical education and sports, and active recreation.
Volleyball is also widely used as an effective means of improving nature in rest homes, sanatoriums and medical institutions. Modern volleyball makes high demands on the functional activity of the body. Most of the game techniques, one way or another, are associated with the maximum manifestation of speed, strength, dexterity. The psychological preparation of volleyball players plays an important role in the work of a coach.
Volleyball provides a direct education of teenagers in the spirit of collectivism, friendship, camaraderie and responsibility to their team. Systematic volleyball lessons bring up industriousness and perseverance among those involved, develop a sense of duty and pride in their team. Trainings, performances at competitions contribute to the development of such valuable qualities as courage and perseverance, determination and dedication, initiative and discipline.
Modern biomedical and sociological studies show that systematic sports activities by adolescents greatly contribute to increasing their vitality and ability to work.
Conclusion on paragraph 3.1
The impact that the public game of volleyball has on the body is difficult to overestimate. Like any other type of muscle activity, it contributes to the development of the muscular apparatus. Specific effects include: the deadlift of a volleyball player increases, which develops during ballistic impacts on the ball in the flight phase.
A common developing factor that goes hand in hand with basketball is jumping: they help strengthen the musculoskeletal apparatus of the lower extremities and significantly increase the dynamic strength of the muscles - foot flexors and shin and thigh extensors.
Department of Education of the Administration of the Kalininsky District of the City District
City of Ufa, Republic of Bashkortostan
Municipal Autonomous Educational Institution
Lyceum No. 58
ESSAY
Topic: "The impact of outdoor games on health promotion, and how
means of realizing the creative activity of children
elementary school age".
Physical education teacher
Shekunov S.A.
UFA
2015
I. Introduction - page 3
II. Chapter 1 – page 6
1.1 The history of the origin of outdoor games. – page 6
1.2 The value of outdoor games in the lives of children. – page 7
1.3 Game in the process of teaching younger students. – page 9
1.4 The use of outdoor games in an educational institution. – p.16
III. Chapter 2. Experimental study of the influence of outdoor games on the health of younger students. – p.23
2.1 Organization and conduct of outdoor games. – p.23
VI. Chapter 3. Experimental study of the possibilities of using outdoor games in the process of implementing the activity of children of primary school age. – p.28
3.1 Method and organization of the study. – p.28
3.2 Technology of using outdoor and sports games. – p.34
3.3 Description of the outdoor games used. – p.40
3.4 Analysis of the obtained results. – p.41
V. Conclusion. – p.50
VI. List of used sources. – p.53
Introduction
The rapid development of technology in the world, the widespread introduction of computers, television, cell phones, and cyber toys into our lives are forcing the modern child to lead a sedentary lifestyle. Today's pace and lifestyle leaves the student less and less time for direct communication with friends, for walks in the fresh air.
Hypodynamia, eating fast food, psychological stress, lack of free time, infrequent communication with friends outside the school - leaves a negative imprint on the health of the student.
Therefore, the relevance of the problem of using outdoor games in the life of modern children is becoming acute and necessary. Socio-economic changes in modern society are accompanied by profound changes in the education system. This phenomenon makes adjustments to the theory and practice of the educational process. The mechanism of the school that came into action showed that its sources are in the creativity of teachers, in their innovative activity, which is the engine for the development of the creative individuality of children.
The orientation of the modern school on the humanization of the learning process and the versatile development of the child's personality requires a harmonious combination of the process of educational activity, within which basic knowledge, skills and abilities are formed with creative activity associated with the development of the individual inclinations of students, their cognitive and motor activity. Numerous observations of teachers and psychologists convincingly prove that the skillful use of the game in the educational process facilitates the process of mastering knowledge, skills and has a positive effect on the development of mental and physical processes, including the development of children's creative abilities. Also, outdoor games are a means of preserving the health of schoolchildren.
In developmental psychology, play has traditionally been given crucial importance in the mental and physical development of the child. According to domestic psychologists, in the game all aspects of the personality are formed in unity, in interaction, it is in it that significant changes occur in the physical development, and in the psyche of children, preparing for a new, higher stage of development (Elkonin D.B., 1997). In the game, as in focus, are collected; all aspects of the personality, especially the creative individuality, are manifested in it and through it are formed (Rubinshtein L.S., 1989). According to L.S. Vygodsky (1984), the game is a source of creative development and creates a zone of proximal development.
At present, we observe a small number of methodological techniques aimed at developing the creative individuality of children of primary school age in physical education lessons.
It is not surprising that the Romans single word " Ludens" meant two concepts, in their opinion, inextricably linked with each other - "school" and "game", believing that the development of all aspects of the child's personality, including the development of creative activity, will occur more efficient in the game.
The definition of the problem and the relevance of the topic allows us to formulate the purpose of the study - to identify the possibilities of using outdoor games as a means of improving health and realizing the creative activity of children of primary school age.
Object of study- is the health of younger students and the implementation of creative activity.
Subject of study- an outdoor game as a means of preserving health and realizing the creative activity of children of primary school age.
Research objectives:
1) to analyze the scientific - methodological literature on this issue;
2) the study of the game in the process of teaching children of primary school age;
3) experimentally revealing the effectiveness of the impact of outdoor games on health promotion and the implementation of creative activity of children of primary school age.
Hypothesis - it is assumed that the methodology developed by us, used in physical education lessons for children of primary school age with the active use of the variability of outdoor games, will have a positive impact on the physical and psychological state of children and on the formation of creative activity.
The scientific novelty of the research is that:
The methodology used for the implementation of creative activity in the lessons of physical culture of children of primary school age by means of outdoor games has been developed;
The effectiveness of using the game situation for the implementation of creative activity has been established;
The effectiveness of using outdoor games to improve the physical and psychological state, emotional comfort of children of primary school age, as the foundation for the implementation of creative activity, has been established.
The effectiveness of the influence of outdoor games on improving the health of younger schoolchildren has been established.
The practical significance of the study lies in the fact that a methodology has been developed for using the variability of outdoor games aimed at realizing the creative activity of primary school children in physical education classes. The data obtained can be used in the process of training and retraining of physical education teachers. The results of the study can be directly used in the practice of pedagogical activity.
Chapter 1
1.1 The history of the origin of outdoor games.
The game is the greatest miracle of the miracles invented by man. The history of modern outdoor games is rooted in folklore. Many of the games that children play today came to us from ancient rituals, rituals and dances. From time immemorial, they have clearly reflected the way of life of people, their way of life, work, national foundations, the idea of honor, courage, the desire to possess strength, endurance, speed and beauty of movements, to show ingenuity, endurance, resourcefulness, the desire to win. In terms of content, all folk games are concise, expressive and accessible to children. They cause the work of thought, contribute to the expansion of horizons, improve attention, memory, teach them to follow the rules, strengthen their body.
The stock of motor energy of a child, especially of a younger age, is so great that he independently realizes the need for movement in a natural way - in the game, and this has been well known since ancient times.
In Russia, games have always been popular, they were called fun, entertainment, fun. Russian folk culture has long been rich in games that combine fun, daring, fiction and sparkling. The game is an integral part of folk holidays and festivities. Folk games and amusements have always been correlated with nature (wreaths were woven and birches and Christmas trees were decorated), with certain stages in a person's life (birthday, wedding, etc.).
To designate a large group of games, the purpose of which is - physical development and improvement of children, the term "outdoor games" is used.
Outdoor games require large open spaces, an abundance of clean air, and then they meet the ideals of recovery.
1.2 The value of outdoor games in the lives of children.
An outdoor game is one of the important means of comprehensive development of children, a characteristic feature of which is a complex effect on the body and on all aspects of the child's personality.
Mobile play has primarily a physical effect: it requires the body to perform a number of physiologically important movements, and thus greatly contributes to proper growth and development. Games without exaggeration can be called vitamins of the soul well-being. Under their bright, funny, attractive form, there are many possibilities.
Outdoor games are an excellent means of developing and improving the movements of children, strengthening and hardening their body.
The value of outdoor games is that they are based on various types of vital movements, and that these movements are performed in a wide variety of conditions. A large number of movements are accompanied by chemical processes that activate respiration, blood circulation and metabolism in the body, which greatly contributes to the development of muscles, bones, connective tissues, increases joint mobility, especially the spine. With fast movements during the game, the breathing process improves, resulting in faster blood oxygen saturation, more abundant metabolism, and increased blood circulation. Increased activity of the heart and lungs improves coordination of movements, accelerates all biological processes in the body, and also affects mental activity.
The game is a natural companion of the child's life and therefore meets the laws laid down by nature itself in the developing body of the child - his irrepressible need for cheerful movements. Creativity, fantasy, which is an indispensable condition for most outdoor games, increase brain impulses, which, in turn, stimulate metabolism. Positive emotions, creativity are the most important factors of recovery.
Sufficient saturation of children's free time with games contributes to their general and comprehensive development. In addition, in more detail, taking into account the age, state of health, degree of physical fitness of children, outdoor games, especially outdoor games, undoubtedly contribute to the improvement, strengthening of the child's body, hardening, and thereby the prevention of diseases.
All children's games are usually divided into two large groups:
Games with ready-made "hard" rules (sports, mobile, intellectual);
Games are "free", the rules of which are established in the course of game actions.
