Outdoor games improve health, develop motor qualities and strengthen motor skills, improve the rhythm and accuracy of movements. They enrich the players with new sensations, ideas, concepts, increase activity, educate strong-willed qualities, discipline, collectivism, honesty, modesty. These types of physical exercises are also good because, without requiring special technical training from the players, they partly equalize everyone's chances of winning.

In addition, during mobile and sports games in nature, in addition to the beneficial effects on the body of physical exercises, the hardening effect of the natural forces of nature (sun, air and water) is added. And an increase in the emotional background contributes to the aesthetic impact of the beauty of nature.

We also note that mobile and simplified sports games are good because they do not require expensive inventory and equipment. Before proceeding to the description of games, I would like to give some general practical advice on their organization.

When explaining a new game, you should arrange the players in the order in which the game begins. If the players stand in a circle, then the explainer should stand in the same circle or 2-3 steps inside the circle, but not in the middle, so as not to stand with his back to anyone. When building in two lines, the explainer should be placed on the flank. If the players lined up in columns, then the explainer stands on the side.

You can not put players against the light. The person explaining the game should stand sideways or facing the light. It is better to explain the game in the following sequence: the name of the game, the actions of the players and their places, the course of the game (rules), the goal of the game, repeat the basic rules. After explaining the game, you can try it once without identifying the winners.

The most important moment of preparation for the game is the choice of the driver. The organizer can appoint the driver, but he must explain his choice to the players. The driver can also be determined by lot. Children really like to choose a driver with the help of a rhyme. At the same time, the players become in a circle, and one of the future players starts a counting rhyme. Pronouncing each word of the rhyme, he points to the players in turn. The one who has the last word of the counting rhyme will be the leader. Let's take a few counters as an example.

“One, two, three, four, five, the bunny went out for a walk. Suddenly the hunter runs out, Shoots straight at the bunny: Bang-bang, oh-oh-oh, My bunny is dying! .. They brought him home, He turned out to be alive. “White hare, where did you run? In the forest, oak forest. What did he do there? Lyko tore, Under the deck cleaned. And this counting song was composed by S. Ya. Marshak:

“Oblique, oblique, Don’t go barefoot, But go shod, Wrap up your paws. If you are shod, Wolves will not find a hare. The bear will not find you, Come out, you will burn!

Another old way - choosing a driver with a stick (bat) - is especially good if it is later used in the game. The driver is chosen as follows. The stick is held vertically. Any of the participants takes it by the lower end so that the end of the stick is flush with the lower edge of the palm. Then the stick, close to the hand of the first player, is taken by another player, the third, etc. If everyone grabbed the stick with one hand, and there is still room, then the one whose hand was the lowest takes it up. And so on until the stick runs out. Who in turn does not have enough space on the stick to hold its upper end, he becomes the leader.

In games where driving is prestigious, you can determine the driver using throwing. Whoever throws the object further or more accurately, he drives.

You can drive according to the results of the previous game. In this case, the most (least) dexterous becomes the driver. If you want all children to be on an equal footing and could demonstrate their abilities, you can take turns driving, then everyone will be in the role of a driver.

Another important point in the organization of the game is the division into teams. Teams of equal strength can be created at the discretion of the organizer of the game or by dividing the players by calculation. To do this, all players stand in line in order of height and are calculated on the “first-second” if two teams are required, or on the “first-second-third” if the need for three teams, etc. The collusion method is very popular with young children, since it is essentially a game. For this method, two captains are chosen. The rest of the players are divided into pairs of equal strength and come up with new “names” for themselves, agree with each other who will be called what. Then they approach the captains and call the invented "names". The captains, not knowing who is hiding behind these "names", choose the players in turn. "Names" can be the names of various objects, flowers, trees, cars, etc.

The method of choosing captains is as follows. Two or three captains are chosen (depending on how many teams are required), and they take turns choosing one player for their team. This method is often used in practice, but it is not very good due to the fact that the captains are reluctant to choose weak players and this, as it were, deliberately emphasizes their weakness, which, of course, is not pedagogical.

Getting ready to play

When choosing an outdoor game, a teacher or coach should give preference to those games that bring up high moral and volitional qualities in students, improve health, promote physical development and the formation of vital motor skills and abilities.

In the process of playing, children form concepts about the norms of social behavior, as well as cultivate cultural habits. However, the game is beneficial only if the teacher understands well his tasks - educational, health and educational, which are solved during the game, knows the anatomical, physiological and mental characteristics of students, owns the methodology for playing games, takes care of creating and maintaining appropriate sanitary conditions. .

Game selection

Before choosing a game, a specific pedagogical task should be set, taking into account the composition of the participants, their age characteristics, their level of physical development and preparedness. At the same time, it is necessary to take into account the form of conducting classes (lesson, break, holiday, training), as well as adhere to the well-known rule in pedagogy: from simple to complex.

In order to determine the degree of difficulty of a particular game, many elements included in it are taken into account: running, jumping, throwing, etc. Games consisting of a small number of elements that do not provide for division into teams are considered easier.

The choice of the game also depends on the venue. In a small, narrow hall or corridor, games can be played with lining up in columns and lines, as well as those in which players take part in turn; in a large hall or on a playground - games of great mobility with loose running, throwing large and small balls, with elements of sports games, etc.

When choosing a game, you should remember about the availability of special equipment. If the players stand in line for it for a long time, they lose interest in the game, and this, in turn, leads to a violation of discipline.

The effectiveness of the game depends on:

ability to explain the game in an intelligible and interesting way;

the position of the players during the game;

ñ definitions of leaders;

ñ distribution to teams;

ñdefinitions of assistants and judges;

ñmanaging the process of the game;

load dosing;

the end of the game.

Explanation of the rules

Students take their starting position. The teacher tells the name of the game, its goal and course, talks about the role of each player and his place. At the same time, the teacher must stand in a place from which all players could see and hear him well. In order for the children to better understand the conditions of the game, the teacher demonstrates to them how certain complex movements are performed. If the game is being played for the first time, make sure that all players understand the rules.

Host Choice

There are several ways to determine the leader, depending on the conditions of the training, the nature of the game and the number of players. The teacher can appoint one of the players to be the leader at his discretion, briefly justifying his choice. The leader can also be chosen by the players themselves. However, for this it is necessary that they know each other well, otherwise their choice will not always be successful.

You can appoint a leader based on the results of previous games. This choice encourages students to achieve better results. Lots are often used in the form of a counting rhyme. It must be remembered that the role of the leader contributes to the formation of organizational habits and the growth of activity.

In team games and relay races where several teams compete with each other, the distribution of players can be done in one of the following ways:

ñwith the help of calculations;

figured marching;

ñ at your own discretion;

ñ by the choice of the captains, who alternately get their players.

And who are the judges?

The division into teams must be carried out in accordance with the nature and conditions of the game, as well as the composition of the players. In complex games with a large number of participants, it is necessary to involve assistant referees, whose task is to count points, control time, and monitor the order and condition of the place for the game.

Judges and their assistants are appointed from students who are exempted for health reasons from doing physical exercises of medium and high intensity. If there are no such students, then the appointment is made from among the players.

Game Guide

This is undoubtedly the most difficult and at the same time decisive moment in the work of a teacher, since only it can ensure the achievement of the planned pedagogical result, which includes several mandatory elements:

monitoring the actions of the players;

elimination of errors;

ñdemonstration of correct collective techniques;

Prevention of manifestations of individualism, rude attitude towards players;

load regulation;

Stimulation of the required level of motor activity throughout the game.

