Methods of conducting outdoor games with children of middle school age. A set of outdoor games for the development of dexterity in children of middle preschool age Games with elements of running
In children aged 7-9 years, object-figurative thinking predominates: they are prone to dramatization, reproducing in movements what they hear, see, observe. Many games of children aged 7-9 years are based on direct imitation of phenomena and actions from the surrounding life. But the concept and themes of these games become richer in comparison with the games of preschoolers. The characters in the games are endowed with additional morals and traits noticed by children.
The level of speech development of young schoolchildren allows them to harmoniously, in a certain rhythm, coordinating words with movements, pronounce recitatives required in many games ("Octobers", etc.), which gives children great pleasure.
The natural memory abilities of children of this age are quite great. But children are better at capturing what is interesting. For example, they remember well successful movement techniques from a certain game situation and creatively reproduce these techniques in similar situations; retain in their memory the teacher’s visual and figurative explanations of the game, recitatives, as well as the rules of the games they learned to play. Children imprint emotional experiences for a long time when performing successful and unsuccessful play actions.
In children aged 7-9 years, the osseous-ligamentous apparatus is plastic and flexible. It is easily susceptible to deformation under the influence of unilateral loads and large muscle tensions, as well as prolonged static positions of the body. The muscles are relatively weak, in particular the muscles of the back and abdominals.
The age characteristics of young schoolchildren do not allow the use of games with carrying, passing, throwing heavy objects (medicine balls) and tug-of-war. At this age, games involving monotonous movements and long-term preservation of static body positions are not recommended.
In children aged 7-9 years, the ability to respond to movements to various external stimuli improves. At the same time, the ability to quickly move the body in space is formed more slowly. Therefore, outdoor games are more accessible to them, requiring not so much extremely fast movement of the body in space ("Team of Fleet-footed"), but rather the speed of performing individual (single) movements and motor reactions: a game with quickly passing the ball ("Ball Race"), with additional tasks for sudden stops, resumptions and changes in the direction of movement (“Salki”).
Outdoor games for middle school children
Children aged 10-11 years develop the ability for abstract thinking and conscious control of movements. Further development of children's speech allows them to better navigate more complex outdoor games. Children themselves agree on how they will play, distribute roles among themselves in a coordinated manner, and carefully compose teams of approximately equal strength; jointly establish an action plan and exchange comments; discuss the game, share their impressions (“Ball for the captain”, “Fight for the ball”).
The perception of children aged 10-11 years is gradually improving. Children are already able to understand the main tasks of game actions and subordinate secondary tasks to them.
Along with involuntary memorization of interesting things in games, with memorization by association, 10-11 year old schoolchildren must already perform conscious, volitional work on memorization. For example (“Passing balls in columns”).
For children 10-11 years old, there are outdoor games that create conditions for the manifestation of quick responses and at the same time help improve the ability to overcome short distances in the shortest possible time (relay race on an obstacle course, etc.).
Outdoor games for teenagers
The thinking and speech of children 12-14 years old becomes more mature. Teenagers’ games that are complex in content and form (for example, “Ball for the Captain”) require the calculated use of a number of previously acquired motor skills and abilities in new combinations and combinations, with greater complexity of game situations.
The development of memory in adolescents allows them to learn numerous game rules and remember the most appropriate gaming techniques and actions.
The muscular system continues to develop, but still lags behind the overall growth of the body. The relative mass of muscles and their strength increases. Muscles gradually adapt to moderate static loads, to significant but short-term stress.
Almost the same outdoor games are suitable for teenage girls as for boys. However, girls are inferior to boys of the same age in games that require speed of movement, great effort, and relatively long, intense active actions.
Outdoor games for boys and girls
Outdoor games in high school age help promote healthy, meaningful recreation and strengthen the physical strength of those involved. When used in a pedagogically justified manner, they contribute to the development in 15-17 year old schoolchildren of purposeful perception, consistency and logic of judgment, vivid imagination, and help the manifestation of volitional motor activity and interest in sports.
By the age of 15-17, boys and girls have significant experience in participating in a variety of outdoor games.
In physical education lessons, the use of some outdoor games is indicated by the program as auxiliary exercises: when studying throwing in athletics, volleyball, basketball.
Natalia Kolmachenko
A set of outdoor games to develop dexterity in children of middle preschool age
Complex
outdoor games
For dexterity development
at children of middle preschool age
Explanatory note
Improving the system of training and education in conditions preschool, stimulated by the social order of society, constantly complicates the requirements for physical education and child development. In particular, among objectives of physical education, an urgent task is development of dexterity in preschoolers.
Relevance of this complex of mobile games is that it contains two main component: motor activity and play interaction, which are an integral part of the modern system preschool education. A value-based attitude to health through physical activity is a set of views and ways of behavior of an individual, characterized by a responsible and close attitude to one’s health, a conscious need to preserve it and a focus on strengthening the body and improving one’s own physical abilities and skills.
Purpose complex of mobile games is to create conditions for development of dexterity in preschool children.
Tasks complex:
1) development of dexterity in preschool children;
2) development motor activity, interest in performing game exercises together;
3) educate children's independence, joyful emotional attitude in the process of performing game exercises.
Complex includes 10 different content outdoor games. Each game is aimed at dexterity development during motor activity.
Complex compiled taking into account pedagogical principles:
Unity of goals, content and methods;
Transition from simple to more complex;
Accounting age and individual characteristics children.
For effective development of dexterity in preschool children through mobile Games use a verbal method, which is addressed to the consciousness of each child, it contributes to the meaningfulness and content of his activities. The verbal method includes such techniques on the part of the teacher as explanation, clarification, instructions, poetic words, conversation, comments.