Mobile games include games that are aimed mainly at general physical fitness and do not require special training of the players; they are built on free, diverse and simple movements associated with the involvement of mainly large muscle groups in the work, and are simple in content and rules.
It is customary to divide games into:
1. Elementary games with rules:
a) plot character ("Shaggy Dog", "Geese Swans", "Cunning Fox");
b) plotless, where the rules are based (catching up, hide and seek, traps, relay race games);
c) attractions with specially created conditions (jumping in bags, carrying a balloon in a spoon, sticking Pinocchio's nose);
d) fun games for the development of fine motor skills of fingers (finger-boy, magpie, ringlet).
2. Complex games with rules:
a) sports (football, pioneer ball);
b) games with elements of sports (towns, skittles, ring throws).
Thus, outdoor games can be perceived as everyday children's fun that satisfies the body's need for movement, joint activities and joyful emotions.
1.3 Game in the process of teaching younger students
Anatomical and physiological features of children of primary school age. At this age, the greatest increase in the brain is noted - from 90% of the weight of the brain of an adult at 5 years old and up to 95% at 10 years old. The improvement of the nervous system continues. New connections between nerve cells develop, specialization of the cerebral hemispheres increases. By the age of 7-8, the nervous tissue connecting the hemispheres becomes more perfect and ensures their better interaction. These changes in the nervous system lay the foundation for the next stage of the child's mental development.
Features of educational activity. Learning activity is an activity aimed at the student himself. Own change is traced and revealed at the level of achievements. The most essential thing in learning activity is reflection on oneself, tracking new achievements and changes that have taken place.
With the arrival of a child in school, the social situation changes, but internally, psychologically, the child remains still in preschool childhood. The main activities for the child continue to be playing, drawing, designing. Learning activities are yet to be developed.
Arbitrary control of actions, which is necessary in educational activities, compliance with the rules, perhaps at first, when close goals are clear to the child and when he knows that the time of his efforts is limited by a small number of tasks. Prolonged tension of voluntary attention to learning activities makes it difficult and tires the child.
The game is not only a purely childish activity. This is also an occupation that serves to entertain, to fill the leisure of people of all ages.
Usually, the child gradually begins to understand the meaning of the game in the conditions of his new place in the system of social relations of people, while invariably and passionately loves to play.
Development of cognitive processes. Development of thinking. A feature of a healthy psyche of a child is cognitive activity. The curiosity of the child is constantly directed to the knowledge of the world around him and the construction of his own picture of this world. The child, playing, experimenting, tries to establish causal relationships and dependencies. He himself, for example, can find out which objects sink and which will float. The more mentally active the child is, the more questions he asks and the more varied these questions are.
The child strives for knowledge, and the very assimilation of knowledge occurs through numerous “why?” "how?" "why?". He is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question. When some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems in his mind. He imagines a real situation and, as it were, acts in it in his imagination. Such thinking, in which the solution of the problem occurs as a result of internal actions with images, is called visual-figurative. Figurative thinking is the main type of thinking in primary school age.
Of course, a younger student can think logically, but it should be remembered that this question is sensitive to learning based on visualization.
The thinking of a child at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations. Thus, the child himself does not discover in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, and others.
The lack of systematic knowledge, insufficient development of concepts leads to the fact that the logic of perception dominates in the child's thinking. The child becomes dependent on what he sees at each new moment of changing objects. However, in the primary grades, a child can already mentally compare individual facts, combine them into a coherent picture, and even form for himself abstract knowledge that is remote from direct sources.
The development of attention. The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a 6-7-year-old child is busy with an important game for him, then he, without being distracted, can play for two or even three hours. Just as long, he can be focused on productive activities. However, these results of focusing attention are the result of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in those activities that he is indifferent to or does not like at all.
And yet, although children in the primary grades can arbitrarily regulate their behavior, involuntary attention prevails. It is difficult for children to concentrate on monotonous and unattractive activities for them or on activities that are interesting, but require mental effort. Disconnection of attention saves from overwork. This feature of attention is one of the reasons for including elements of the game in the lessons and a fairly frequent change in the forms of activity.
The development of the imagination. At primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.
In the conditions of educational activity, special requirements are imposed on the child's imagination, which encourage him to arbitrary actions of the imagination. The teacher at the lessons invites the children to imagine a situation in which certain transformations of objects, images, signs take place. These educational requirements stimulate the development of the imagination, but they need to be reinforced with special tools - otherwise the child finds it difficult to advance in the voluntary actions of the imagination. These can be real objects, diagrams, layouts, signs, graphic images and more.
Composing all sorts of stories, rhyming “poems”, inventing fairy tales, depicting various characters, children can borrow plots known to them, stanzas of poems, graphic images, sometimes without noticing it at all. However, often the child deliberately combines well-known plots, creates new images, exaggerating certain aspects and qualities of his characters. A child, if his speech and imagination are sufficiently developed, if he enjoys reflecting on the meanings and meaning of words, verbal complexes and images of the imagination, can come up with and tell an entertaining story, can improvise, enjoying his improvisation himself and including other people in it.
In the imagination, the child creates dangerous, scary situations. The main thing is overcoming, finding a friend, access to the light, for example, joy. The experience of negative tension in the process of creating and deploying imaginary situations, managing the plot, interrupting images and returning to them train the child's imagination as an arbitrary creative activity.
In addition, imagination can act as an activity that brings a therapeutic effect.
Imagination, no matter how fantastic it may be in its storyline, is based on the norms of real social space. Having experienced good or aggressive impulses in his imagination, the child can thereby prepare for himself the motivation for future actions.
The tireless work of the imagination is the most important way for a child to learn and master the world around him, a way to go beyond the limits of personal practical experience, the most important psychological prerequisite for the development of creativity and a way to master the normativity of social space. The latter forces the imagination to work directly on the reserve of personal qualities.
Friendship of schoolchildren. Relationships between students are constantly changing. If at the age of 3 to 6 years old children build their relationships mainly under the supervision of their parents, then from 6 to 12 years old schoolchildren spend most of their time without parental supervision. In younger schoolchildren, friendships are formed, as a rule, between children of the same sex. As the connection with the parents weakens, the child increasingly begins to feel the need for support from comrades. In addition, he needs to provide himself with emotional security.
It is the group of peers that becomes for the child that kind of filter through which he passes the values of his parents, deciding which of them to discard and which ones to focus on in the future.
By playing, a child learns important social skills. The roles and rules of the "children's society" allow you to learn about the rules adopted in the adult society. The game develops feelings of cooperation and rivalry. And such concepts as justice and injustice, prejudice, equality, leadership, submission, devotion, betrayal, begin to acquire a real personal meaning.
Thus, primary school age is determined by an important circumstance - the child's admission to school. The new social situation tightens the child's living conditions and acts as a stressful one.
The game is an emotional activity, so it is of great importance in educational work with children. Among the wide variety of games, outdoor games are widespread among children.
Actually, elementary outdoor games are a conscious initiative activity aimed at achieving a conditional goal, voluntarily set by the players themselves. Achieving the goal requires active motor actions from the players, the implementation of which depends on the creativity and initiative of the players themselves (quickly run to the goal, throw faster and more accurately at the target, quickly and deftly catch up with the "enemy" or run away from him, etc.).
Actually, outdoor games do not require special training from the participants. The rules in them vary by the participants and leaders, depending on the conditions in which the games are held. They do not have a fixed number of players, the exact size of the site, and the equipment also varies (maces or skittles, a volleyball or a simple ball, small balls or bags of peas (sand), a gymnastic or a simple stick, etc.).
Of particular importance are collective (group) outdoor games, in which groups of players, classes, and free social groups of children participate.
All collective outdoor games have a competitive element (each for himself or for his team), as well as mutual assistance, mutual assistance in the interests of achieving the set goal. A characteristic of collective outdoor games is the ever-changing situation in the game, which requires the players to react quickly. Therefore, in the course of the game, relationships change all the time: everyone strives to create for himself or for the team the most advantageous position in comparison with the “opponent”.
Each outdoor game has its own content, form (construction) and methodological features.
The form of an outdoor game is the organization of the actions of the participants, which provides the opportunity for a wide choice of ways to achieve the goal. In some games, participants act individually or in groups, seeking their personal interests, in others - collectively, defending the interests of their team, their team. They also distinguish between the constructions of those playing for the game (scattered, in a circle, in a line).
The methodological features of the game depend on its content and form.
In pedagogical practice, two types of outdoor games are used:
1. Games are free, creative or free (as defined by N.V. Krupskaya), in which the participants themselves plan the game plan and achieve the intended goal themselves. In children of primary school age, they are most often plot-based, when roles are distributed depending on the plot, which is why psychologists call them role-playing. They can be single or group.
2. Organized outdoor games with established rules that require adult leaders to guide them.
They are very diverse in content and complexity:
simple non-team outdoor games in which each participant, following the rules, fights for oneself. All gaming activities are aimed at achieving personal superiority over others in dexterity, strength, accuracy, speed and other qualities. In these games, personal initiative, creativity and the ability to expediently use one's personal qualities, motor abilities acquire the main importance;
more complex, transitional to team outdoor games, in which the players defend their interest in the first place, but sometimes, at their own request, they help their comrades, helping them out, helping them escape from the attacker in the game (“tags - give a hand”, “runs with captivity "). Sometimes the player may enter into temporary cooperation with other players to achieve the goal. In some games, such cooperation is even provided for by the rules (“polar bears”, “carp and pike”);
team outdoor games in which the players make up separate teams - teams. They are characterized by joint activities of teams aimed at achieving a common goal, subordination of personal interests to the interests of the team. The success of the whole team depends on the actions of each player. In team games, you need to coordinate your actions with the actions of your comrades. Often in team games, for coordinating actions and general management of the game, it becomes necessary to single out team captains from among the playing team, submission to which is mandatory for everyone.