Directing the game activity, the teacher helps to choose a way to solve the game problem, achieving activity, independence and manifestation of the creative initiative of the players. In some cases, he can join the game himself, demonstrating how best to act in this or that case. It is important to correct errors in a timely manner. It is better to do this during a special break. The players remain where they are. You need to explain the error concisely, demonstrating the correct actions. If these techniques are not enough, you can apply special exercises, separately analyzing this or that situation.

Load control

A crucial moment in the management of outdoor games is the dosing of physical activity. Playing activity captures children with its emotionality, and they do not feel tired. In order to avoid overwork of students, it is necessary to stop the game in a timely manner or change its intensity and nature of the load. By adjusting the physical load in the game, the teacher can use a variety of techniques:

ñreduce or increase the time allotted for the game;

change the number of repetitions of the game, the size of the court and the length of the distance that the players run;

adjust the weight and number of items;

complicate or simplify the rules of the game and obstacles;

Introduce short pauses for rest, clarification of individual moments of the game and analysis of errors.

game over

The end of the game must be timely (if the players have received sufficient physical and emotional stress). Premature or sudden ending of the game will cause dissatisfaction among the students. To avoid this, the teacher must meet the allotted time. At the end of the game, you need to sum up the results. When reporting the results, teams and individual players should be pointed out to the mistakes made, positive and negative points in their behavior. It is desirable to note the best presenters, captains, judges.

When to play?

Depending on the tasks and nature of the game, its physical and emotional load, the composition of the students, it can be included in all parts of the lesson (training).

The preparatory part - games of low mobility and complexity, contributing to the concentration of attention. Typical types of movements for these games are walking, running with simple additional exercises.

The main part is games with speed running, overcoming obstacles, throwing, jumping and other types of movements that require great mobility and contribute at this stage to the study and improvement of the technique for performing certain movements.

The final part - games of low and medium mobility with simple movements, rules and organization, which help active rest after an intense load in the main part of the game and allow you to finish it in good spirits. Comprehensive education and harmonious development of students can be achieved only in the process of many years, systematic and properly organized training in outdoor games.

Where to play?

Games on the ground are mobile, but at the same time they differ from them both in content and tasks, as well as in the conditions and methods of conducting: in unusual conditions, on a playground, in a forest, etc. Almost all games on the ground provide for the presence of certain training and knowledge in children. Outdoor games are very popular among students, they have a beneficial effect on their overall development, forming initiative, the ability to move dexterously, disguise themselves well, navigate correctly in a variety of game situations, and overcome certain obstacles depending on the conditions and tasks of the game. Games on the ground, as a rule, are team games. Children actively participate in the competition for mastering the flag or package. There are also intellectual games: with orientation in the area, hiking along a certain route using a compass, etc.

Preparing for the game

Each game on the ground must be prepared in advance, for which children must be familiarized with the terrain, show forbidden places in the forest, near reservoirs or in the area of ​​\u200b\u200bgardens, orchards, arable land, etc. For this purpose, several walks or hikes should be organized. On the eve of the game, its leader (coach) must study the area in detail, outline the points of departure for groups (teams), and provide for gathering places. After that, it is necessary to outline the composition of the teams, analyze the rules and conditions of the game with all the players, i.e. methods of movement, disguise, orientation on the map, use of the compass. One or more coaches should prepare assistant referees who would know the course of the game and its tasks well, be able to always assess the situation and find a way out of any situation. It is desirable that the assistant judges themselves do not take part in the game, but only monitor the observance of the rules and discipline by the players and, together with the coach, determine the victory of one or another team. The assistant referees wear an armband or other badge that will distinguish them from the players.

Each game on the ground begins and ends at predetermined signals. After the end of the game, the coach, together with all the players, must analyze its course, determine the winners (groups or teams), mark individual players who performed the tasks especially successfully and assistant referees who successfully coped with their duties, and also say a few words about those who received comments.

Game classification

Outdoor games as a means of physical education have a number of features. The most characteristic of them consist in the activity and independence of the players, the collective action. Rules facilitate the choice of tactics of action and the management of the game. The relationship between the participants is determined, first of all, by the content of the game. There are two main groups - non-team and team games, which are supplemented by a small group of transitional games. Non-team games can be divided into games with and without leaders. Team games are divided into two main types: games with the simultaneous participation of all players; games with alternate participation (relay races); as well as in the form of a duel between the players: without the players entering the fight with an opponent and, conversely, providing for an active fight with him.

A more detailed classification of games is based on the performance of motor actions:

simulation (with the performance of imitative actions);

ñ with dashes;

ñ overcoming obstacles;

ñ using balls, sticks and other items;

with resistance;

ñ with orientation by auditory and visual signals.

Conclusion

What you need to know when preparing and conducting outdoor games:

Stage 1. Preparation for the game.

game selection. It depends on the task at hand; age, physical data, number of children, conditions and venue.

ñpreparing the place for the game. For outdoor games, you need to pick up a flat, grassy area. If the game is played indoors, then there should be no foreign objects that interfere with the movements of the players.

Preparing equipment for games. It is desirable that the inventory be colorful, bright, noticeable in the game. The size and weight should correspond to the forces of the players.

site marking. If the marking of the court requires a lot of time, then this is done before the start of the game. Simple markup can be carried out simultaneously with the story of the content of the game. In the sports hall, the marking lines of the playgrounds for sports games can be used as markings for the game.

Stage 2. Organization of the players.

ñ the placement of the players and the place of the leader in explaining the game. Before explaining the game, it is necessary to arrange the participants in such a way that they can see and hear the leader well. In this case, the players should stand with their backs to the light source.

explanation of the game. It should be short and logical:

a) the name of the game

b) the role of the players and their location,

c) game progress

e) rules.

selection of leaders. You can do this in different ways:

a) by appointment of the head,

b) by lot,

c) at the choice of the players.

ñ distribution into teams, selection of team captains.

the allocation of assistants. Assistants chosen by the leader (these may be children who for some reason do not participate in the game) monitor compliance with the rules, take into account the results of the game, and distribute and arrange inventory.

Stage 3. Management of the game process.

The outcome of the game and the behavior of the players. The game starts on a prearranged signal. It is difficult for children to immediately remember all the rules of the game (especially if they play it for the first time), so during the game you need to remind them of them. If most of the players make the same mistake, the leader stops the game and makes corrections.

refereeing. The referee must find a place convenient for observation in order to see all the players and not interfere with them. Noticing violations of the rule, the judge gives a timely and distinct signal. He makes remarks without getting into arguments with the players. Comments and clarifications regarding refereeing must be made at the end of the game.

load dosage during the game. Intense loads must be alternated with rest. It should also be taken into account that with an increase in the emotional state, the load on the players in the game increases. To regulate the load, you can use short breaks, increase or decrease the size of the site, lengthen the distance of runs, divide the players into more subgroups, and increase the amount of inventory in the game.

the end of the game. The leader needs to finish the game when the children are not yet overworked and show interest in it. He forms groups of children and organizes the cleaning of inventory.

Stage 4. Summing up the game.

ñdetermining the results. When determining the results of the game, not only the speed, but also the quality of the performance of a particular task is taken into account.

parsing the game. When parsing, the details of the game are clarified, conflicts are settled. The debriefing helps the manager understand how much the game has been mastered, what the players liked and what needs to be worked on in the future.

Bibliography

1. Grimot A.A. et al. Pedagogy of summer holidays: Uch.-method. Benefit. - Mn., 1998.

2.Demakova I.D. Humanization of childhood space: theory and practice. - Kazan: Publishing house of TGGI, 2003. - 212 p.

3.Children's health camp: educational space. Digest of articles. - M.: TsGL, 2006. - 152 p.

4. Counselor's calendar. For those who go to the camp for the first time, and not only ...: a practical training manual on the organization of social and educational activities in a children's health camp / A.V. Shcherbakov, V.G. Schwemmer, E.A. Kiseleva and others. - Chelyabinsk: Publishing House of the GOU VPO "ChGPU", 2004. - 69 p.