The visual method allows the teacher to show children specific movements. The practical activity method is used when learning movements and performing outdoor games for children.
The selection of games depends on age characteristics of children of middle preschool age. Movable games can be aimed at strengthening muscle tone, respiratory muscles, back muscle development, abdominal muscles, coordination of movements.
Forms of activity: individual and group.
Expected Results: development of dexterity in children of middle preschool age in the process of enriching experience when performing outdoor games.
A set of outdoor games for developing dexterity in children of middle preschool age
№ 1 Outdoor game"Where it's hidden"
Target: Development of auditory attention, dexterity.
Material used: any object.
Progress of the game: children stand in a line facing the teacher. Children are asked to turn away and close their eyes. The teacher hides an object, at a signal the players look for the object, and the teacher directs with words "warm, cold".
№ 2 Outdoor game« "Bouncer"
Target: Develop agility, endurance.
Material used: ball
Progress of the game: Children stand in a circle, with several more players inside the circle. Those standing in a circle throw the ball to each other, but at the same time try to hit those standing inside with the ball. The one who was hit - "knocked out"- leaves the game.
№ 3 Outdoor game"Old bast shoes"
Target: Develop agility.
Materials used: balls.
Progress of the game: A line is drawn on one side of the site - this is the city where all the players are located. The space outside the city is a playing field. Children stand up to the line and roll the balls towards the field. Whose ball rolled farthest gets to drive. The balls remain on the playing field, only the driver takes one ball. He waits for the players to come out to get the balls, and tries to hit everyone who crosses the city line with the ball. When the driver misses, he catches up with the ball, and the players try to take their balls and run over the line. If the players are not disgraced, then they roll the balls again, and the driver in this case remains the same. If someone is insulted, then the insulted person becomes the driver.
№4 Outdoor game"From bump to bump"
Target: develop dexterity, strengthen long jump skills.
Material used: 4 bumps (any object that resembles a hummock or is depicted on the ground)
Progress of the game: All participants in the game are divided into two teams. Each team gets 2 "bumps". The task for the players is a swamp in front of you, you need to go through it. But you can’t just walk through a swamp, you could drown. You have magical hummocks along which you will get to the other side. Place one mound, stand on it, next to it put the second mound, jump over to it, then pick up the first one, move it forward, jump over to it, etc. until the turn and in the same order return to the starting line, the front bump for the next player. The team that completes the distance first wins.
№ 5 Outdoor game« "Ball School"
Target: dexterity development, eye gauge.
Material used: Balls
Progress of the game:
Throw the ball up and catch it with one hand (right, left).
Hit the ball on the floor and catch it with one hand (right, left).
Throw the ball up clap your hands catch with both hands (without holding the ball to your body).
Hit the ball against the wall and catch it with one hand (right, left).
Hit the ball against the wall so that it bounces at an angle towards the partner who must catch the ball.
Hit the ball against the wall from behind your head, from under your feet (right, left) catch the ball.
№ 6 Outdoor game"Musketeers on Ice"
Target: dexterity development.
Progress of the game: Musketeers on Ice
In hockey, the game begins with the puck being thrown in. Both teams are trying to be the first to master it. In the game "Musketeers", "hockey players" form pairs, place two plastic hoops on the ice next to each other or draw two circles with a diameter of 0.5 - 0.7 m, in the center of which they place a puck. Then, at a signal, the players, crossing their sticks, try to knock the puck out of the opponent’s circle. A knocked-out puck is one point. Play to five points. If both opponents score four points, the one who wins by two points wins.
№ 7 Outdoor game"Slippers"
Target: Develop agility and reaction speed.
Progress of the game: Children stand in a circle facing the center at a distance of a step from each other. They choose a driver, count until 5 : the fifth is the driver. He goes to the center of the circle, calls one of the players by name and throws the ball on the ground so that it bounces in the right direction. direction: The one whose name the driver called, catches the ball and hits it (slaps it with his palm, standing in one place. The number of hits of the ball is by agreement, but not more than 5; so that the children do not have to wait for a long time. After hitting the ball, the player throws it to the driver. The game continues until someone drops the ball. The one who dropped the ball takes the place of the driver. You can play with 2-3 balls, then 2-3 drivers are chosen.
№ 8 Outdoor game"Penguins"
Target: Develop agility and endurance.
Materials: 2 balls of any size, chips or flags to indicate the turning point.
Ho games: Children are divided into 2 teams, lined up one at a time.
In front of each team, at a distance from the starting line, there are balls, after 7-8 m there are chips or flags to indicate the place of turn.
At the signal, the team players, one at a time, hold the ball between their legs and begin moving to the chip or flag, go around and return to the starting line in front of the ball to the next player. The team that goes the distance first wins.
№ 9 Outdoor game« "Find the ball"
Target: Develop children's powers of observation, dexterity.
Material: ball
Progress of the game: All players stand closely in a circle, facing the center. One player becomes the center, this is the speaker. The players keep their hands behind their backs. One is given a ball in his hands. Children begin to pass the ball to each other behind their backs. The driver tries to guess who has the ball. He can ask each player to show their hands by saying "hands". The player extends both hands forward, palms up. The one who has the ball or who dropped it stands in the middle, and the driver takes his place. The ball is passed in any direction. The ball is passed only to the neighbor. You cannot pass the ball to a neighbor after the driver demands to show his hands.