Thus, we can conclude that the educational activity of this age is an activity aimed at the student himself. The game is an emotional activity, so it is of great importance in educational work with children.
1.4 The use of outdoor games in an educational institution.
An outdoor game is a natural companion in the life of children of primary school age, a source of joyful emotions, which has a great developing and teaching power. Teachers of all times noted that the game has a beneficial effect on the formation of children's activity, the development of physical strength and creative abilities.
At primary school age, the child learns the rules of behavior in society. All elements of the primary control of oneself, which deserve the name of volitional processes, initially arise and manifest themselves in some form of collective activity. An example of this is the mobile game. These forms of cooperation, leading to the subordination of behavior to a known game rule, become internal forms of the child's activity, his volitional processes. Consequently, outdoor play occupies the same place in the development of children's will and creativity, as a dispute or discussion in the development of thinking (L.S. Vygotsky, 2003).
Positive emotions, creativity are the most important factors of recovery (VL Strakovskaya, 1994). As shown by the fundamental studies of A.M. Fonareva (1969), motor activity, the development of speech function and creative abilities are closely connected with the functional state of the brain, with the general life of the child. Thanks to outdoor games, the most harmonious coordination of the activity of all organs and systems of the child is achieved. The role of the game in the efficiency of acquiring new knowledge is invaluable due to the acceleration of the development of memory, speech, intellectual development and the development of children's creativity (I.I. Grebesheva et al., 1990; Z.M. Boguslavsky, E.O. Smirnova, 1991; E.M. Geller, 1989; Paul Henri Mussen, 1987).
In the system of physical education, the game is used to solve educational, health-improving and educational tasks. The game provides a comprehensive complex development of physical qualities and improvement of motor skills, as in the process of the game, children do not manifest themselves in isolation, but in close interaction. With the help of the game, it is possible to selectively develop certain physical qualities, and the presence of elements of rivalry in the game requires significant physical effort from those involved, which makes it an effective method of educating physical abilities. The factor of pleasure, emotionality and attractiveness inherent in the game contributes to the formation of a stable positive interest in children of primary school age, the development of creative abilities and an active motive for physical education.
The systematic motor activity of the child, filled with a variety of content, plays an important role in their physical and mental development. Primary school age is the most favorable period for improving the creative individuality of children. The game situation captivates the child, and the dialogues that occur contribute to the development of speech, require active mental activity, which plays an important role. Games that do not have a plot, built on certain game tasks, contribute to the expansion of the sensory and motor and creative spheres of the younger student.
Active movements due to the content of the game evoke positive emotions in children, the creation of psychological comfort in the process of physical education, enhance all physiological and mental processes. The use of games is especially necessary when working with children who suffer from excessive anxiety, who have difficulties in communication, fears, who are aggressive, i.e. having deviations from the emotional sphere.
The formation of the personality of the child, his creative individuality is associated with the formation of the emotional-volitional sphere. The emotional development of children is subject to the basic patterns of development of emotions and feelings. Despite the fact that children of primary school age who have deviations from the emotional sphere have the same emotional manifestations as their peers, these children are much inferior to their peers in terms of the total number of expressed positive emotional states. The study of the social portrait of children suffering from excessive anxiety allows us to conclude that they are conditioned by social restrictions due to the fact that they experience difficulties in communication, fears, and are aggressive; which manifests itself in the form of communicative "hunger", emotional protective self-isolation.
Research scientists have proven that targeted emotional physical activity, having a special stimulating effect on the body, can ensure the restoration of psychological health. Through outdoor games, this effect on the child can be most fully realized with his own active help.
Games with moments of cheerful surprise, when the ordinary becomes unusual, and therefore especially attractive to children, give them joy, emotional uplift. Thanks to this wonderful effect, outdoor games and games with elements of competition, more than any other means of influence, meet the needs of a growing organism, contribute to a comprehensive harmonious development children, educating their creative individuality, moral and volitional qualities and applied skills.
The psycho-correctional and developing effect of game situations in physical education lessons for children is achieved through the establishment of a positive emotional contact between children. The game relieves tension, anxiety, fear of others, increases self-esteem, expands children's ability to communicate, increases the range of actions available to the child with objects, which together plays a decisive role in the development of the creative individuality of children of primary school age.
It should be remembered that emotional comfort determines spiritual well-being, which, along with physical and social well-being, determines human health, and we must help children with emotional disabilities achieve emotional comfort, which will lead to the development of their creative abilities at a faster pace.
A deep and complex process of transformation and assimilation of life impressions takes place in games. Creativity is also manifested in the idea - choosing the theme of the game, drawing, in finding ways to implement the plan, and in the fact that children do not copy what they see, but with great sincerity and spontaneity, not caring about the audience and listeners, convey their attitude to the depicted, their thoughts and feelings.
Unlike adults, children are not able to think over the upcoming work or play in detail; they outline only a general plan that is implemented in the process of activity. The task of the teacher is to develop the creative individuality of the child, purposeful imagination, to encourage him in any business to go from thought to action.
Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The task of the teacher is, relying on the tendency of children to imitate, to instill in them skills and abilities, without which creative activity is impossible, to educate them in independence, activity in the application of this knowledge and skills, to form critical thinking, purposefulness.
Education plays a huge role in the "reasonable creative activity" of the child. "Creativity pervades the learning process." With proper training, children's creativity reaches a relatively high level. “Consciousness plays a leading role in human activity in general, especially in creative activity, where a flight of thought is required, the power of imagination based on experience and knowledge. The ability of analysis, critical attitude to the quality of their work, which are growing in the child, pave the way for new achievements in this area, provide a perspective for the further development and strengthening of the child's creative abilities.
The creative imagination of the child is especially clearly manifested and developed in the game, being concretized in a purposeful game plan.
Thus, in games, the idea is significantly developed - from a random, by association, emerging goal to a consciously conceived theme of the game, from imitation of the actions of a person to the transfer of his experiences, feelings. In the game, children often show emotions that are not yet available to them in life.
Game creativity is also manifested in the search for means to depict what was conceived. Children realize their plan with the help of speech, gestures, facial expressions, using various objects, structures, buildings.
The older and more developed children are, the more demanding they are for the objects of the game, the more similarities they are looking for with reality. From this naturally arises the desire to do the right things ourselves. One of the trends in the development of the game is its ever greater connection with labor. The task of the educator is to support this desire of the child to independently make toys, to help him in this.
Thus, game creativity develops under the influence of education and training, its level depends on the acquired knowledge and instilled skills, on the formed interests of the child. Besides. In the game, the individual characteristics of children are manifested with particular force, which also affect the development of a creative idea.
The importance of the use of outdoor games for children of primary school age in physical education lessons is known to all, but the lack of targeted development of their use for the development of creative individuality was the basis for conducting research in this direction.
For a child of primary school age, the main activity in which his creativity is manifested is play. But the game not only creates the conditions for such a manifestation. As psychologists' research shows, it greatly contributes (stimulates) the development of the child's creative abilities. In the very nature of children's games, there are opportunities for developing flexibility and originality of thinking, the ability to concretize and develop both their own ideas and the proposals of other children.
Another extremely important advantage of gaming activity is the internal nature of its motivation. Children play because they enjoy the gameplay itself. And adults can only use this natural need to gradually involve children in more complex and creative forms of play activity. At the same time, it is very important to keep in mind that in the development of creative abilities in children, the process itself, experimentation, and not the desire to achieve any specific result of the game, is more important.
Chapter 2. Experimental study of the influence of outdoor games on the health of younger students.
2.1 Organization and conduct of games.
When organizing and choosing games, it is necessary to consider:
Age of players.
Place for games. Games can be held in the hall, room, spacious corridor, outdoors.
Number of game participants. Participation in the game should be interesting for every child.
Availability of game equipment. Many games require equipment: balls, jump ropes, flags, etc.
The leader explains the rules of the game to the children. He must stand so that everyone can see him and he can see everyone. The explanation should be short and clear. It should be accompanied by a display of individual elements or the entire game action.
The driver can be determined with the help of counting rhymes. Rhymes are always rhymed. They can be funny and funny. Usually one of the guys starts to say a rhyme and, pronouncing each word, points successively to the participants in the game standing in a circle. The player who gets the last word of the rhyme begins to drive.
Examples of mobile Russian folk games.
Lapta.
This Russian folk game develops the vital motor skills of running and throwing, as well as the development of reaction speed, movement accuracy, speed and coordination.
You will need a small rubber ball and a lapta - a round stick 60 cm long, a handle 3 cm thick, a base width of 5-10 cm.
Two lines are drawn on the site at a distance of 20 m from each other. On one side of the site is the "city", on the other - "kon".