5. Kupriyanov B.V., Rozhkov M.I., Frishman I.I. Organization and methods of games with teenagers M.: Vlados, 2001. - 215s

6. Panchenko S.I. Day after day in the life of a counselor. To help everyone who works or will work with teenagers in a children's camp. M: Research Institute of School Technologies, 2008. - 356 p.
7. Polyakov, S.D. Technologies of education / S.D. Polyakov. – M.: Humanit. ed. center VLADOS, 2002. - 144 p.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

FAR EAST HUMANITARIAN STATE

UNIVERSITY

DEPARTMENT OF PHYSICAL EDUCATION AND SPORT

Topic: Organization and methodology of outdoor games

KHABAROVSK

Introduction

1. History of outdoor games

2. The value of outdoor games

3. Methodology, organization and conduct of outdoor games and relay races

3.1 Characteristic features of outdoor games and relay races

3.2 Pedagogical requirements for games

3.2.1 Distribution to teams

3.2.2 Appointment of team captains

3.2.3 Explanation of the game

3.2.4 Dosing during play

Conclusion

List of used literature

Introduction

The game is a historically established social phenomenon, an independent type of activity inherent in man. The game can be a means of self-knowledge, entertainment, recreation, a means of physical and general social education, a means of sports. Games are a treasure trove of human culture. Their variety is huge. They reflect all areas of material and spiritual creativity of people. Naturally, many branches of knowledge have been and are engaged in the study of games: history, ethnography, anthropology, pedagogy, theory and methodology of physical education, etc.

By its very nature, the game unobtrusively encourages its participants to use their knowledge, skills and abilities more deeply and more fully in coordinated actions with teammates, develops attention, operational thinking, a sense of collectivism, responsibility, mutual assistance and many other socially important and useful qualities.

In this regard, outdoor games selected for physical culture lessons should help to master or consolidate the necessary knowledge, skills and abilities.

By playing competently and systematically selected specialized or auxiliary outdoor games by the teacher, students master the skills to think faster and better, analyze the current situation, strengthen their health and improve the functionality of the body, master the actual methods of physical education with a general applied and sports-recreational orientation of the subject.

To improve the overall effectiveness of the classes, the recommended games are designed in such a way that their practical implementation is carried out mainly in such a way that all students play at the same time. And the content of the game itself can easily and quickly vary - become more complicated or simplified at the discretion of the teacher, based on the specific educational situation that is developing.

Thus, outdoor games and relay races play a significant role in the process of professional education of student youth, bringing up the basic physical and vital qualities necessary for future specialists.

1. History of outdoor games

The game has long been an integral part of human life, used for the purpose of education and physical development of a person.

Physical exercises in primitive society were most closely connected with labor processes, religious rites, education and military affairs.

Physical culture began to take shape at a certain level of economic and social development in the era of the Upper Paleolithic, i.e. about 50 thousand years ago.

More advanced tools of labor, as well as the emergence of tribal associations, gave people the opportunity not to limit their activities to the manufacture of items that serve to satisfy the most primitive needs of life. Of decisive importance was the understanding by people of the fact that the hunter must be able to run fast, carefully sneak up on shy game, be strong in the fight against a large animal, and when meeting a fast animal, he must deftly and without a miss hit the target. Therefore, the hunter had to constantly train, develop strength, dexterity, and accuracy. In the manufacture of projectiles for throwing, trial throws had to be made. Such exercises have become an integral part of preparing the younger generation to fulfill the tasks that life in a horde, clan, tribe put before them. In primitive society, children and adults took part in outdoor games with a ball and sticks. The victory in the competition brought fame to the tribe, and the winners were awarded prizes.

2. The value of outdoor games

Game is a very broad concept and covers very diverse phenomena: from the simplest movements of a baby to athletic ice hockey. The game accompanies the life path of a person - from his infancy to old age.

Depending on the importance given to games, the attitude towards them is determined.

The game is a form of activity in which a person's worldview is formed, his attitude to the team. Like no other type of activity, the game is capable of cultivating the skills of collective action. It disciplines people, teaches them to obey the rules, to respect each other.

According to the theory of excess energy, play activity occurs due to the accumulation of excess, unused energy in the body, which must be removed, which is achieved through the game.

The special significance of outdoor games lies in the fact that they are widely available to people of all ages. Outdoor games, despite the huge diversity associated with ethnic and other characteristics, one way or another reflect such common characteristics inherent in this form of activity as the relationship of the players with the environment and the knowledge of reality. The purposefulness and expediency of behavior in achieving the intended goal, associated with suddenly emerging and constantly changing conditions, the need for a wide choice of actions, require the manifestation of creative abilities, activity, and initiative. Such a breadth of use of opportunities, expressed in independence and relative freedom of action, combined with the fulfillment of voluntarily accepted or established conventions while subordinating personal interests to common ones, is associated with a vivid manifestation of emotions. All this from a methodological point of view characterizes the outdoor game as a multifaceted, complex in terms of impact, pedagogical means of education. Complexity is expressed in the formation of motor skills, the development and improvement of vital physical, mental and moral-volitional qualities. However, such a versatile impact does not prevent the selective orientation in the use of folk outdoor games.

The presence of a competitive element in natural types of movements allows the use of folk outdoor games to prepare for sports games. Proper selection and management of games are of decisive importance in instilling in the trainees a sense of collectivism, activity, initiative, and conscious discipline; perseverance in achieving the goal, courage.

Outdoor games have a health-improving, educational and educational value and are easily accessible for family physical education. It has been proven that they have a beneficial effect on the nervous system and improve health.

3. Methodology, organization and conduct of outdoor games and relay races

Outdoor games and relay races are used in physical education classes to improve the overall physical fitness of students.

Systematically organized outdoor games, if carried out correctly, have a positive effect on the dynamics of the physical development of those involved. The teacher needs to pay attention not only to the size of the teams, which should be the same, but also to ensure that the strengths of the players are approximately the same.

The teacher should instill in students a serious attitude towards outdoor games. It should be explained that this or that game has educational and training value. Consciously fulfilling game tasks, students will engage in outdoor games with increased interest and better discipline.

Considering outdoor games and relay races on the basis of the organization of the players, the following can be distinguished:

a) without dividing the team into teams (games based on the simplest relationships between participants);

b) with the division of the team into teams (games aimed at educating collective actions).

Games can take place in various combinations:

a) games where active martial arts take place;

b) games without contact with an opponent;

c) relay race games, in which the actions of each participant are equally directed, are associated with the performance of individual tasks.

Relay races, depending on the formation of the players, can be linear (competitors stand in parallel columns), oncoming (each team is located in two columns that line up against each other behind opposite lines of the site).

Given that one of the main tasks of physical education is the development and improvement of the physical qualities of those involved, it becomes necessary to evaluate the games used in terms of the participants' motor activity, the intensity of their game activity (table 1).

Table 1 - Grouping of games according to the manifestation of physical qualities among those involved (according to V.G. Yakovlev)

qualities, manifested in	Characteristics of game actions
Agility	Games that awaken you to immediately move from one action to another. Games that require the ability to focus on several actions at the same time (running, jumping, dodging actions)	Kick-outs, Circle bast shoes, Shootout, Challenging for the ball, Passing the ball in the column
Rapidity	Games that require timely motor responses to visual, sound signals, with short dashes; overcoming small distances in the shortest possible time; with speed running in changing conditions	Catch Up, Offensive, Circle Relay, Head Relay, Who's Faster
	Games with short-term muscle tension of dynamic and static character	Relay with a hoop and a skipping rope, Rope in pairs, Climbing and climbing relay, Changing places
Endurance	Games with repeated repetitions of active, vigorously performed actions associated with continuous intensive movements, in which active actions alternate with short pauses for rest, transitions from one type of movement to another	Challenging for the ball, Volleyball passing on the net, Volleyball with two balls

3.1 Characteristic features of outdoor games and relay races

A characteristic feature of outdoor games and relay races is voluntariness and emotionality. Relative freedom, independence of actions in the game with the acceptance of the obligation to comply with a number of conditional requirements.