№ 10 Outdoor game"Game of Colors"
Progress of the game: Everyone stands in a circle, with the leader inside. Someone from the circle asks: “What color?”, and the presenter is loud shouts out: "Blue!". Everyone runs to touch any blue object, and having touched it, they remain standing near it. Whoever is last is eliminated or becomes the leader himself.
Outdoor games are one of the recognized means of physical education for children and adolescents in the system of general secondary education and out-of-school education, and are also a mandatory component of almost every lesson. The main content of outdoor games is the various movements and actions of the players. When properly managed, they have a beneficial effect on the cardiovascular, muscular, respiratory and other systems of the body. Outdoor games increase functional activity, involve various large and small muscles of the body in a variety of dynamic work, and increase mobility in the joints. Particularly valuable in terms of health is conducting outdoor games in the open air in winter and summer, since when moving in the open air, metabolism significantly increases with an increase in the flow of oxygen, which has a beneficial effect on the entire body.
Games that are related in their motor structure to individual sports are of educational importance. Such games are aimed at improving and consolidating previously learned technical and tactical techniques and skills of a particular sport. In outdoor games, it is very important to develop the correct pattern of movements, since it will be difficult to correct later.
The importance of outdoor games in developing physical qualities: speed, agility, strength, endurance, flexibility. Moreover, in outdoor games, physical qualities develop in a complex manner; games develop in children a sense of camaraderie, solidarity and responsibility for each other’s actions. When participating in a collective game, a child must sacrifice his own interests for the sake of the interests of the team: give up the ball to a friend who is in a better position, try to help out those who are captured.
Pedagogical requirements for organizing and conducting outdoor games.
Outdoor play is an effective means of education, but only if it is appropriately selected, conducted and used correctly. When creating a game, the teacher must take into account the tasks assigned to the lesson, the age characteristics of the children, their development, physical fitness, the number of children, the conditions for the game, the form of the lesson (lesson, recess, holiday, walk), the location of the lesson, the availability of benefits and equipment.
The explanation of the game should be concise and logical. It is recommended to adhere to the following presentation plan: the name of the game, the role of the players and their location, the course of the game, the goal, the rules.
In many games there are drivers. The drivers can be identified in different ways: by appointment of the leader, by lot, by the choice of the players, by the results of previous games, by a counting rhyme, by the named number.
In team games, it is very important to distribute the participants in such a way that the teams are equal in strength, otherwise the game will be uninteresting. The participants in the game can be divided into teams according to the calculation of numbers, the discretion of the leader, by agreement, by changing formations while moving, at will, by choosing captains; there can also be permanent teams.
Before the start of the game, after explaining its content, the leader appoints assistants to count points and distribute equipment. In elementary grades, the role of assistants can be played by physically weaker children, in middle and high schools - by students who are known as good players and impartial judges.
The leader must be objective and ensure that equal conditions are created for teams and individual participants. A fair and accurate assessment of the game and its results is of great importance in team games, where all the attention of the participants is directed to the successful solution of the task assigned to the team.
The teacher’s task is to correctly determine the dosage of the load in the game. In order to reduce the load, during the game the leader takes, whenever possible, short breaks, which are used to analyze mistakes, count points, clarify the rules, and assign new assistants. The game should not be delayed, because the children will get tired and the game will become uninteresting for them. Therefore, it is important to finish the game in a timely manner, warning the participants in advance with the words: “Two minutes left,” “We’re playing to one more point.” The unexpected end of the game has an unfavorable effect on the heated guys; they cannot calm down for a long time.
After the game, the teacher announces the results, evaluates the actions of individual players and points out the mistakes made.
Methods of conducting outdoor games
1. With children of primary school age:
Explanation of the game - plot-shaped (mainly in 1st grade),
Appeal - children (in first grade);
In 1st grade, do not use a whistle;
The choice of drivers is based on the teacher’s instructions, counting rhymes, and the results of previous games;
The basic rules are explained before the game, the rest are introduced along the way.
2. With children of middle school age:
The number of rules that are explained before playing increases;
Choice of drivers - all methods except counting rhymes;
Division into teams - all methods, except for selection by captains and at will. Teams are small, with an equal number of girls and boys on each team;
In games, take into account the quality of task completion.
3. With students of high school age:
Games are held separately for boys and girls;
Team games are competitive in nature;
All methods of dividing into teams are used;
The objectivity of judging increases, taking into account the quality of performance;
The verbal method is mainly used.
When selecting games, you should keep in mind that there is no sharp line between the games of children of different ages. There are a number of games that children and adults play with equal enthusiasm, for example, rounders, towns, attraction games, relay races. But it is necessary to remember that the older the children, the wider their horizons, the better they are physically developed. Knowing the age characteristics of children, their interests and requests will help the organizer in choosing a game.
Practical material: games in which two, three or more students can participate1. Games with running elements
1. Get to your places quickly! (preparatory part of the lesson, junior, school age)
The players line up in a line or column. At the teacher's command: "Go for a walk - march!" everyone runs up or performs various movements (general developmental exercises, jumping), moving towards the opposite side of the site. On the second command: “Get to your places quickly!” everyone must line up in their starting position.
Rules; I. The one who took the last place loses.
2. The children have a strict order (preparatory part of the lesson, primary school age)
The players stand in the same line (formations may be different). At the teacher’s command: “Disperse!” students leave the line, disperse in different directions and recite or sing:
The guys have a strict order,
They know all their places.
Well, trumpet more cheerfully:
Tra-ta-ta, tra-ta-ta!
At the end of this verse, the teacher commands: “Stand up!” Players try to fulfill the command faster, lining up in a line according to height at the indicated place. Then the teacher changes the location of the formation.