The participants of the game are divided into two equal teams. By lot, the players of one team go to the "city", and the other team drives. The city team starts the game. The thrower hits the ball with his bast shoes, runs behind the horse line and returns to the city again. The drivers catch the ball and try to knock down the runner with the ball. They can throw the ball to each other to hit a runner at a closer distance. If the players of the field manage to tarnish the leader, they go to the "city". Otherwise, the field players remain in place. The game continues, the second player scores the ball. In turn, all the players of the hitting team act as throwers. But it is not always possible for players to immediately return to the "city". In this case, they expect to be rescued. Only the one who hits the ball far can help out. It often happens that the one who hit the ball could not immediately run over the line of the horse. He waits for the next player to score the ball. Then two players run behind the horse line.
A situation may arise in the game when all the players of the kicking team, except for one, are behind the “kone” line, then the player who has not yet kicked is allowed to hit three times. If he misses, then the players of the "city" give way to the leading team.
Servers should not cross the line of the "city". The "city" team goes into the field and becomes the leader if all the players have hit the ball, but no one has run over the "kona" line.
"Owl and birds".
Russian folk outdoor game for children of preschool and primary school age. Develops imagination, attention, observation, arbitrariness of movements.
Before the start of the game, they choose for themselves the name of those birds whose voice and movements they can imitate. For example, a dove, a crow, a jackdaw, a sparrow, a titmouse, a goose, a duck, a crane, etc. The players choose an owl. He goes to his nest, and those who play quietly, so that the owl does not hear, come up with what kind of birds they will be in the game. Birds fly, scream, stop, squat.
At the signal of the leader "Owl!" all birds try to quickly take a place in their house. If the owl manages to catch someone, then he must guess what kind of bird it is. Only a correctly named bird becomes an owl.
Bird houses and the owl house should be located on a hill.
2.2 The content and analysis of experimental work to identify the impact of outdoor games on improving the health of younger students.
The purpose of the experimental study is to experimentally test the effect of outdoor games on improving the health of younger students.
observation.
Target: find out what games the guys play.
After observing, it turned out which games the guys play more often. Most often, children play: “Catch-up”, “Hide-and-seek”, “Paints”, “Cities”, “Tea-tea help out”, “Talks”, “Knocked out”, “Cossacks - robbers”.
Observations show that all the guys love outdoor games, where you have to run fast, make a decision quickly. These are “Catchers”, “Salki”, “Hide and Seek”.
Interview.
Target: find out what games the guys play in their spare time.
From a survey of students, we found out that most often in their free time, children play mobile and computer games (10 people); outdoor games (8 people); play computer games (4 people).
Diagram "What games do students play." See Fig. one
Fig.1
Questioning.
As a result of the survey, we found out the importance of outdoor games and the attitude of the children towards them.
The results of the questionnaire analysis are presented in the following table:
question number
Question
Student responses
Qty
Do you play mobile games?
Yes
How often do you play them?
Rarely
2 - 3 times a week
Every day
How much time do you play?
Less than 1 hour
More than 1 hour
How many guys play with you?
Less than 5 people
More than 5 people
Who (what) introduces you to the rules of the game?
Teacher
Friends
Books, magazines,
Do you like to play mobile games?
Yes
Do you try to follow the rules of the game?
Yes
What does mobile play teach?
Chat with friends
savvy
Dexterity, skill, strength
Analysis of the questionnaires showed that all students play and love to play outdoor games - 7 children play them every day, 9 people 2-3 times a week, only 4 people rarely play outdoor games, 12 people play them for more than one hour, 8 is less than one hour. Friends (12 people), a teacher (7 people) or the rules of the game are introduced to the children on the pages of books or magazines (3 people). All the guys try to follow the rules during the game. An outdoor game teaches dexterity, dexterity, strength - 17 people, ingenuity - 13 people, communication with friends - 8 people.
Analysis of documentation (medical certificates of illness of students).
Purpose: to find out the impact of outdoor games on improving the health of students.
Children's free time activities
A computer
Outdoor games
And computer
Outdoor games
Absenteeism due to illness (ORZ)
An analysis of medical certificates received from a nurse at school, absenteeism due to illness by students revealed that children who prefer to play outdoor games in their free time get sick less often.
Diagram "Influence of outdoor games on improving the health of younger schoolchildren."
Chapter 3. Experimental study of the possibilities of using outdoor games in the process of implementing the activity of children of primary school age.
3.1 Research methods and organization
During the experiment, the following methods were used:
Assessment of psychological characteristics.
To assess the social adaptability of children, we used the methodology proposed by Natalya Semago for the study of the subjective assessment of interpersonal relations of the child (SOMOR), the 8-color Luscher test. To diagnose creativity, we used: the "Two Lines" method and the "Circles" method of Warteg.
The methodology for the study of the subjective assessment of interpersonal relations of the child (SOMOR) was created in 1982-85. by analogy with the Rene Gilles test and has been used by the author in practical work with children for over 12 years (Appendix 1, 2).
The test is a more flexible and less formalized system for submitting questions based on drawings, without a rigid distribution of "roles" on the test materials themselves (schematic images). Thus, the resulting spectrum of the child's responses is more variable, and the technique itself becomes more projective, individualized, compact and easy to use and interpret. This technique is aimed at studying the subjective representation of the child about his relationship with the surrounding adults and children, about himself and his place in the system of social interactions that are most significant for the child.
The questions asked to the child are given in the form of a confidential conversation, when contact with the child has already been established, they do not have rigid formalization and take into account the age, sociocultural and other characteristics of the child. The technique consists of 8 drawings and an approximate list of questions asked by the psychologist when the child examines each drawing. The images are made schematically to facilitate the process of identification and greater "freedom" of the answers and choices of the child.
When working with the technique, the child does not need a detailed story, which greatly facilitates the task for the child himself. Also of value is the fact that in a situation of refusal (or impossibility) of the child to give a verbal answer, he can simply indicate the position of certain characters on the test form. In turn, this should be noted by the experimenter in the appropriate section of the registration form. The procedure for carrying out the technique is simple, does not require any additional funds and equipment, and can be repeated after a short period of time (within 30-45 days). It is very revealing to conduct a study with the same child before and after psycho-corrective measures (group or individual, family psychotherapy, etc.) to assess the effectiveness of the work done.
To assess the emotional state of children of primary school age, we used the 8-color Luscher test, which is a clinical diagnostic method designed to study the emotional components of a person's relationship to significant people and reflecting both the conscious and unconscious level of these relationships.
The methodological basis of the color relationship test was a color-associative experiment, the procedures of which were specially developed as part of the creation of this test. It is based on the assumption that the characteristics of the non-verbal components of relationships to significant others and oneself are reflected in color associations to them. According to this provision, it is possible to reveal quite deep, including unconscious components of relations, "bypassing" the protective mechanisms of the verbal system of consciousness.
The 8-color Luscher test uses a set of color stimuli. This set is compact and easy to use in children's practice. With a relatively small number of stimuli, it presents the primary colors of the spectrum (blue, green, red, yellow), two mixed tones (violet, brown), and two achromatic colors (black, gray). Each of the colors has its own clearly defined (individual) emotional and personal meaning. And associations with flowers really reflect the relationship of children to people and concepts that are significant to them.
The age range of application of this method of studying relationships is applicable in working with children from the age of 5. The upper age limit is not defined.
The experience of using the 8-color Luscher test in combination with other methods allows us to characterize it not only as a method of choice, but, in many cases, as one of the few experimental methods suitable for studying the emotional and personal sphere of a child.
According to this technique, the system of the emotional-personal sphere is represented by variables that characterize the child himself:
Choice instability factor;
anxiety factor;
Activity factor;
performance factor.
Each of the variables forms an independent scale. The information received from the subject, the researcher enters into the registration sheet and receives a profile of the features of the emotional and personal development of the subject (Appendix 3).
In general terms, creativity includes the past co-present and future characteristics of the process by which a person or group of people creates something new that did not exist before. Creativity is considered as a person's ability to abandon stereotypical ways of thinking. The main factors of creativity are: originality; semantic flexibility, i.e. the ability to see an object from a new angle of view, to discover the possibility of its new use, to expand its functional application to practices; figurative adaptive flexibility, i.e. the ability to change the perception of an object in such a way as to see its new sides hidden from observation; semantic spontaneous flexibility, i.e. the ability to produce a variety of ideas in an uncertain situation, in particular, in one that does not contain guidelines for these ideas.
The "Two Lines" technique is aimed at studying divergent productivity on figurative material. The child uses two lines (a semi-oval and a straight line), only once each to invent a series of figures. Run time - 8 minutes.
As a result, the number of drawings is calculated, without repetitions - 1 point, for each option.
Warteg's technique "Circles": 20 circles are drawn on the form (Appendix 4). The task of the child is to draw objects and phenomena using circles as a basis. You can draw both outside and inside the circle, use one circle for one drawing. Circles must be used in such a way that original drawings are obtained. Under each picture you need to write what is drawn. Draw from left to right. You have 5 minutes to complete the task. In the instructions, the child must be sure to say that the result of the work will be evaluated by the degree of originality of the drawings.
In this technique, the fluency of thinking is calculated - the total number of drawings, for each - 1 point, the flexibility of thinking - the number of classes of drawings, for each class - 1 point, and the originality of thinking - for each rarely seen drawing - 2 points.
Drawings are grouped by classes:
Nature;
Houseware;
Science and technology;
Sport;
decorative items (having no practical value, used for decoration);
Human;
Economy;
Universe.
Pedagogical observations.