Game activity is characterized by the fact that it is directly related to certain functional changes in the body.

It is important to keep in mind that higher nervous manifestations are always to some extent determined by the functions of the subcortical regions of the brain and can, under certain conditions, be intertwined with certain instinctive reactions. This dependence is especially evident in the emotional actions of students. The figurative or conditional design of the game provides for the achievement of certain goals in conditions of changing situations (permanent or random). A game plan can be created based on specific tasks of physical impact.

The most significant feature of outdoor games and relay races must be considered the reflection in them of two characteristic and important types of relationships between people: competitive wrestling; cooperation.

Elements of competitive wrestling are inherent in all outdoor games and relay races, and they occupy a leading place in the practical content of all basic game actions.

Cooperation between the players is carried out in most outdoor games. It is very important that cooperation in outdoor games, as a rule, is conditioned by the specific conditions and tasks of the competitive struggle unfolding in them. In outdoor games, all the necessary actions are performed in the conditions of the joint activity of a certain group of players. In this case, each participant has to come into contact with other players and interact with them.

An important feature of outdoor games and relay races is that game actions are carried out in unexpectedly changing external conditions. Each player seeks to put himself in the most advantageous position compared to his opponent and, at the same time, create the greatest possible difficulties for the latter in the implementation of game goals.

The variability of game situations causes the participants in the game to constantly and thoughtfully navigate, which leads to the manifestation of such qualities as observation, the ability to analyze and evaluate the current situation.

3.2 Pedagogical requirements for games

relay race pedagogical game

When choosing a particular game, one should take into account the preparedness of the group and the tasks that will be solved during the game. Factors such as the composition of the group, the venue and the availability of equipment should also be taken into account.

Each game begins with the organization of participants - the distribution into teams, the appointment of captains. When conducting team games, and they are the most effective means of consolidating skills, it is necessary to ensure that all teams are equal in strength.

3.2.1 Distribution to teams

The players are distributed at the discretion of the leader in cases where it is necessary to make teams of equal strength (during complex sports games).

The players are divided into teams by calculation: they stand in a line, they are calculated for the first or second; The first numbers will make up one team, the second - the other. This is the fastest way, it is most often used in physical education classes. But with this method of separation, the teams are not always equal in strength.

Separation by figured marching or calculation of the driving column. There should be as many people in each row as there are teams required to play. The composition of teams with this method is random and often not equal in strength.

Allocation to collusive teams. Children choose a captain, divided into pairs, agree on who will be who, and the captains choose them by name. With this distribution, the teams are almost always equal in strength. It can only be used in cases where the game is not limited in time.

Distribution by appointment of captains. Children choose 2 captains, who take turns choosing players for their team. This method is quite fast, and the teams are equal in strength. The negative side is that captains are reluctant to take on weak players, which often leads to resentment and quarrels.

Permanent teams can be not only for sports games, but also for complex outdoor games and relay games.

3.2.2 Appointment of team captains

It is desirable that as many participants as possible be in the role of captain. There are several ways to select captains:

As directed by the head. The head appoints the captain, taking into account his role in the game. The advantage of this method is that the most suitable captain is quickly selected. But at the same time, the initiative of the players is suppressed. The manager appoints the captain in the event that the players do not know each other. Upon appointment, the manager must briefly explain his choice.

By lot. By calculation, throwing and in other ways. Often they use the method of counting, throwing - the one who throws the stick, stone, ball, etc. further leads. This method takes a lot of time.

The choice of the players. This method is good in a pedagogical sense, it allows you to identify the most worthy captains. It is good to prioritize the selection of the captain so that each participant has been in this role. This contributes to the development of organizational skills and activity.

According to the results of previous games. This must be communicated to the participants in advance so that they strive to show the necessary qualities in the game.

The listed methods of choosing captains must be alternated depending on the task, the conditions of the lesson, the nature and number of players and their mood.

3.2.3 Explanation of the game

The success of a game largely depends on its explanation. Starting to explain, the leader must clearly imagine the whole game.

name of the game;

the role of the players and their location;

game progress;

the purpose of the game;

rules of the game.

The story should not be monotonous. The story should not use complex terms. New concepts, new words need to be explained.

For better assimilation of the game, it is recommended to accompany the story with a demonstration. It may be incomplete or complete. When explaining, it is necessary to take into account the mood of the students. Noticing that their attention has weakened, the leader should shorten the explanation or revive it.

3.2.4 Dosing during play

In outdoor games it is difficult to take into account the capabilities of each participant, his physical condition at a given time. Therefore, excessive muscle tension is not recommended. It is necessary to provide optimal loads. Intensive loads should be alternated with rest.

When starting to conduct, it is necessary to take into account the nature of the previous activity and the mood of the children (after great physical or mental effort - games with less intensity).

It should be borne in mind that, with an increase in the emotional state of the players, the load in the game increases. Players who are passionate about the game lose their sense of proportion, wanting to surpass each other, do not calculate their capabilities and overstrain. It is necessary to teach children to control and regulate their actions in the game. The load of younger students should be increased more gradually than older ones. Sometimes it is necessary to interrupt the game, although the players have not yet felt the need for rest.

You can arrange short breaks, using them to analyze mistakes, count points, clarify rules, shorten distances, reduce the number of repetitions. You can increase the mobility of the participants in the game, complementing the obstacle, increase the distance.

It is desirable that all players receive approximately the same load. Therefore, you can only remove losers from the game for a very short time.

The duration of an outdoor game also depends on the weather. In winter outdoor games, athletes must intensively perform movements without interruption. It is impossible to give the players strong loads, followed by rest, so as not to cause perspiration, and then rapid cooling. Winter games should be short.

The direction in the game depends on the size of the site, and the larger it is, the more directions the participants receive.

Considering all these factors, it is possible to organize and conduct the game with maximum benefit.

Conclusion

In the conditions of modern civilization, in connection with a sharp decrease in human motor activity, the role of systematic physical exercises and outdoor games is increasing.

Various outdoor games help to develop various muscle groups of the body, coordination of movements, and contribute to the development of thinking.

But in order for the effect of the game to be positive, it is necessary to take into account the physiological characteristics of people of different ages when choosing it; in many respects the success of the game depends on the choice of the place of its holding and the preparation of this place for the game, the explanation of the rules, the division into teams and the choice of captains.

As for the dosage during the game, excessive muscle tension is not recommended. It is necessary to provide optimal loads. Intensive loads should be alternated with rest.