- When forming, the student must give way to a friend; it is forbidden to push or force oneself to take his place.
- All actions should begin and end only at the teacher’s command.
- The winner is the one who ends up last the least number of times.
3. Kite and hen (preparatory part of the lesson; junior, middle, senior school age)
One of the players is a kite, the second is a hen, the third is a chicken. The chicken stands behind the hen and holds on to her, the kite stands in front of the hen, facing her. At the signal, he tries to grab the chicken, but this is not easy to do, since the hen constantly turns to face him and blocks the path, extending his arms to the sides, and the chicken, repeating all the movements of the hen, hides behind her. The game ends when the kite hits the chicken. If there are more players, then they all become chickens.
Rules: I. Start the game only at the signal. 2. The kite, having covered the chicken, takes the place of the hen, the hen takes the place of the chicken, the chicken becomes the kite. 3. If the chain is broken, then the culprit of the break becomes a kite.
2. Games with elements of general developmental elements
1. Class, attention! (preparatory and final parts of the lesson, junior school age)
The players stand in one line. The teacher, facing the players, gives commands to carry out general developmental or drill commands. Students should perform them only if the teacher first says the word “class” before the command. If he does not say the word “class”, then there is no need to respond to the command.
Rules: 1. The one who made a mistake takes a step forward and continues to play. 2. The one who remains in the starting position or takes the fewest steps forward wins. 3. The player who did not follow the command with the preliminary word “class” takes a step forward. 4. The player who attempted to execute the command without first saying “class” takes a step forward.
3. Games with elements of throwing (games are played in the main part of the lesson)
Stop! (junior and middle school age)
Players form a circle and are settled in numerical order. The driver with a small ball goes to the middle of the circle, hits it hard on the ground and calls out someone’s number. (If there are few players, 2-3 students, then you can use names). The person called runs after the ball, and the rest of the players scatter in different directions. The selected number, having caught the ball, shouts: “Stop!” Everyone stops and stands motionless where the team found them. The driver tries to hit the nearest player with the ball, who can dodge the ball without moving from his spot. If the driver misses, he runs after the ball again, and everyone runs away. Taking the ball, the driver shouts again: “Stop!” and tries to insult one of the players with it. The player hit by the ball becomes the new driver, the players stand in a circle, and the game starts over.
- On the command: “Stop,” no one has the right to move.
- Until the driver takes the ball, the players can move around the court as they please.
2. Hit the ball (middle and high school age)
A volleyball is placed in the middle of the court. The players are divided into two teams and lined up on opposite sides of the court (or one player on each side). It is advisable that there be a distance of 18-20m between them. A line is drawn in front of the socks of the players. Players receive a tennis ball.
At the signal, the players, without going beyond the line, throw small balls at a volleyball located in the middle of the court, trying to roll it back to the opposing team over the line. The team that manages to roll the ball over the other's line wins.
- They throw balls at a signal.
- When throwing, you cannot cross the line.
- If the volleyball jumps out away from the players, it is returned to its original place.
- If small balls remain in the field, you can run into the field after them and pick them up.
4. Games for the development of physical qualities (games are played at the end of the preparatory part of the lesson, for middle and high school age)
1. Strong fight (strength development)
The players stand with their backs to each other and hold a gymnastic stick with their arms outstretched. At the signal, the opponents, leaning forward, try to tear the opponent off the ground.
Running, dragging your leg - a folk game (development of speed-strength qualities, agility)
Participants are divided into two teams – “hunters” and “beasts”. Each “hunter” chooses a partner from the team of “animals” and plays with him until the end of the game.
There are three parallel lines on the site: the first is the start for the “hunters”; the second is the start for the “animals”; the third is the finish. The distance between the lines depends on the preparation of the players and the size of the court. “Hunters” and “animals” take the starting position at the start: crouching, right (left) to the side. At a signal, the “hunters” and “animals” begin running (on their hands and one leg, dragging the other leg). Each “hunter”, shouting: “Catch! Catch up!” strives to catch up with its partner, the “beast,” to the finish line. Uncaught “beasts,” as well as “hunters” who have caught up with their “beasts,” are considered winners. The losers give the winners a piggyback ride (agreed distance).
- Players who start running before the signal are considered losers.
- You can only fish beyond the finish line.
- A player who changes his starting position while running is considered a loser.
This game can be played by two people.
A minute (the final part of the lesson; development of speed and attention)
After intense work, the students calmly walk one after another. At the teacher’s signal, each player begins counting down the time. After exactly one minute, players must stop. The teacher must closely monitor the stopwatch and the players. When all the players stop, he points to those who most accurately completed the task. During the exercise, you should not pay attention to other exercisers. You need to rely on your own sense of time.
OUTDOOR GAMES FOR MIDDLE PRESCHOOL CHILDREN
FOX IN THE CHICKEN COOP (middle group)
Tasks: Develop in children dexterity and the ability to perform movements on a signal, practice running with dodging, catching, climbing, and deep jumping.
Description: A chicken coop is outlined on one side of the site. In the chicken coop, chickens are located on a roost (on benches), and children stand on benches. On the other side of the site there is a fox hole. The rest of the place is a yard. One of the players is assigned to be a fox, the rest are chickens - they walk and run around the yard, pecking grains, flapping their wings. At the signal “Fox,” the chickens run into the chicken coop, climb onto the perch, and the fox tries to drag away the chicken that did not have time to climb onto the perch. He takes her to his hole. The chickens jump off the roost and the game resumes.