Pedagogical observations were carried out at all stages of the experiment:
1. In order to clarify the issue under study;
2. In order to determine the level of implementation of creative activity;
3. In order to determine the psychological comfort in the classroom, when using mobile and elements of sports games.
Conversation.
The children were interviewed at the beginning and at the end of the experiment. It made it possible to reveal the interest of children: in changing the content of physical education lessons (addition of mobile and elements of sports games); in relation to the variability of games that children themselves come up with; in changing attitudes towards their classmates (the appearance of great sympathies, friends) and the development of their own creative individuality.
Expert review.
Expert assessment allows us, after listening to the opinion of other teachers present at the lessons, to make adjustments to the methodology for the implementation of creative activity, using the variability of outdoor games in physical education lessons. Also, the discussion of the results of such lessons allows not only to find out the opinion of teachers regarding the methodology, but also allows you to correlate the implementation of the creative activity of the children of the experimental group with the activities in other lessons.
pedagogical experiment.
To substantiate the developed methodology for the use of mobile and elements of sports games for children of primary school age in order to implement creative activity, an experiment was conducted.
The experiment was carried out in parallel elementary school. In each parallel, control and experimental groups of children were organized.
Differences in the content of classes in the control and experimental groups consisted in the means and methodological approaches to solving the set goal.
In the control group, all training sessions were conducted according to the "Standard program for physical education of children of primary school age". In the experimental group, this program was supplemented by the developed methodology used to implement the creative activity of children of primary school age using mobile and elements of sports games.
Research is carried out on the basis of the Municipal Autonomous Educational Institution Lyceum No. 58. From January to April 2013 included several stages:
The first stage (January 2013) - the analysis of scientific and methodological literature was carried out;
The second stage (January-February 2013) was a survey of children of primary school age. 120 children were examined in all age groups: 7-year-olds - 40; 8 - summer - 32; 9 year olds - 34; 10-year-olds - 14. The survey was carried out twice (January, April). Based on the results of the examination of children, a comparative analysis was carried out, which made it possible to identify the characteristics of the psychological state, as well as the state of the creative abilities of children 7-10 years old in the control and experimental groups.
The third stage (February-April 2013) of the study included an experimental substantiation of the effectiveness of the developed methodology for using mobile and sports games for children of primary school age as a means of implementing creative activity.
Before and at the end of the experiment, the levels of physical development and the mental state of the children were determined in the children of the test groups.
The final period of this stage was devoted to the analysis and generalization of data.
3.2 Technology of using outdoor and sports games.
Despite the large number of works covering various aspects of play activity, there remains a wide range of issues for serious study, including the role of outdoor games in the development of the creative individuality of children of primary school age.
Given the importance of the emotional impact of the game on the child, it is necessary to develop a creative individuality in children of primary school age using outdoor and sports games. They create an atmosphere of joy and, therefore, make the most effective complex solution of the tasks.
Physical education in primary school age is carried out in close connection with the development of gaming activities. In the process of physical education, the child learns to interact with other children, elementary moral forms of behavior, discipline are formed in him, and the experience of communication is enriched. Creative collective game is a school for educating the feelings of schoolchildren. The moral qualities formed in the game affect the child's behavior in life, at the same time, the skills that have developed in the process of everyday communication of children with each other and with adults are further developed in the game.
The embodiment of life impressions in the game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important psychological tasks are solved.
Thus, the game plays a big role in the life and development of children. In play activities, many positive qualities of the child are formed, interest and readiness for the upcoming study, his personal qualities and creative abilities develop. Play is important both in preparing the child for the future and in making his present life full and happy.
The initial sprouts of creativity can appear in various activities of children, if the necessary conditions are created for this.
For this purpose, on the basis of the psychological tests conducted, we divided each class into subgroups of 5-6 people, in total 4-5 subgroups in the class. Forming micro groups, we took into account the sympathies of children in the class, their level of anxiety, instability, activity, performance, desire for leadership and solitude, i.e. on the basis of data obtained as a result of a study of children by a test of subjective assessment of interpersonal relations of a child (SOMOR).
Two games were held at the lessons of physical culture: 1 - high or medium mobility, 2 - low mobility. The cyclical use of each game was repeated:
at the first lesson - learning the game;
in the second lesson, the children were divided into subgroups based on the results of the SOMOR test, and each subgroup was asked to come up with a variant of the game (change the rules of the game in any way possible), during which the development of the creative individuality of each child included in a particular group took place;
time for creative activity was given - 1-2 minutes, resulting in the development of fluency and flexibility of thinking;
one person in turn from each subgroup clearly, briefly explained the variant of the game of his group;
then the whole class chose the most acceptable and original version of the game or combined several proposed options, after which the class proceeded to play activities according to the new rules of the game invented by the children themselves.
At each lesson, in turn, we took a game of high or medium mobility for learning, and a game of low mobility for work on variance. The next lesson is the opposite. Thus, at each lesson, the children of the experimental group were subjected to training of creative individuality.
In the game, each child in his subgroup tried to modify and complicate the rules of the game, its conditions. Which, of course, had a beneficial effect on the development of creative individuality, emotional comfort, strengthening the team in the classroom, the disappearance of anxiety, fears and an increase in working capacity, activity. And in aggregate, this led to the fact that at each lesson we observed that even the most inactive, children with high anxiety strove to participate more and more actively in the process of discussing the variance, and even by the end of the experiment they themselves conveyed to the whole class the variant invented by their group. Innovations were constantly introduced into the learning process, which eliminated the monotony that appeared: holding game relay races, competitions between groups and within them, thereby introducing a fresh wave of desires to perform exercises, along with new emotions, a desire to participate in such creative activity in physical education lessons.
Using the method of variational exercise, the children used the following varieties of its methodological techniques:
Strictly specified variation of the applied motor action (running with a change of direction, etc.);
Changing the initial and final positions when performing a motor action (throwing the ball up from the initial standing position - catching, sitting and vice versa, etc.);
Changing the ways of performing an action (running forward, backward, sideways in the direction of movement, etc.);
Change of power components;
Techniques for performing habitual motor actions in unusual combinations (catching the ball with a preliminary clap, turning around, etc.);
The introduction of external conditions that strictly regulate the direction and limits of variation (the use of signal stimuli that require an urgent change of actions, etc.);
Performing mastered motor actions after exposure to the vestibular apparatus;
The introduction of additional traps, "houses";
Direct modification of the rules of the game; etc.
When selecting games, the following methodological principles should be considered:
the game must have at least 1-2 generally accepted variants;
the introduction of games and their saturation with various motor actions is aimed at gradual complication or simplification, based on the mastery of certain motor skills;
the game runs more efficiently when using a variety of inventory.
The methodological features of the game depend on its content and form. The methodological features of games are characterized by:
Imagery;
independence of actions in order to achieve the goal, limited by the rules;
creative initiative in actions in accordance with the rules;
performance of individual roles in the game, according to its plot, which establishes certain relationships in the team of game participants;
suddenness, variability of the situation in the game, requiring the players to react quickly, take initiative, and be creative;
elements of competition in the game that require full mobilization of forces and increase the emotionality of the game;
clash of opposing interests in resolving game "conflicts", which creates a high emotional tone.
When conducting such creative games, we actively used the methods of praise and encouragement. As a result of such work, there is an increase in the activity of children in the classroom and in free activities, the emergence of positive motivation, a sense of confidence in the development of creative individuality.
At the final stage of the experiment, we introduced the children of the control and experimental groups to the game "Cat and Mouse" and offered to come up with variants of this game. Children of the control group found it difficult to solve the task and offered only 2 options for this game. Along with this, the children of the experimental group, without experiencing any difficulties, were able to offer 6 variations of this game. Moreover, if the children of the control group needed direction, then the children of the experimental group did not need this help, since at this stage their creative abilities were already more developed and trainable.
Thus, such work with children is valuable in that it creates conditions for emotional well-being, having a great influence on the development of mental qualities, especially creative individuality.
It was noticed that in children's games there is a significant element of imitation of each other's actions. As soon as one child starts any action, he immediately has several “imitators” who begin to blindly imitate him. For example, at the initial stage of the experiment, after the “forbidden movement” game became more difficult, when the children themselves became the leaders, they showed only the same movements as the teacher before him. Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience. At the final stage of the experiment, the children independently came up with a variety of movements with various parts of the body, included additional material (balls, gymnastic sticks, hoops).
Children's creativity is manifested in the idea of the game and in the search for means for its implementation. How much imagination is required to decide what journey to take, what ship or plane to build, what equipment to prepare. In the game, children simultaneously act as playwrights, props, decorators, actors. However, they do not hatch their plan, they do not prepare for a long time to fulfill the role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that they own at the moment. Therefore, the game is always improvisation.
As a result of the experiment, the development of creative abilities was reliably detected, which, in our opinion, is due to the purposeful use of specially selected games for the development of the creative individuality of children of primary school age.
Description of used mobile games
We took the list and content of the outdoor games used from the collections of outdoor games indicated in the list of references. Here are the options for playing Cat and Mouse:
1. Rules. The players first choose a cat and a mouse, take each other's hands and stand in a circle. The cat is behind the circle, the mouse is in the circle. The cat tries to enter the circle and catch the mouse, but the players close the gate in front of her: they lower their hands, squat, but they don’t let her through.