List of used literature

1. Geller E. M. Outdoor games in the sports training of students - Minsk: Higher School, 1977. - 172 p.

2. Zhukov M.N. Outdoor games - Moscow: Higher education, 2000. - 157 p.

3. Kodzhaspirov Yu.G. Developing games at physical culture lessons - Moscow: Drofa, 2003. - 170 p.

4. Popenchenko V.V. Physical education at the university - Moscow: Higher school, 1979. - 120 p.

5. Yakovlev V.G., Ratnikov V.P. - M.: Enlightenment, 1977. - 144 p.

Hosted on Allbest.ru

Similar Documents

thesis, added 03/14/2015


Famous teachers about the importance of outdoor play in the lives of children. Characteristics and classification of outdoor games for teenagers (13-15 years old). The methodology of the game. Outdoor outdoor games: choosing a game and preparing a place for it. Team games.

abstract, added 12/26/2007


The role and importance of outdoor games for the physical improvement of schoolchildren. Anatomical and physiological features of primary school students. Methodology for conducting various outdoor games for the development of physical qualities in children of primary school age.

term paper, added 05/07/2011


Differentiation of outdoor games in modern science, their role in physical development. Age features of children 6 years old. Methodology for the development of speed-strength abilities of 6-year-old children by means of outdoor games, principles for developing appropriate recommendations.

thesis, added 06/20/2013


Historical prerequisites for the emergence of the game. The concept, essence and features of the game. The use of outdoor games in the children's health camp. The influence of play on the physical development of the child. Study of the role of outdoor games in a children's health camp.

thesis, added 10/27/2010


Educational and social value of outdoor games. Anatomical, physiological and psychological characteristics of children of primary school age. Analysis of the program of outdoor games and exercises in the complex program of physical education of elementary school.

term paper, added 07/26/2011


Anatomical and physiological features of children 13-14 years old. Pedagogical value of outdoor games. The use of outdoor games for learning and improving volleyball techniques. Additional exercises in the system of means used in the training process.

term paper, added 05/27/2014


Characteristics of the anatomical and physiological characteristics of children 6-7 years old. Methodology for the development of physical qualities and motor skills in preschoolers. Development of a program for the development of physical qualities of preschoolers based on the use of outdoor games.

thesis, added 09/06/2015


Study of the history of the development of Russian and world hockey. Characteristics of ammunition, features of the hockey rink, game technique. Analysis of exercises for learning to slide, outdoor games during training, rules for turning, stopping and braking.

abstract, added 01/24/2012


Methods of preparing and conducting excursions for athletes. Characteristics of the excursion, stages of its preparation, place and form of conduct, type of route, method of transportation. Features of the presentation of the excursion text. Guide requirements.

Experience on the topic

« Russian folk games"

“Little children… play like a bird sings.” These words capaciously and figuratively highlight the main thing: the game is the natural state of the child, his main occupation. They belong to N.K. Krupskaya, whose views on the essence of the game formed the basis of preschool pedagogy.

The games used for physical education are very diverse.

They can be divided into two large groups: mobile and sports.

Outdoor games:

Actually mobile: plot, plotless, fun games, attractions.

Sports: football, volleyball, basketball, badminton, tennis, gorodki, hockey.

But I noticed that folk games have almost disappeared from childhood today. The preservation and revival of national culture is now one of the primary tasks. In order for a child to develop a feeling of love for the Motherland, it is necessary to educate him in an emotionally positive attitude towards the places where he was born and lives, to develop the ability to see and understand their beauty, the desire to learn more about them, to form the desire to provide all possible assistance to people who surround. Therefore, we must remember that folk games as a genre of oral folk art are a national treasure, and we must make them the property of our children. So I had a need to create a circle of Russian folk outdoor games.

I have set myself the following tasks:

1. Conduct an analysis of the literature.

2. Determine the relationship of physical education with the possibilities of folk traditions.

3. To study the existing experience.

She began her work with the study of methodological literature. Along with the study of methodological innovations, she studied outdoor games and their organization. “Russian Folk Outdoor Games” by M.F. Litvinova became my reference book.

Then, work began on creating conditions for holding games: for this purpose, play corners in groups were re-equipped, their aesthetic design was thought out, and the rationality of the arrangement of the game material.

For the first time, when I study this or that game with children, I tell them about the history of its creation.

It turned out that it is not easy for children to convey the movements characteristic of some animals. To do this, I tried to talk more about the habits of animals - the characters of games, such as “At the Bear in the Forest”, “The Fox in the Chicken Coop”, “Hares and the Wolf”, etc. The teachers read aloud fairy tales, folk rhymes, together with the children made all the necessary attributes.

In older groups, learning games with children, she talked about the different peoples inhabiting Russia, introduced them to the history and traditions of these peoples.

I chose folk outdoor games in accordance with the tasks of physical education that I was working on at the moment and those motor skills that children had already mastered, as well as in accordance with the recommendations of the program and based on the principle of similarity of the attributes used or tasks solved with the help of games.

Only after that the circle "Russian folk outdoor games" began to work. I set myself the task:

Arouse children's interest in folk games. Learn how to organize them yourself.

Because Since the game is the main activity of children, when drawing up a plan, I decided to use outdoor games more effectively, which not only stimulate the child’s motor activity, but also contribute to the development and improvement of basic movements.

The most acceptable for children are games with a simple and accessible plot, as well as game exercises based on the performance of specific motor tasks. I selected these tasks in games and game exercises in such a way that they corresponded to the abilities of children. First of all, these are movements such as walking, running, throwing, crawling. I tried to distribute all the game material in a certain sequence, taking into account the complexity of the movements.

During the period of mastering children with a new environment, outdoor games made it possible to teach them to play together, together, not to bump into each other while running, to navigate in space (the game "Ordinary Fifteen").

In the future, I tried to select outdoor games and game exercises in such a way that they ensured the versatile development of children's movements. When planning games, I always took into account the development of which motor skills and abilities require special attention in this period.

A large place in working with children is occupied by plot outdoor games. In these games, along with the development and improvement of movements, I teach children to act in accordance with the rules of the game. The fulfillment of these tasks, first of all, depends on us, educators, on how much we managed to interest children in the game. Therefore, I tried to explain the game emotionally and expressively and took a direct part in the game, showed interest in the actions of the children. All this helped active actions, caused a desire to repeat the movements again and again. Performing this or that role in the game, I not only suggested how to move, but also showed an example of the correct execution of movements.

So in the game "Cockfight" showed how to jump on one leg and push each other with the shoulder, while encouraging the children who perform the movement most successfully.

Considering that the motor abilities of older children are large, the game offered everyone to practice movements. I tried not to limit the space for movement. Do not reduce the time of active actions, increased the dosage of running and jumping in games.

Preschoolers are good at familiar outdoor games. However, observations have shown that children's interest in the game, motor activity is noticeably reduced if a familiar game is played for a long time in the same variant, without changing anything. This circumstance made me take the variation of games more seriously.

To ensure the interest of children in outdoor games, it is necessary to make changes to their content from time to time: complicate, supplement movements, etc. Various options for conducting an outdoor game provide for the preservation of its rules and the improvement of the movements of children, taking into account their individual characteristics.

For example, everyone knows the game "Cunning Fox". And her options are:

The leader touches 2 or 3 children who become leaders.

A restriction is introduced for the fox: salting with his left hand.

It is not children who play the game, but different animals: hares, ducks, bears, and so on - therefore, they must move during the game in accordance with the images.

An interesting method of explaining an outdoor game in the form of a mini-tale was borrowed by me from the teacher of the Moscow State Pedagogical University E.Ya. Stepanenkova. The main requirements for such mini-tales are their figurativeness and emotionality, the presence of a specific content of the game and a clear signal for the beginning of the action.

For example, for the game "Owl" a fairy tale can be like this.

“Animals often gathered to play in the forest clearing: hares, cubs, squirrels. They ran, jumped, climbed - as best they could, and everyone had fun. And in the hollow of a tree lived an owl - an owl. She slept during the day and went hunting at night. She will see that the night has come, she will shout: “Wow!” - and flies for prey. The animals will hear her hooting and quickly run to the houses. And when morning comes, the animals again come running to the clearing to play.

A very important point in the game is the distribution of roles. You can select children for certain roles using various methods: entrust someone with a role, choose a rhyme, etc. So that children do not use accidentally heard rhymes with negative content, we learn rhymes in a class in a circle. In addition, we use counting rhymes with a question, collusion, drawing lots, guessing. I'm running a contest for the best rhyme for the game. Such competitions allow enriching children's knowledge of folk games, educate taste, imagination, develop a sense of rhythm, which is so necessary in folk outdoor games. An album with the most favorite and interesting rhymes was designed.