Rules:
The fox can catch chickens, and chickens can climb onto a perch only when the teacher gives the signal “Fox!”
Options : Increase the number of traps - 2 foxes. Chickens climb the gymnastic wall.
The fox hid close
The fox covered itself with its tail,
The fox turned his nose -
Run away in all directions!
HARES AND WOLF (middle group)
Tasks: To develop in children the ability to perform movements on a signal, to practice running, jumping on both legs, squatting, and catching.
Description: One of the players is designated a wolf, the rest portray hares. On one side of the site, the hares mark their places with cones and pebbles, from which they lay out circles or squares. At the beginning of the game, the hares stand in their places. The wolf is at the opposite end of the site - in the ravine. The teacher says: “The bunnies jump, hop - hop - hop, onto the green meadow. They nibble the grass and listen to see if a wolf is coming.” The hares jump out of the circles and scatter around the area. They jump on two legs, sit down, nibble the grass and look around in search of the wolf. The teacher says the word “Wolf”, the wolf comes out of the ravine and runs after the hares, trying to catch and touch them. The hares each run away to their own place, where the wolf can no longer overtake them. The wolf takes the caught hares to his ravine. After the wolf catches 2-3 hares, another wolf is chosen.
Rules:
Hares run out at the words - hares gallop.
You can return to your place only after the word “Wolf!”
Options : You cannot catch those hares to whom the mother hare gave her paw. Place stump cubes on the way, the hares run around them. Choose 2 wolves. The wolf has to jump over the obstacle - a stream.
AT THE BEAR IN THE FOREST (middle group)
Tasks: To develop in children endurance, the ability to perform movements on a signal, and the skill of collective movement. Practice running in a certain direction, dodging, and develop speech.
Description: A line is drawn on one side of the site - this is the edge of the forest. Beyond the line, at a distance of 2-3 steps, a place for a bear is outlined. On the opposite side is the children's house. The teacher appoints the bear, the rest of the children - at home. The teacher says: “Go for a walk!” Children head to the edge of the forest, picking berries and mushrooms, imitating movements and saying in chorus: “I take berries and mushrooms from a bear in the forest. And the bear sits and growls at us.” The bear is sitting in its place at this time. When the players say “Roars!” the bear gets up, the children run home. The bear tries to catch them - to touch them. The bear takes the caught one to his place. After 2-3 caught, a new bear is selected.
Rules:
The bear has the right to get up and catch, and the players have the right to run home only after the word “roars!”
The bear cannot catch children behind the house line.
Options : Enter 2 bears. Put obstacles in the way.
BIRDS AND CAT (middle group)
Tasks: Develop determination in children by practicing running and dodging.
Description: A circle is drawn on the ground or a cord with tied ends is placed. The teacher chooses a trap that becomes in the center of the circle. This is a cat. The rest are birds, located outside the circle. The cat is sleeping, the birds are flying into the circle for grains. The cat wakes up, sees the birds and catches them. All the birds fly out of the circle. The one touched by the cat is considered caught and goes to the middle of the circle. When 2-3 birds are caught, a new cat is chosen.
Rules:
The cat only catches birds in a circle.
The cat can touch the birds, but not grab them.
Options : If the cat cannot catch anyone for a long time, add another cat.
Kite and hen
Goal: develop dexterity, coordination of movements, ability to work in a team
Among the players, a kite and a hen are selected by counting. The rest of the children stand one after another, holding their belts. The hen sits in the nest and watches the kite, and the chickens run and jump. The kite spreads its wings and flies after the chickens, the hen loudly calls the chickens home.
Korshun tries to make the players look bad. The greasy ones leave the game.
THROUGH THE STREET (middle group)
Tasks: Develop dexterity in children, practice jumping on both legs and balance.
Description: Everyone playing sits on chairs, 2 cords are placed 6 steps from them, the distance between them is 2 meters - this is a trickle. Children must use pebbles and planks to get to the other side without getting their feet wet. The planks are placed in such a way that children can jump with both feet from one pebble to another. According to the word “Let's go!” 5 children cross a stream. The one who stumbled steps aside to “dry his shoes.” All children must cross the stream.
Rules:
The loser is the one who steps foot into the stream.
You can only cross if there is a signal.
Options : Increase the distance between the cords, go around objects, moving to the other side. Jump on one leg.
CAT AND MOUSE (middle group)
Tasks: To develop in children the ability to quickly act on a signal, to walk while maintaining the shape of a circle. Practice running and catching.
Description: All players, except 2, stand in a circle, at arm's length, and join hands. The circle does not close in one place. This passage is called a gate. Two players are behind the circle, representing a mouse and a cat. The mouse runs outside the circle and in the circle, the cat follows it, trying to catch it. The mouse can run into the circle through the gate and crawl under the arms of those standing in the circle. The cat is only at the gate. The children walk in a circle and say: “Vaska is walking grey, his fluffy tail is white. Vaska the cat is walking. He sits down, washes himself, wipes himself with his paw, and sings songs. Vaska the cat will silently walk around the house and hide. Gray mice are waiting." After the words, the cat begins to catch the mouse.
Rules:
Those standing in a circle should not let the cat pass under their clasped hands.
The cat can catch the mouse around and in the circle.
The cat can catch and the mouse can run away after the word “waiting.”
Options : Arrange additional gates, introduce 2 mice, increase the number of cats.
HORSES (middle group)
Tasks: To develop in children the ability to act on a signal, coordinate movements with each other, and practice running and walking.