If the cat manages to slip into the circle, the children immediately open the gate - but only in front of the mouse, and it runs out of the circle, and the players try to stop the cat. If the cat catches the mouse, then they stand in a circle, and the players choose another pair.
Options offered by children:
The cat moves in the same direction as the mouse;
If the cat cannot catch up with the mouse for a long time, the players call another pair;
Movement of a cat and a mouse by jumping on one or two legs;
Two pairs play at the same time, but in this case the cat catches up with the mouse only from its pair;
The cat is not allowed to enter the circle;
The cat moves in a circle on only one leg.
2. Geese-swans. 9. Day and night.
3. Transferring the ball. 10. Meeting.
4.Cunning fox. 11. Pouch.
5. Beware. 12. Pulling over a stick.
6. Change.
7. Rope.
3.4 Analysis of the results
To assess the social adaptability of children, we used the 8-color Luscher test. According to this technique, the system of the emotional-personal sphere is represented by variables that characterize the child himself:
choice instability factor;
anxiety factor;
activity factor;
physical performance factor.
Each of the variables forms an independent scale. Analyzing the data that we received as a result of examining children in January and April, we can trace the positive dynamics of the data obtained (see Fig. 1,2,3,4).
performance
Analyzing the anxiety factor, we again observe a tendency for the difference to decrease with increasing age up to grade 3: in grade 1, the difference in the indicators of the control and experimental classes is 16.6%, in grades 2 and 3 - 13.6 and 17.6, respectively. And in the 4th grade, we observe the maximum value of the difference - 25%.
As for the factor of physical performance and activity, we see that the difference in the indicators of grades 1 and 2 is the largest, and by grades 3 and 4, we observe a decrease in the difference in the indicators under consideration.
Thus, comparing the performance of children in the control and experimental classes, we can conclude that the methodology we use creates a more favorable environment for the development of creative abilities of children of primary school age. Moreover, we should pay attention to the fact that we achieved such results in just 4 months.
To assess the social adaptability of children, we used the methodology proposed by Natalya Semago for the study of the subjective assessment of interpersonal relations of the child (SOMOR).
We used this technique for a more rational acquisition of groups during the experiment. Based on this technique, we identified the interpersonal relationships of the child in the classroom.
The method used is aimed at studying the subjective representation of the child about his relationship with the surrounding adults and children, about himself and his place in the system of social interactions that are most significant for the child. The technique is simple in that the child can simply indicate the position of certain characters on the test form.
The technique consists of 8 drawings and an approximate list of questions asked by the psychologist when the child examines each drawing. The images are made schematically to facilitate the process of identification and greater "freedom" of the answers and choices of the child. Based on the studied age period for our experiment, we needed only 3 drawings - sheet 1 (table), sheet 4 (way from the bus stop to school), sheet 5 (way from school home).
An analysis of the data obtained after the initial survey of elementary school children made it possible to identify leaders and outcasts in each class, which gives us the basis for further work with children.
Re-testing the children in April showed us that the interpersonal relationships of each child had changed somewhat. If at the beginning of the experiment in each class we identified 2-3 so-called "outcasts", which almost all children pushed into the background of their forms or did not indicate them on their forms at all, then at the end of the experiment we got a completely different picture. More than half of the class identified such children closer to their person, and they were present on almost all class forms. Also, by the end of the experiment, the number of leaders in the class increased relatively, which also allows us to talk about the effectiveness of this technique not only for the development of creative individuality, but also for the development of other positive personality traits of children.
Analyzing the data that we received as a result of the study of the subjective assessment of the child's interpersonal relations, we observe a higher percentage of growth in the studied criteria in the experimental group of children (Table 1).
Table 1
Average indicators of assessment of interpersonal relations of children in the experimental and control groups before and after the experiment in %
Indicators
Sociability
Leadership
Conflict
Privacy
Control group
Experimental group
If the indicator of "sociability" before the experiment among those involved in the experimental method was 51%, then after the experiment it increased to 69%, and in the control group, respectively, from 48% to 53%. We observe that the percentage increase in the control group is 24.9% less than in the experimental group. This indicates the most favorable impact of the developed methodology on the level of children's communicative ability.
Also, the desire for dominance in the children of the experimental group increased to a greater extent (27.6%) than in the children of the control group, where this indicator improved only by 14.3%.
Due to the active development of skills to build their relationships with other children, the desire for solitude decreased by 40% among those studying according to the experimental method, and by 15.4% in the control group. Aggressiveness, conflict decreased in the children of the experimental group by 12% more than in the children of the control group (see Fig. 1, 2).
Rice. 1. Changes in the social fitness of children in the experimental group before and after the experiment. 1 - sociability, 2 - leadership, 3 - conflict, 4 - solitude.
Rice. 2. Changes in the social fitness of children in the control group before and after the experiment. 1 - sociability, 2 - leadership, 3 - conflict, 4 - solitude
The data of these studies proved to us that our means and methods were correctly chosen in terms of improving the emotional comfort of all the classes under consideration.
To assess the creativity of children, we used the "Two Lines" method, and the "Circles" method proposed by Warteg.
As a result of using the "Two Lines" methodology, we obtained the following data on the creativity assessment of children in the experimental and control groups before and after the experiment (Table 2).
table 2
Average values of divergent productivity of children in the experimental and control groups before and after the experiment using the "Two lines" method
Control group
Difference %
Experimental group
Difference %
Analyzing the data obtained, we can see that in all the studied age periods in children engaged in experimental methods, we observe a significant increase in the value of divergent productivity. In children of the control group, there is also an increase in the value of divergent productivity, but to a much lesser extent. Moreover, the difference in indicators increases with age, both in the control and in the experimental group.
So, in the seven-year age period, we observe the greatest difference of 3.5 times. At 8 years, this difference narrows slightly, and we see an increase in the performance of the experimental group 3 times more than in the control group. In the 9-year age period, the values of divergent productivity in the experimental group are 2.7 times higher than the values in the control group; in 10 years - 2.5 times, respectively.
The data obtained confirmed the effectiveness of the impact of the proposed methodology of gaming activities aimed at developing the creative individuality of children of primary school age, on the formation of the emotional-personal sphere and interpersonal relations of children.
Analyzing the data obtained as a result of the study of children using the Warteg "Circles" method, we also proved the effectiveness of the proposed method (Table 3).
Table 3
Average indicators of the creativity assessment of children in the experimental and control groups before and after the experiment using the Warteg method "Circles"
options
Control group
Flexibility
Difference %
Fluency
Difference %
Experiment-
steel group
Flexibility
Difference %
Fluency
Difference %
Analyzing the obtained values, we see that the values of the children of the experimental group at the end of the experiment are much higher than the values of the children of the control group. The greatest difference between the values of the experimental and control groups is observed in terms of flexibility of thinking at the age of 10 (2.9 times), and in terms of fluency of thinking - at 8 years (3.1 times). As a stimulator of emotional behavior and development of creativity of children of primary school age, we have chosen a game activity that has a positive effect on the level of creativity of children of primary school age.
We also made changes in the creative abilities of children by the method of observation. So, for example, at the final stage of the experiment, we introduced the children of the control and experimental groups to the game of cat and mouse and offered to come up with variants of this game. Children of the control group found it difficult to solve the task, and offered only 2 options for this game. Along with this, the children of the experimental group, without experiencing any difficulties, were able to offer 6 variations of this game. Moreover, if the children of the control group needed direction, then the children of the experimental group did not need this help, since at this stage their creative abilities were already more developed and trainable. During the experiment, teachers working in these classes were invited to physical education lessons. Expert assessment allows us, after listening to the opinions of other teachers, to make adjustments to the methodology for the development of creative individuality using the variability of outdoor games in physical education lessons. Also, the discussion of the results of such lessons allows not only to find out the positive opinion of teachers regarding the methodology, but also made it possible to correlate the development of the creative individuality of children in the control and experimental groups with activities in other lessons. As a result, it was found that the children of the experimental group in other lessons, for example, in drawing, Russian language lessons by subject teachers, also have a more developed creative individuality, which gives us the right to assert that our methodology has a positive effect on the development of the creative individuality of primary school children. age.
A conversation with the children themselves was carried out at the beginning and at the end of the experiment. It allowed to reveal the interest of children:
In changing the content of physical education lessons (addition of mobile and elements of sports games);
In relation to the variability of games that children themselves come up with;
In changing attitudes towards their classmates (the appearance of great sympathies, friends);
In the development of their own creative individuality.
Based on our observations, we can conclude that the method of using outdoor games that we use has a huge impact on the development of the creative individuality of children of primary school age, on the development of interpersonal relationships in the classroom and the creation of emotional comfort in the classroom.
Conclusion.
Based on the results of experimental work on the study of the influence of outdoor games on improving the health of younger students, it can be argued that their use is not only justified, but also necessary in order to improve the health of younger students.
In developmental psychology, play has traditionally been given crucial importance in the mental development of a child. According to domestic psychologists, in the game all aspects of the personality are formed in unity in interaction, it is in it that significant changes occur in the psyche of children, preparing for a new, higher stage of development (Elkonin D.B., 1997). In the game, as in a focus, they gather, all aspects of the personality, especially the creative individuality, are manifested in it and through it are formed (Rubinshtein L.S., 1989).
Currently, we do not observe the use of methodological techniques aimed at developing the creative individuality of children of primary school age in physical education lessons.