I pay much attention to the use of natural materials in folk games: pebbles, sticks, twigs, cones. I encourage the use of folk games in free activities.

I pay special attention to the implementation of the rules by children. Rules are of great educational value. Obedience to the rules brings up in the child the will, endurance, the ability to consciously control their movements, to slow them down.

So, folk games in combination with other educational means are the basis of the initial stage of the formation of a harmoniously developed personality.

Methodology for the use of outdoor games

Preparing for the game

The choice of games depends on the task. Determining it, the leader takes into account the age characteristics of children, their development, physical fitness, conditions and the number of children. The choice of the game also depends on the place where it is held, the weather and air temperature, the availability of manuals and equipment.

Preparing the place for the game. For outdoor games, you need to remove the turn (if you need accurate markings and a flat area) or pick up a flat green area (especially for children of primary school age). Before playing on the ground, the leader must familiarize himself with the terrain in advance and outline the conditional boundaries for the game.

Preparing equipment for games. For outdoor games, flags, colored bands, sticks, balls, skittles, reins, etc. are needed. It is desirable that the inventory be colorful, bright, noticeable in the game (this is especially important for kids). In terms of size and weight, the equipment must correspond to the forces of the players. The amount of inventory must be foreseen in advance.

Preliminary analysis of the game. The leader must first think over the entire process of the game and foresee what moments of it can cause excitement, dishonest behavior of the players, a drop in interests, in order to think in advance how to prevent these undesirable phenomena. Organization of the players.

Game Explanation

The success of the game largely depends on the explanation. When starting a story, the leader should imagine the whole game. The story should be short: a long explanation can adversely affect the perception of the game (the exception is games with kids, which can be explained in a fabulous, exciting way). The story should be logical, consistent. The following plan of presentation is recommended: the name of the game, the role of the players and their locations, the course of the game, the goal and rules. For better assimilation of the game, it is recommended to accompany the story with a demonstration. -

Isolation of drivers

Drivers can be identified in a number of ways:

By appointment of the head. The advantage of this method is that the most suitable driver is quickly selected. But at the same time, the initiative of the players is suppressed.

By lot. The determination of the driver by lot is not always successful. However, children often use this method in independent games, since it does not cause disputes among them.

The choice of the players. This method allows you to identify the collective desire of children, who usually choose the most deserving drivers.

According to the results of previous games. As a reward, the driver becomes the player who turned out to be the most dexterous, fastest, etc. in the previous game.

Distribution to teams

The distribution to teams is carried out in various ways: at the discretion of the leader, by calculation in a line, by agreement, by appointment of captains. Management of the game process. The leader should interest the children in the game, captivate them. Sometimes it is worth participating in the game yourself, captivating children with your behavior. Children must be taught to consciously observe the rules of the game. It is necessary to achieve conscious discipline, honest implementation of the rules and duties assigned to the players. During the game, the creativity of the players should be developed. Refereeing. Every game requires objective, impartial refereeing. The referee monitors the correct execution of techniques in the game, which contributes to the improvement of the technique of the game and, in general, increases interest in it.

Dosage during the game

In outdoor games it is difficult to take into account the capabilities of each participant, as well as his physical condition at a given time. It is necessary to provide optimal loads. During classes, intense games should be alternated with sedentary ones. It is not necessary to allow drivers to be in motion for a long time without rest.

Game duration. The duration of the game depends on the nature of the game, the conditions of the lessons and the composition of those involved. It is very important to finish the game on time. As soon as the first signs of fatigue appear, the game should end, but the ending should not be expected by the participants. Summarizing. At the end of the game, the leader must announce its result, analyze the game, pointing out errors in techniques and tactics, mark the children who played well, observed the rules of the game and showed creative initiative.

Lead by example!!!

Everyone should be interested. Thinking through your event, make it interesting for both boys and girls.

It is important to interest (use everything, down to the intonation of the voice)

Ignore the answers! Often children are prematurely negative about the game, do not be upset, this often happens with adults. Draw them into the game and make it as interesting as possible, because if it’s not very good, then they will only assert themselves in their rightness. Therefore, all events should be well thought out and carried out (so that those who did not participate will envy later!)

Conducting events. Lead cool, with enthusiasm. You yourself must be optimistic, otherwise the effect will not be the best. This applies to any event, starting with charging.

There must be interest. Be sure to be interested in the game, hike, spark (there must be some kind of intrigue, history, mystery, ...). Write out a plan for the whole day, by the hour - organizes you and intrigues them!

Don't overload! Every 20 minutes it is better to do a relaxation (a joke, let a laugh, switch to something else, ...)

Support ideas. Take any initiative.

Get the kids interested

In order for children to start playing your game, it is necessary that they become interested. Everything is important here down to the tone of your voice when you announce an upcoming event to them (by the way, “event” is a leader’s technical term, it is not said to children). You have to be sure that it's cool.

You start get the kids interested intriguing them. Make a plan for the day in a detached corner in an unusual form, come up with bright names for all events. For example, you can insert a mysterious item into the plan for the day: “BOOM”. What it is? It turned out to be the "Big Garbage Cleanup".

Lead the game should also fun, fun. Come up with something original. And again, you yourself should like that you do.

Don't be lazy create an entourage. It's capable turn an ordinary set of standard contests into an exciting action. You can simply split the squad into 2 teams and hold five competitions, putting up from 1 to 5 points for each, but this is not interesting to anyone. And you can say that these are not teams at all, but expeditions to explore ancient tombs, tie all the same contests to this plot, dim the lights in the hall, put candles on, dress yourself in a mummy costume - and now a completely different game! Bright, memorable.

Children's excuses

It happens that some children are negatively disposed in advance to the upcoming game. " We don't want to play"," Fu, yes, it's boring, we'd better sit in the ward "What to do with these? Dont be upset. Get them into the game. Invite them to start and then if they don't like it, leave. Most likely, they will like it, and they will play enthusiastically until the end. But don't screw up here. Make the game really interesting. And those who still did not play, let them envy. Don't give your kids too much room to be naughty. Having gathered the squad, immediately begin without delay. Let your game pick up and swirl the children like a whirlwind! Take the initiative

Do not mechanically adhere to the prepared plan. We need to see what the children are interested in and take the initiative. Let's say your kids hang out at the ping-pong table all the time. Okay, let's take it, we are holding a blitz tournament - here's the event for you.

The counselor must have a "virtual fluff" - be able to invent games on the go. Discharge

It is difficult for children to sit still for a long time (the younger, the more difficult). Think over the game so that there is a physical discharge (let's say, once every 20 - 30 minutes).

When playing the game, rely on the following scheme:

Preparatory stage of the game. If you need additional materials for the game, prepare them in advance or arrange a room in advance. Let the guys take their starting positions to announce the rules of the game.

Introduction to the game. Tell me about the rules of the game. Try to speak clearly, briefly, in a language understandable to children, clarify what they understood from the rules.

The game itself. During the game you can participate or not. There are games in which your participation is mandatory, for example: if the guys are divided into pairs and one child is left without a pair, then you must take part in the game so that the child does not feel outside the team and, conversely, if there were enough pairs for everyone, then you should not take part in the game. You must monitor the implementation of the rules by all participants in the game, watch how the guys communicate during the game in order to prevent rudeness between the participants.

Outcome of the game. Every game must have a logical conclusion. It can be: summing up and announcing the winners, encouraging all participants in nominations, a conclusion that corresponds to the meaning of the game, or at least approval and praise.