Description: Children are divided into 2 equal groups. One group depicts grooms, the other - horses. A stable is outlined on one side. On the other is a room for grooms, with a meadow between them. The teacher says: “Grooms, get up quickly and harness your horses!” The grooms, with the reins in their hands, run to the stables and harness the horses. When all the horses are harnessed, they line up one after another and, as directed by the teacher, walk or run. According to the teacher’s words “We have arrived!” grooms stop the horses. The teacher says “Go and rest!” Grooms unharness the horses and release them to graze in the meadow. They return to their places to rest. Horses calmly walk around the site, graze, and nibble grass. At the teacher’s signal, “Grooms, harness the horses!” The groom catches his horse, which runs away from him. When all the horses are caught and harnessed, everyone lines up behind each other. After 2-3 repetitions, the teacher says: “Take the horses to the stable!” The grooms take the horses to the stable, unharness them and give the reins to the teacher.
Rules:
The players change movements according to the teacher’s signal. At the signal “Go to rest,” the grooms return to their places. Options : Include walking on a bridge - a board placed horizontally or inclined, suggest different goals for the trip.
RABBIT (middle group)
Tasks: To develop in children the ability to move in a team, to find their place on the playground. Practice crawling, running, and jumping on 2 legs.
Description: On one side of the site, circles are drawn - rabbit cages. Chairs are placed in front of them, hoops are tied vertically to them or a cord is stretched. A chair is placed on the opposite side - the watchman's house. Between the house and the rabbit cages is a meadow. The teacher divides the children into small groups of 3-4 people. Each group stands in a circle. “The rabbits are in cages!” - says the teacher. Children squat down - these are rabbits in cages. The teacher approaches the cages one by one and releases the rabbits onto the grass. The rabbits crawl through the hoop and begin to run and jump. The teacher says “Run to the cages!” The rabbits run home and return to their cage, crawling through the hoop again. Then the guard lets them out again.
Rules:
The rabbits do not run out until the guard opens the cages.
The rabbits return after the teacher’s signal “Get into the cages quickly!”
Options : Place a bench or chair in each cage according to the number of rabbits.
WHERE THEY CALLED (middle group)
Tasks: Develop children's hearing, attention and endurance.
Description: Children sit in a circle or along the wall. One of the players, as assigned by the teacher, stands in the center of the circle or in front of those sitting. At the teacher’s signal, he closes his eyes. The teacher gives one of the children a bell and invites them to call. The child, located in the center of the circle, must, without opening his eyes, point with his hand in the direction from which the sound is coming. If he points correctly, the teacher says “It’s time!” and the player opens his eyes. And the one who called – picks up and shows the call. If the driver makes a mistake, he closes his eyes again and guesses again. Then the teacher appoints another driver.
Rules:
The driver opens his eyes only after the teacher says “It’s time!”
Options : Unwind the driver; Instead of a bell, introduce a pipe or other musical instrument.
HIT THE BAG IN THE CIRCLE (middle group)
Tasks: Develop in children the ability to act on a signal. Practice throwing with your right and left hands.
Description: Children stand in a circle. In the center of the circle there is a circle made of rope, the ends of the rope are tied, the circle can be drawn. The diameter of the circle is 2 meters. Children are 1-2 steps away from the circle. There are bags of sand in their hands. When the teacher says “Throw it!”, everyone throws their bags into the circle. “Pick up the bags!” - says the teacher. Children pick up the bags and stand in place. The teacher notes whose bag did not fall into the circle, the game continues. Children throw with the other hand.
Rules:
You need to throw the bag according to the teacher’s word “Throw it!”
Raise at the signal “Lift!”
Options : Instead of bags, throw cones; divide the children into subgroups, each throwing them into their own circle; increase the distance.
Tasks: Develop in children the ability to act on a signal. Practice throwing far away with your right and left hands, running, and recognizing colors.
Description: Children stand along the wall. Several children, named by the teacher, stand on the same line in front of a rope placed on the floor. Children receive bags of 3 different colors. According to the teacher’s words “Drop it!” children throw the bag into the distance. The teacher draws the children’s attention to whose bag fell further and says: “Pick up the bags!” Children run for their bags, pick them up and sit down. The teacher names other children who take the places of those who threw the bags. The game ends when all the children have thrown their bags.
Rules:
You can throw and pick up bags only at the word of the teacher.
Options : Set guidelines - who is next. Throw cones, balls, spears.
AIRPLANES (middle group)
Tasks: To develop children's orientation in space, to strengthen the skill of building in a column. Practice running.
Description: Children line up in 3-4 columns in different places on the site, which are marked with flags. The players portray pilots on airplanes. They are preparing to fly. At the teacher’s signal “Get ready for flight!” The children circle with their arms bent at the elbows and start the engine. "Fly!" - says the teacher. Children raise their arms to the sides and fly scattered in different directions. At the teacher’s signal “Landing!” - the planes find their seats and land, line up in columns and drop to one knee. The teacher notes which column was built first.
Rules:
The players must take off after the teacher’s signal “Fly!”
At the teacher’s signal “For landing!” - the players must return to their columns, to the places where their sign is posted (checked).
Options : While the planes are flying, swap the flags and take them to the opposite side. Change leaders in columns.
FIND YOURSELF A MATE (middle group)
Tasks: To develop in children the ability to perform movements according to a signal, according to a word, quickly forming pairs. Practice running and color recognition. Develop initiative and ingenuity.
Description: The players stand along the wall. The teacher gives each person one flag. At the teacher’s signal, the children scatter around the playground. At another signal, or at the word “Find yourself a pair!”, children with flags of the same color find a pair, each pair, using the flags, makes one or another figure. An odd number of children participate in the game; 1 must remain without a pair. The players say: “Vanya, Vanya - don’t yawn, quickly choose a pair!”