During the study, it was found that children of primary school age in the control group are inferior to their peers from the experimental group in the level of development of the emotional and personal sphere. Analyzing the data that we received as a result of the examination of children in January and April, we can trace the positive dynamics of the data obtained. Comparing the indicators of children in the control and experimental classes, we can conclude that the methodology we use creates a more favorable environment for the development of the creative individuality of children of primary school age. Moreover, we should pay attention to the fact that we achieved such results in just 4 months.
In the course of the experiment, given the importance of the emotional impact of the game on the child, we observed the active development of the creative individuality of children of primary school age. The game creates an atmosphere of joy, strengthens the team in the classroom; during the game anxiety, fears disappear and working capacity, activity increase and in the aggregate of these factors makes the complex solution of the goal most effective.
According to the results of the study of the subjective assessment of interpersonal relations of the child (SOMOR) in the month of April showed us that the interpersonal relations of each child has changed somewhat.
Analyzing the data that we obtained as a result of the study of the subjective assessment of the child's interpersonal relations, we observe a higher percentage of growth in the studied criteria in the experimental group of children. The greatest increase was found in the indicator of "sociability": if before the experiment it was 51% for those studying according to the experimental method, then after the experiment it increased to 69%, and in the control group, respectively, from 48% to 53%. We observe that the growth rate in the control group is 24.9% less than in the experimental group. This indicates the most favorable impact of the developed methodology on the level of interpersonal relations of children.
As a result of using the "Two Lines" methodology, we obtained data on the creativity of children in the experimental and control groups before and after the experiment, in which in all the studied age periods in children studying according to the experimental methodology, we observe a significant increase in the value of divergent productivity. So, in the seven-year age period, we observe the greatest difference between the control and experimental groups, which is 4.9%.
The data obtained as a result of the study of children using the Warteg “Circles” method also proved the effectiveness of the proposed methodology, in which the obtained values of the children of the experimental group at the end of the experiment are much higher than the values of the children of the control group. The greatest difference between the values of the experimental and control groups is observed in terms of flexibility of thinking at the age of 10 (2.9 times), and in terms of fluency of thinking - at 8 years (3.1 times).
An expert assessment of teachers working in these classes made it possible to correlate the development of the creative individuality of children in the experimental group with activities in other subjects.
The data of all used research methods proved to us that our means and methods were correctly chosen in terms of improving the emotional comfort and developing the creative individuality of all experimental classes.
We assumed that the methodology we developed with the use of outdoor games would have a positive impact on the development of creative individuality, the physical and psychological state of children of primary school age. The data obtained confirmed the effectiveness of the impact of the proposed methodology of gaming activity, aimed at developing the creative individuality of children of primary school age, on the formation of the emotional-personal sphere and interpersonal relationships of children.
As a result of the experiment, the development of creative individuality was reliably detected, and it was found that the rate of development of creative abilities at the end of the experiment of children in the control group is inferior to the rate of development of children in the experimental group, which, in our opinion, is due to the purposeful use of the variability of outdoor games for the development of the creative individuality of younger children. school age.
List of used sources.
Topical issues of safety, health in sports and physical culture: Proceedings of the VII International Scientific and Practical Conference March 25-26, 2004. In 2 volumes. Tomsk: Center for Educational and Methodical Literature of the Tomsk State Pedagogical University, 2004. 320 p.
Kuznetsov V.S., Kolodnitsky G.A. Physical Culture. Exercises and ball games: Methodological guide. - M.: Publishing house of NTs ENAS, 2004. - 136 p.
Litvinova M.F. Russian folk outdoor games for children of preschool and primary school age: A practical guide. - M .: Iris - press, 2003. - 192 p.
Naiminova E. Sports games at physical education lessons. The book for the teacher. - Rostov - n. / D: Phoenix, 2001 -256 p.
Nemov R.S., Psychology, dictionary - reference book (in 2 parts). - M., 2003
Nemov R.S. General psychology - M., 2001
General psychology./Edited by A.V. Karpov. - M., 2002
Psychology./ Edited by A.V. Krylov. - M., 2001
Modern problems of physical culture and sports // Proceedings of the VII scientific conference of young scientists. / Rev. editor S.V. Galitsyn. - Khabarovsk: Publishing House of the Far Eastern State Academy of Physical Culture, 2004. - 212 p.
When organizing and conducting outdoor games, one should adhere to the following methodology: name the game explain the main content of the game; submit the basic rules of the game; explain the main content of the game; submit the basic rules of the game; according to the age of the children; assign roles; distribute toys and attributes; select leaders; during the game, be guided by its actions, direct players to creative initiative; monitor emotionality, language, facial expressions, gestures, rules, seek conscious discipline from players; regulate mental and physical stress during the game; monitor the pulse of the players; organized to finish the game; analyze the game according to the age group; announce conclusions and proposals; reveal the specific requirements for each component (design component, constructive, communicative, gnostic).
Each movement causes the expenditure of muscular energy. Studies show that under the influence of physical exercises and outdoor games, children grow faster and more beautifully. This is because physical activity increases metabolism, blood circulation and respiration. Due to this, more “building material” is delivered to the cells, including bones and muscles, and the bones increase more both in length and width, ligaments and muscles grow more intensively. As a result of playing games and physical exercises, all internal organs also increase and develop. It is in this that vivid examples of the manifestation of such regularities in the development of children (see Section 1) as system genesis and the “energy rule of muscles”.
It increases by 8-10 times, and moderate physical activity is very useful to stimulate this process, otherwise the surface of the heart can become fat, and (the muscles of the heart) become flabby, weak, not capable of strong contractions. This, in turn, impairs the supply of tissues, especially peripheral organs, with oxygen. Regular exercise and outdoor games strengthen not only, but also the heart muscle. The heart muscle of a trained person with each contraction sends significantly more blood to the blood vessels (arteries) than in persons who are physically poorly trained. In the interval between strong contractions, the trained heart rests longer and due to this, the heart rate decreases. Those. the heart begins to work more economically, gets tired less, becomes hardy. A trained heart copes well with long-term hard work, and, conversely, the heart of a person who is poorly trained and leads a sedentary lifestyle, copes with its pumping function worse and, as a result, does not adequately provide peripheral organs, especially limb tissues, with blood. A person who has led a sedentary lifestyle since childhood always has a weakened cardiovascular system and therefore it is difficult to tolerate physical activity.
The influence of outdoor games on the respiratory function is also very charitable, especially if physical education is carried out in the fresh air. The body during physical exertion requires an increased amount of oxygen, the child begins to breathe more often and more deeply, which contributes to an increase in the cell and lungs, and also increases the strength of the respiratory muscles (intercostal, diaphragm). In this case, one should adhere to the correct (most effective) breathing stereotype, which consists in the fact that the duration of inhalation should be less than the duration of exhalation. Children, and even adults who lead a sedentary lifestyle, almost never breathe deeply, the air has time to replenish only the middle part of the lungs and is immediately exhaled. The tops of the lungs do not work enough and congestion may occur, the worst consequences of which (under certain conditions ) can become not only volume-functional deficiencies, but also a variety of pulmonary diseases: pneumonia, chronic bronchitis, pleurisy, tuberculosis.
Outdoor games also have a positive effect on the function of digestion and metabolism: the processes of absorption and the use by the body of the products of digestion of proteins, fats and carbohydrates are activated, the reserves of body fat are reduced, the metabolism of minerals in the bones and intercellular fluid is more intensive.
Outdoor games work well on. Due to increased blood circulation, nerve cells receive more consumer substances, oxygen, develop better and work more energetically. The ability of the nervous system to accurately control the work of certain muscle groups, which determines the coordination (coordination) of movements, is most fully developed precisely by outdoor games and physical exercises. A person who has good coordination of movements quickly learns new complex elements of physical work, performs them faster than a physically unprepared person.
Systematic outdoor games develop in children a sense of rhythm, that is, the ability to perform a series of movements in one period of time, and also develop endurance, which is necessary both in sports and in any work activity.
An active mobile mode has a positive effect on the stability of the mental performance of schoolchildren during the school year. A properly selected amount of physical activity and rest, corresponding to the capabilities of the child's body, helps to maintain high mental performance until the end of school hours, until the end of the whole day, week, quarter and academic year. In addition, it is known that the rational alternation of mental and physical stress for the body is the least tiring, and the best type of rest after intense mental work is physical activity. Therefore, it is walks, outdoor games (with a small load on the body) after the end of the lessons that are the best means of restoring mental performance.
Correctly delivered physical education of children should become the basis for a further healthy lifestyle, success in any area of social activity. It is important to strive to ensure that physical culture and sports, as a means of promoting health, remain a need for life, become a kind of stereotype of behavior.
This material is about the impact of outdoor games on the development of the child will allow not only physical education teachers, but also teachers of extended day groups, primary school teachers to properly organize the activities of children. Understand when it is necessary to change educational activity to physical activity. This work will be useful for children 7-10 years of age.
AT the influence of outdoor games on the development of the child
Many prominent teachers came to the conclusion that the lack of movement not only adversely affects the health of children, but also reduces their mental performance, inhibits overall development, and makes children indifferent to the environment. Movements are the first sources of courage, endurance, determination of a small person, and for older people - a form of manifestation of these important human qualities.A high need for movement is genetically inherent in the human body.