As well as…

SURPRISE

X It is well known that nothing attracts attention and stimulates children like the amazing. The counselor can find a point of view in which even the ordinary becomes surprising.

DELAYED SOLUTION

AT At the beginning of the event, the counselor gives a riddle (an amazing fact), the answer to which (the key to understanding) will be opened in the process of completing tasks. You can also give a riddle at the end to start the next activity with.

FANTASTIC SUPPLEMENT

AT the squeezed complements the real situation with fantastic (fabulous, adventure, ...) baubles.

When planning games, answer the following questions for yourself: is the venue suitable for the game? Is there enough space? Is there enough lighting for the game to go well and safely? Will everyone participate, and does the game chosen match the number of children in the squad?

Important points for games

Thorough preparation and training. Study the game well. Remember the rules and learn to explain them clearly and in simple terms.

For the first game, it is better to choose one in which everyone will participate, not dividing into groups, but by the whole squad. This will set a good mood for future games.

prepare the necessary props in advance and bring them to the venue.

Take care of discipline before and during the explanation of the rules of the game.

It is better if, after the explanation, several guys show what to do. A visual perception is always better than a verbal description.

Mainly use mass games. Plan special tasks for those who, for some reason, cannot take an active part in the game.

Play the game lively and without delay. You need to complete the game before you lose interest in it.

Always have a few more games "in reserve" just in case of an unforeseen event, for example, rain, broken props, lack of interest in children and more.

Familiarize yourself with the different forms of games: in a circle, relay in a circle, etc. Think in advance how the squad will be reorganized from one form of organization of the game to another.

Be mindful of the situation when instructing children. They should not feel uncomfortable in order to fully concentrate on preparing for the game.

If the game assumes winners, be sure to pay attention to their announcement and congratulations. Recognition and praise are always pleasant. There is no need to focus too much on this. Children must learn and win and lose.

Be yourself passionate about what is happening!

Let us clarify those age characteristics of children and adolescents that the counselor must take into account when organizing gaming activities.

younger children.

Playing and listening to the counselor, children at this age learn to act in a team. What are the conditions for children to complete assignments at this age? Each child should have instructions that are simple and understandable so that they can be completed and at the same time difficult enough to make them want to be carried out. They must be playful, so that they are interesting to perform.

Outdoor games with running and jumping should be limited in time and accompanied by frequent breaks, changes in the nature of movements.

Inadmissible are games associated with large power loads, with prolonged immobile sitting at the table,

If, according to the rules of the game, the child is forced to leave it, then only for a short time, otherwise he will break the rules by entering the game on his own, without permission.

Children of this age love games in which they have to "freeze" in place. Such games contribute to the development of the braking function.

All children love to drive in the game. The choice of the driver must be justified every time: “he has never driven with us”, “he was very brave in the previous game”, “very honestly observed the rules of the game” ... The driver can be chosen using a rhyme or he can be the winner of the previous game is named.

Children must be taught to play without violating the rules, taught to act on a signal.

Finishing the game, it is necessary to mark the best, enterprising players. Useful role-playing games (playing the roles of animals) and, of course, a variety of outdoor games.

How to get kids into play?

It is necessary to present the content of the game to children briefly, figuratively. It is advisable not to give the rules of the game all at once, since children will not be able to quickly learn them and will involuntarily violate them. In the future, let the children remember the rules of the game themselves.

You can divide children into teams like this: build a squad in one line in height and count on “first or second”; "first" - one team, "second" - another team. Or they act in this way: two leaders are selected, the detachment is divided into pairs, each pair comes up with the name of an animal, plant, object: then the pairs take turns approaching the leaders and “calling” themselves; leaders in a certain order choose their team members from these pairs.

There is also the following way of dividing into teams: leaders are selected (appointed), who call one member per team; the called team member calls the next one at his discretion. That's how teams are made. The counselor participates in the game with the children.

outdoor games to choose those that would not contain excessive emotional stress;

some competition games are desirable to be held separately for boys and girls;

How to bring the guys into the game?

It is necessary to explain the rules of the game, conduct the game and “judge” at a pace, figurativeness is not necessary.

Divide the children into groups in the same way as in the case of younger children.

The counselor does not play the role of a direct mentor, but a senior member of the team, directs the game "from the inside". If the children make an erroneous decision, the counselor should not rush to cancel it; it is better to first convince the children of its fallacy, and perhaps even give the children the opportunity to see the mistake in practice (if the supposed negative consequences of a wrong decision are acceptable).

the game should be meaningful, active, rather complex;

it can be designed for long-term training;

it is important that teenagers realize the need for the game, its usefulness.

In a temporary children's association, the game plays an important collective role. The game allows you to regulate the emotional tone of children and adolescents, maintain interest in the activities offered to them at the summer camp.

How to bring a teenager into the game?

The development of games is carried out in the process of joint creativity of counselors, children and adolescents in the choice of plots, roles, game tasks. This not only creates their interest in the upcoming game, the expectation of it, but also prevents many pedagogical miscalculations. The inclusion of children in the development of the game is a guarantee of their active participation in its implementation.

You can divide teenagers into teams in the previously described ways or depending on personal attachments and interests. If in the course of preparing for the game it turns out that artists, artists, designers must each play their own roles, the counselor can do the following:

Appoint leaders (knowing about the abilities of the guys) according to the number of groups needed for training;

Invite each of them to invite one person from the detachment to their team;

Then the "newcomer" invites the next one, and so on. This allows you to complete diverse groups with a specific focus of activity. The counselor plays the role of the organizer of the storming of the game. Further

delegates its powers to the children, correcting and directing their activities.

Some tips for playing games:

To lead, you need to plan and not forget about the reserve

The rules of the game must be well explained so that there are no misunderstandings and confusion.

The game should not be too hard or too easy.

It is better if the leader plays on a par with others. This will quickly allow the playing guys to be liberated, to feel equal. Sometimes you can’t play in order to be a judge, and sometimes in order not to take the place of the player

One of the rules is to avoid pauses. One game must be replaced by another. Guys can't be forced to play a game they don't like, but they can't be allowed to make a farce out of the game. In this case, it is better to stop the game and start a new one.

The leader is often the referee, but sometimes the role of the referee must be entrusted to one of the players. The latter, by the way, does not relieve the leader of responsibility, he must see everything and know everything.

When dividing into teams, it is necessary to evenly distribute the forces of the teams, creating equal groups

To manage a big game in the forest, one must know the area well and agree well on the end of the game. It is necessary to agree in advance what to do if someone does not hear the final signal. Each group should have a person responsible for ensuring that no one is lost or forgotten in the forest.

There should be no bored observers in the game. The game must be organized so that the players, if necessary, leave the game only for a short time. The less passive - the more fun the game

Do not teach more than one game at a time.

Always have one or two new games as a surprise, especially during camp events.

Replenish your personal stock of games and other entertainment programs. Make collections. Always look for new games.

In order not to waste time at camp events, explain in advance and draw on the board the conditions and rules of the games, prepare a set of signs (gestures, signs, etc.), such as “stop”, “go”, “freeze”.

Make sure the playground and equipment is always ready to play. Make permanent markings on the site in the form of squares, circles, lines, dots, etc. Keep your equipment in good condition, especially balls.

Create more teams, groups and involve them in games. Encourage everyone present to be active so that they do not stand aside. Wherever possible, use small groups.

Tatyana Kovaleva
Consultation for educators "Organization of outdoor games with preschool children"

Consultation for educators

Organization of outdoor games with preschool children

The value of outdoor games

Outdoor games create an atmosphere of joy and therefore make the most effective complex solution of health, educational and educational tasks.

Situations on the playground, which are constantly changing, teach children to use motor skills and skills appropriately, ensuring their improvement. Naturally manifest physical qualities - speed of reaction, dexterity, eye, balance, skills of spatial orientation, etc.