Rules:
The players get into pairs and scatter at the signal (word) of the teacher.
Each time players must have a pair.
Options : Use handkerchiefs instead of flags. To prevent children from running in pairs, introduce a limiter - a narrow path, jump over a stream.
COLORED CARS (middle group)
Tasks: To develop in children ATTENTION, THE ABILITY TO DISTINGUISH COLORS AND ACT ON VISUAL SIGNALS. Exercise children in running and walking.
Description: Children sit along the wall, they are cars. Each person is given a flag of some color. The teacher stands facing the players, in the center. In your hand there are 3 colored flags, according to the colors of the traffic light. Raises the flag, children with a flag of this color run around the playground in any direction, honking their horn as they go, imitating a car. When the teacher lowers the flag, the children stop, and at the signal “The cars are coming back!” - they walk towards their garage. Then the teacher raises a flag of a different color, but can raise 2 or all 3 flags together, then all the cars leave the garage.
Rules:
You can leave the garages only with a signal from the teacher, and return to the garage also with a signal.
If the flag is omitted, the cars do not move.
Options : Place landmarks of different colors in the corners. At the signal “Cars are leaving”, at this time swap landmarks. Invite children to remember different brands of cars.
SHAGY DOG (middle group)
Tasks: Teach children to listen to the text and quickly respond to the signal.
Description: The child pretends to be a dog, he sits on a chair at one end of the area, and pretends to be sleeping. The rest of the children are at the other end of the room beyond the line - this is the house. They quietly approach the dog, the teacher says:
“Here lies a shaggy dog, with his nose buried in his paws. Quietly, quietly, he lies - either dozing or sleeping. Let’s go up to him, wake him up, and see what will happen?”.
The dog wakes up, gets up and starts barking. The children run into the house (stand over the line). The role is transferred to another child. The game repeats itself.
Options : Put a barrier - benches in the way of children; in the way of the dog.
Bear (middle group)
Goal: development of speed-strength abilities, attention, endurance.
Children walk in a circle around the “sleeping” Bear.
Once we were walking in the forest
And we met a bear.
He lies under the tree,
He is stretched out and snoring.
We walked around him
They woke up Clubfoot
“Come on, Mishenka, get up,
And quickly catch up with us!”
The children run around the hall, the bear catches them.
Frogs (middle group)
Goal: development of jumping skills, auditory attention.
A rope is laid out on the site in the form of a circle - this is a swamp. Children - frogs, stand behind the rope.
Educator: "Here is a frog along the path
Jumps with his legs stretched out.
Kva-kva, kva-kva,
Jumps with legs outstretched"
After these words, all the frogs must have time to jump into the “swamp”. Those who do not have time leave the game
Hares in the forest (middle group)
Goal: to develop speed and strength abilities, to learn to run without bumping into each other.
The playing hares sit in “houses” behind the line. A bear is sleeping at the other end of the hall
The teacher says the words:
There are small houses in a dense forest.
Little bunnies are sitting in those houses.
Come out, bunnies, for a walk in the woods,
And the bear will appear, you will hide again.
Bear: “Who was dancing and didn’t let me sleep?”The hares scatter in all directions, and the driver catches up with them.
Our merry round dance(middle group)
Goal: development of reaction speed, attention, exercise in gender differentiation
There are 2 hoops on the floor, in one of them there is a doll, in the other there is a car. After the teacher’s words, the children must take the appropriate place around the desired hoop.
Our merry round dance/go in a circle, turn and stomp
And dances and sings
There are toys around us -
Dolls and animals.
There are cars, books -
Play, choose.
There are 2 hoops here
For girls and guys/ clap
Think, head,
Run up to them deftly.
Gifts (middle group)
Target: improve children's motor skills.
Maintain a cheerful mood.
Progress of the game: children walk in a circle saying:
We brought you gifts
Whoever wants it will take it:
Here's a doll in a bright dress,
Horse, top and plane.
What do you want?
The leader stands in the middle of the circle and chooses one thing. For example: doll. All the children imitate the doll, he chooses the one who did it better as the leader.
Silence (middle group)
Goal: develop the ability to act on a signal, maintain a static posture.
Children walk around the hall, saying the words:
Silence by the pond
The water doesn't sway
Don't make noise, reeds,
Go to sleep, kids!
Children freeze in a predetermined position for 10-20 seconds. The winner is the one who does not move until the signal is given.
Option: After the words are spoken, the children crouch down, and the teacher, approaching the players, “wakes up” them. Children try to quietly step aside
Drivers
On one side of the site there are two “garages” (draw two parallel lines at a distance of 5-6 steps from one another). Make space for “cars” on the lines; put the cubes. In one garage there are cars with red steering wheels (red circles on the cubes), and in the other there are cars with green steering wheels (green circles on the cubes). Children - "drivers", are divided into two equal groups, each stand facing their cars near their steering wheel, which lie on blocks. The teacher, who plays the role of a policeman, stands at the same distance from the two garages and directs the movement of cars. When he moves his left hand to the side, the children - drivers from the garage, standing on the left side, bend down, take the steering wheel with both hands and prepare to leave (in a column). When the green flag is raised, children leave the garage and disperse throughout the entire playground. When the flag is red they stop, when the flag is green they move on. When the teacher says, “To the garage,” the cars return to their places. The teacher notes the attentive driver who returned to the garage before everyone else. Then the teacher moves his hand to the side and the child drivers, who stand on the right side, do the same.