The teacher in the lesson has the opportunity to influence the class and each student individually through outdoor games that increase the child's physical activity. Physical activity is a natural healthy need of a developing organism. Physical activity in childhood acts as a prerequisite for mental development.
Influence outdoor games for child development
Outdoor games reduce the feeling of fatigue, tone up the nervous system, improve the emotional state, increase the efficiency of schoolchildren.
Games are very emotional, they carry a large charge of energy, they are not only a means of physical development, but also of spiritual education. In games there are always ample opportunities for personal qualities, initiatives. They give pleasure, cause positive emotions, create mood, help strengthen friendship and mutual understanding. They show joint actions to achieve the goal.
In the game, children experience the joy of struggle, overcoming, labor stress, the joy of confidence in their team and in themselves. Games form a friendly atmosphere and correct the position of each individual in the team. Preferably organized outdoor games, which makes it possible to regulate the emotional state and motor load of children.
Even a small victory in the game generates a positive emotion of inspiration, which enhances the student's need to achieve the goal, thereby positive emotions compensate for the lack of unsatisfied needs, which lead to stagnation and degradation, to stop the process of self-movement and self-development. Mobile learn the language of communication, mutual understanding and mutual assistance. Combining students in a joint game contributes to the further enrichment of the individual.
To find the best way to organize a healthy climate in the classroom, use a playful pedagogical position more often. The educational value of the game, its comprehensive influence on the development of the child is difficult to overestimate. The game is organically inherent in childhood and, with the skillful guidance of adults, can work wonders. She can make the lazy one industrious, the unknowing - knowledgeable, the inept - a craftsman. Like a magic wand, the game can change the attitude of children to what seems to them sometimes too ordinary, boring, boring.
The game will help the teacher to rally the children's team, to include closed and shy children in active activities. Conscious discipline is brought up in games, children are taught to follow the rules, justice, the ability to control their actions, correctly and objectively evaluate the actions of others. The game for children is an important means of self-expression, a test of strength.
In games, the teacher can get to know his pupils, their character, habits, organizational skills, creative abilities, which will allow him to find the most correct ways of influencing each of the children. And, which is also very important, games bring teachers closer to children, help to establish closer contact with them.There are different games: mobile, plot, imitative, musical, didactic, etc.
All of them are very necessary and useful in their own way to children, all should be used by the teacher in his work. But mobile games occupy a special place among them. As shown by special studies. Schoolchildren spend 85% of their time awake in a sitting position, and this has a detrimental effect on their health. Outdoor games are the best medicine for children from motor "hunger" - hypodynamia.
Many of them have existed since time immemorial and are passed down from generation to generation. Time makes changes to the plots of some games, fills them with new content that reflects modern life. Games are enriched, improved, many complicated variants are created, but their motor base remains unchanged.
An important advantage of outdoor games is that in their totality they essentially exhaust all types of natural movements inherent in a person: walking, running, jumping, wrestling, climbing, throwing, throwing and catching, exercises with objects - and therefore are the most versatile and an indispensable means of physical education of children.
A characteristic feature of outdoor games is not only the richness and variety of movements, but also the freedom to use them in a variety of game situations, which creates great opportunities for initiative and creativity. Mobile games have a pronounced emotional character. While playing, the child experiences the joy of exerting physical and mental strength necessary to achieve success.
A teacher of physical education, a primary school teacher has the opportunity to teach children many games, to instill love for them, to ensure that they firmly enter the children's life. For this, the necessary conditions are created. should enter into the life of every children's team, boldly combined with other activities.
It is appropriate in many cases. If the children are tired of classes and they need relaxation, if they are naughty and need to be calmed down, if some task needs to be made interesting, labor process- in these and in many other cases, the game can be an indispensable assistant to the teacher. In our school, elementary school teachers conduct physical education minutes, physical education breaks in the classroom, morning exercises before classes, dance movements and outdoor games during breaks and holidays. (Games: knock down the skittle, guess who?, paints, trickle, hopscotch, bilbock, who is faster, etc.)
Children attending after-school groups (despite the impossible homework) must play outdoor games: "At the bear's forest", "Cones, acorns, nuts", "Wolf in the ditch", "Sparrows, crows". "Third extra", etc. For the comprehensive development of schoolchildren, it is extremely important to master various movements in a timely manner, primarily the main types - running, walking, jumping, throwing, climbing, without which it is impossible to actively participate in outdoor games, and in the future to successfully play sports.
Assimilation of the skills of these movements by children, mastering the correct ways of their implementation enriches the motor experience necessary in play activities, various life situations, work and everyday life. Exercises expand the range of motor abilities of children, facilitate the further assimilation of the school curriculum in physical education. Intensive work of more muscles when performing movements places high demands on the main functional systems of the body and at the same time has a training effect on them.
A variety of basic movements and their variants makes it possible to develop and improve speed, strength, endurance, and flexibility. Children develop mental abilities, perception, thinking, attention, spatial and temporal representations. The child must master the movement shown to him and be able to act in accordance with the image just as deftly, quickly, technically correct.
During the performance of movements by children, the teacher actively forms their moral and volitional qualities: purposefulness, perseverance, endurance, courage, honesty. When performing movements, the emotional state of children is enriched. They experience a feeling of joy, uplift from the manifested motor actions.An important means of developing movements are outdoor games.
The emergence of outdoor games goes back to the distant past. Each nation created its own national games. In Russian villages and cities, mobile games were widespread among young people. Regular participation of children in outdoor games leads to significant positive changes in such natural types of movements as walking, running, jumping. Also, the development and improvement of children is facilitated by the use of various objects (flags, balls, hoops, etc.)
Outdoor games are mostly collective, so children develop the ability to navigate in space, coordinate their movements with the movements of other players, find their place in a column, in a circle, without disturbing others, quickly run away or change place on the playground on a signal. The role of mobile children in increasing the motor activity of children is very important. They are of particular importance for increasing the physiological stress on the child's body.
The influence of outdoor games on the development of children's movements largely depends on how long this game lasts. The longer and more actively the child acts in the game, the more he exercises in one or another type of movement. In outdoor games - a motor task. Her child can approach the correct independent decision through trial and error and through a conscious, purposeful choice of an action and a way to perform it. Solving a motor problem, trying different movements, a child may come across an effective solution.
Mobile games are divided into 2 groups:
- games for the accumulation of motor experience;
- games to reinforce movements.
In the first group of games, that is, in games for the accumulation of motor experience the teacher tells the children the ways of various solutions to the motor problem, since the movements are unfamiliar and hinder the child's difficulties. In games to consolidate movements, the role of the teacher is reduced to indirect guidance, that is, the teacher uses a reminder, makes instructions, etc.
Therefore, when selecting games at different stages of learning, it is necessary to take into account the originality of these two groups. This can be seen in the process of the game "Run and jump". Children are taught to do a long jump with a run, that is, motor experience is accumulated in the process of this game. Then the teacher can introduce a new game "wolf in the ditch", where children can independently solve the motor task, since in this game the long jump technique is being consolidated and improved.
That is, the child is placed in such a game situation, where you need to perform the main movement, independently choosing the way to solve the motor task, based on this game situation. Mobile games should be varied. However, options are needed not only to add variety to support children's interest in the game, but also in order to solve pedagogical problems - improving movements, educating physical qualities, while performing more complex game actions, rules.
In order to work on the quality of basic movements in the process of an outdoor game, the teacher must carefully consider the methodological methods of managing an outdoor game. When choosing an outdoor game, it should take into account: the age of the children, the level of their abilities, the number of players, the appropriateness of joining a team (team), a place to play, the time of year. But in the process of outdoor play, the teacher must constantly monitor the quality of the performance of the main movements by the children, focusing their attention on the correct performance of one or another element of the movement.
At the first stage of training, the teacher introduces the children to the rules of the game, draws attention to the performance of a particular movement and the quality of performance. At the second stage, when the basic movements are improved in the process of outdoor games, the teacher gradually complicates the games, introduces game options, thereby strengthening the children's skills and skills in different situations, conditions.
It is very important that children in the game get used to accurately perform movements. included in it. The conditions of the game, its rules should encourage children to qualitatively perform basic movements. If in games errors in the performance of basic movements have no consequences, then in the future children cease to correlate violations in the performance of basic movements with the failure of their actions.
It is also necessary to pay great attention to the organization of independent motor activity of children throughout the day. It is also necessary to use preparatory and various game tasks for the development of various muscles. The systematic and consistent use of such exercises and games helps to achieve good results in teaching children various types of basic movements.
Children 7-10 years old are independent and active. Their movements become more accurate, faster, dexterous, they better orient themselves in space, act more confidently in a team. Despite sufficient motor experience, independence and activity, children of this age need the help and guidance of an adult in organizing outdoor games, relay races, and exercises. During outdoor games and exercises, they must be taught to follow certain rules, because this will save time on organization and increase the duration of the game.
Children must learn:
- start and stop games at the signal of the teacher
- quickly and accurately occupy places to start the game
- play honestly, without cheating; if caught or tagged during the game, quickly go to a certain place
- during fishing, do not hit your comrades, do not grab clothes, but lightly touch with your hand
- not to run into others while running, to be able to dodge easily, and if someone accidentally bumped into - not to be offended
- do not run out of bounds
- if during the game someone slipped, fell - do not laugh at him, but, on the contrary, run up and help a friend get up
- to play together, not to be arrogant when you win, but also not to lose heart after losing.
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