Preview:
OUTDOOR GAMES FOR SENIOR PRESCHOOL CHILDREN
SMART FOX (senior group)
Tasks: To develop endurance and observation skills in children. Practice running quickly with dodging, lining up in a circle, and catching.
Description: The players stand in a circle at a distance of one step from each other. The fox's house is outlined outside the circle. The teacher invites the players to close their eyes, walks around the circle behind the children and says, “I’m going to look for a cunning and red fox in the forest!”, touches one of the players, who becomes a cunning fox. Then the teacher invites the players to open their eyes and carefully look at which of them is the sly fox, to see if she will give herself away in some way. The players ask in chorus 3 times, first quietly, and then louder, “Sly fox, where are you?” At the same time, everyone looks at each other. The sly fox quickly goes to the middle of the circle, raises his hand up, and says “I’m here.” All the players scatter around the site, and the fox catches them. The caught fox takes him home to his hole.
Rules:
The fox begins to catch the children only after the players ask in chorus 3 times and the fox says “I’m here!”
If the fox gave himself away earlier, the teacher appoints a new fox.
A player who runs out of bounds of the court is considered caught.
Options : 2 foxes are selected.
Sovushka (senior group)
Goal: strengthening the skill of correct posture and attention.
Children can sit freely in the hall. After the words: “The day is coming, everything comes to life,” they move randomly around the hall. “The night comes, everything freezes, the owl flies out” - the children stop and take the correct posture. The owl takes into its hollow those who are standing incorrectly.
How to organize and conduct outdoor play with children from 11 to 13 years old.
Outdoor games for children 11-13 years old are more complex in content, which is determined by age-related changes in the growing organism. The state of most systems and functions of the body is characterized by relative stability. The supporting, articular-ligamentous apparatus allows you to perform exercises that require great mobility in the articular joints, since the formation of various tissues of the joints has not yet been completed. At this age, the muscular system is actively developing. The power capabilities are still small, which predetermines the need for a fairly finely dosed power load. The work of the cardiovascular system is most actively stabilized. Strengthened heart muscle and high elasticity of blood vessels ensure vigorous blood trophism and nutrition of muscle tissue. All this makes it possible to use exercises of a more intense, but not yet long-term nature in outdoor games, since, despite obvious signs of the relative development of the respiratory system, the acts of not yet taking a deep breath performed by the child cannot fully provide the energy demands of the motor activity of children of this age.
At this age, children already have experience in collective and team games. The child’s playful thinking acquires an analytical-critical character, the ability for abstract thinking develops, which allows the teacher to offer children mainly team games, more complex in content and rules. Children at this age strive to express themselves precisely in collective actions, in a common desire to achieve a game goal.
The progressive physical capabilities of children make it possible to use games containing short-term static and dynamic stresses with external resistance techniques. During this period, children quite intelligently master the techniques of tactical actions in the game, show obvious coordination, and actively use newly mastered methods of martial arts. This allows the teacher to set more complex motor tasks for the players and to apply specially complicated conditions for their implementation. Children of this age are interested not only in the result of the game, but also in direct participation in the game, during which they have the opportunity to demonstrate their physical fitness and sharp thinking.
Among children of this age, games that require constant movement and movement around the playground are quite popular. It is recommended to play such games for no more than 12-15 minutes in order to avoid functional overexertion.
Outdoor games for children of this age should be distinguished by a wide variety of motor actions. It is very advisable to introduce into the content of games running with overcoming various obstacles, including in the form of “live” ones, presented in poses convenient for overcoming partners, various kinds of throwing balls and other objects at a distance, at a target. Children emotionally perceive in games dynamic exercises of a complex nature, containing, for example, throwing a ball while running, falling, followed by an acrobatic element, performing a set of specified movements with body parts in relay races in the process of moving. In games for children of this age, you can also use obstacle courses that contain elements of military operations (throwing at a target, crawling, carrying a weight that is affordable, etc.).
In the period of 10-13 years, children actively grow up and try to resemble adults in actions and deeds. Nevertheless, during games they pay attention to the advice of their partners, sometimes to a greater extent than to the words of adults. In these cases, it is quite acceptable for the teacher to use the technique of influencing a specific player through the opinion of the team. Children of this age are quite sensitive to situations of fair play and to dishonest actions of players of the other team. At this age, it is important to encourage the child to admit that he has made a mistake and, of course, limit the impact with punishment.
Team games at this age contain elements of popular sports games. These are, of course, simple techniques used in football, for example, dribbling the ball around given landmarks, the simplest forms of dribbling, throwing the ball like a throw-in, simple techniques practiced in basketball.
Either the entire main part of the lesson or its second part is devoted to outdoor games. In the first case, the game should be selected in such a way that its content contributes to solving the main objectives of the lesson. That is, the means of play should be varied, with the possibility of a complex impact on the systems and functions of the body. If the game is played in the second half of the main part of the lesson, then in its first part it is advisable to use exercises of a precision nature, fine coordination of movements, or speed-strength exercises. Gymnastics, acrobatics, and athletics exercises are used as such means. When presenting the content of the game, clarity of the story is required, without verbosity. When explaining the content of the game and the rules, you should avoid using concepts and terms that are clearly unfamiliar to children. However, it is important in these cases to purposefully master the essence of new words with children, interspersing them in their story and explaining the meaning. At this age, children are quite sensitive to the quality of refereeing, which, of course, depends on the preparedness of the judge and especially among the assistants. Therefore, it is important to have a responsible attitude towards their appointment and special preliminary judicial training organized by the teacher.