The need to obey the rules and respond appropriately to the signal organizes and disciplines children, teaches them to control their behavior, develops intelligence, motor initiative and independence.

Outdoor games expand the general horizons of children, stimulate the use of knowledge about the world around them, human actions, animal behavior; replenish vocabulary; I improve mental processes.

Thus, outdoor games are an effective means of versatile development.

Classification of outdoor games

For convenience of practical use, outdoor games are classified. There are elementary outdoor games and sports games - basketball, hockey, football, etc. Outdoor games - games with rules. In kindergarten, mainly elementary outdoor games are used. Outdoor games are distinguished by their motor content, in other words, by the main type of movement that dominates in each game (games with running, games with jumps, etc.)

According to the figurative content, outdoor games are divided into plot and plotless. Story games are characterized by roles with motor actions corresponding to them. The plot can be figurative ("The Bear and the Bees", "Hares and the Wolf", "Sparrows and the Cat") and conditional ("Craps", "Running", "Fifteen").

In plotless games (“Find a mate”, “Whose link will build faster”, “Think of a figure”), all children perform the same movements. Round dance games constitute a special group. They pass under a song or a poem, which gives a specific shade to the movements.

Competitive games are distinguished by the nature of game actions. They stimulate the active manifestation of physical qualities, most often speed ones.

According to the dynamic characteristics, games of low, medium and high mobility are distinguished.

The kindergarten program, along with outdoor games, includes game exercises, for example, “knock down the skittle”, “Get in the circle”, “Overtake the hoop”, etc. They do not have rules in the generally accepted sense. The interest of the players is caused by attractive manipulations of objects. The smallest game exercises lead to games.

Game selection

When choosing a game, the educator refers, first of all, to the program according to which the institution works. Each game should give the greatest motor and emotional effect. Therefore, you should not select games with movements unfamiliar to children, so as not to slow down game actions.

The motor content of the games must be consistent with the conditions of the game. Games that run at speed, throw at a moving target, or throw at a distance have no effect indoors. It is also important to take into account the time of year and weather conditions. For a winter walk, for example, logical games are more dynamic. But sometimes the slippery ground interferes with the dodge run. In summer it is convenient to compete in fast running, but in hot weather it is better not to hold such competitions.

Regulates the choice of the game and its place in the daily routine. More dynamic games are advisable in the first half of the day, especially if it was preceded by classes with significant mental stress and a monotonous body position.

On a walk in the afternoon, you can play different games in terms of motor characteristics. But, given the general fatigue of children by the end of the day, you should not learn new games.

Methodology for outdoor games

Gathering children to play

First of all, you need to make the layout of the playground, prepare and place the necessary gaming equipment.

Gather children in the place of the playground from where the game actions will begin: in games with dashes - to the "house" at the short side of the playground, in games with building in a circle - to the center of the playground. The collection of children should be fast and interesting. Therefore, it is important to come up with collection methods. They are different from the age of the children and their attitude to the game.

Older children love and know how to play. You can agree with them on the place and signal of the gathering long before the start of the walk. Young children do not accept such methods. Directly on the playground, older children can be collected with the help of barkers ("One! Two" Three "Play, run quickly!", "One, two, three, four, five! I call everyone to play!"). It is possible, in a separate form, to instruct individual children to collect the rest within the prescribed period (while the top is spinning, a melody sounds, attributes are placed). You can use non-standard sound and visual signals (sports whistle, bell bell, bunch of balloons, etc.) Effective and surprise moments: those who can run under a rotating rope will play, who will be able to slide along an icy track, etc.

The organization of kids requires great resourcefulness from the educator, because they still need to be taught to play, to form an interest in outdoor games.

Therefore, the educator, attracting the attention of the kids, defiantly plays the ball, accompanying the movement with verses: “My cheerful sonorous ball ...”, or spins by the arms with a birthday boy or a doll, singing: “Loaf, loaf”; or coming up to the children in a mysterious voice, he offers to see whose ears stick out behind the bush, and the house drawn on the site, where the teacher invites, looks like a real one - with a roof and a chimney ...

The methods of collecting children for the game must be constantly varied.

Creating interest in the game

Throughout the game, it is necessary to maintain the interest of children in it by various means in all age groups. But it is especially important to create it at the beginning of the game in order to give purposefulness to game actions. Techniques for creating interest in the game are closely related to the methods of collecting children. Sometimes it's the same. For example, an intriguing question for kids: “Do you want to be pilots? Run to the airfield."

Playing with attributes has a huge effect. For example, the teacher puts on a mask - a hat: “Look what a big clubfoot bear came to play with you ...”, or “Now I will put on a hat for someone, and we will have a bunny ... Catch him!” Or, "Guess who's hiding behind me?" - the teacher says, I manipulate the sounding toy.

In older groups, interest creation techniques are used mainly when the game is being learned. Most often, these are poems, songs, riddles, including motor ones) on the theme of the game, examining footprints in the snow or icons on the grass, by which you need to find those hiding, changing clothes, etc.

Game Explanation

The explanation of the game should be short and clear, interesting and emotional. All means of expression - voice intonation, facial expressions, gestures, and in story games and imitation, should find appropriate use in explanations in order to highlight the main thing, create an atmosphere of joy and give purposefulness to game actions. Thus, the explanation of the game is an instruction, and the moment of creating a game situation.

In the younger group, the explanation is carried out in stages, that is, in the course of game actions. It can take the form of a motor story. For example, the game "Airplanes": "The pilots are sitting on the bench, waiting for the command to go flying. Here comes the commander (the teacher puts on his cap): “Get ready to fly,” or the game “Sparrows and the Cat”: “The cat is lying on a bench, basking in the sun (gesture towards the toy). He really wants to catch some bird. And at this time, the sparrows spread their wings and flew off to look for grains ... "

Preliminary explanation in the middle and senior groups takes into account the increased psychological capabilities of children. This teaches them to plan their actions. Of fundamental importance is the sequence of explanation, similar to an arithmetic problem: first - a condition, then - a question. In practice, unfortunately, a common mistake is when the explanation begins with the assignment of the child to the main role, as a result of which the children's attention to the instructions falls, hence the failure in game actions. A similar incident occurs when children are given attributes before explaining the game. The sequence of explanation: name the game and its idea, briefly state the content, emphasize the rules, recall the movement (if necessary, distribute roles, distribute attributes, place players on the court, start playing actions.

If there are words, then you should not specifically learn them during the explanation, children will naturally remember them during the game.

If the game is familiar to children, then instead of explaining, you need to remember certain important points with them. the rest of the scheme of action by the educator is preserved.

Distribution of roles in the game

Roles determine the behavior of children in the game. The leading role is always a temptation. Therefore, during the distribution of roles, various conflicts occur.

the distribution of roles should be used as an opportunity for educating children's behavior. the choice for the main role should be perceived as encouragement, as trust, as the confidence of the educator that the child will fulfill an important assignment. Appointment to the main role is the most common technique. The choice of a teacher must be motivated. For example: “Children, let Sasha be the first trap. He has a birthday today. This is our gift to him. Do you agree? Or “Helen guessed the best riddle about our game. Let her appoint a fox ... "Or" Masha was the first to hear the barker and quickly ran. She will be an entertainer ... "

For appointment to a leading role, counting rhymes are often used. They prevent conflicts: whoever has the last word will drive. The counting rhymes are truly understandable to older children: everyone is jealously watching the counting hand. Therefore, it is impossible to divide words into parts. The rhyme must be impeccable in the pedagogical sense.

You can assign roles with the help of a “magic wand”, all kinds of turntables (spinning tops, hoops, skittles, etc.), etc.

All of these techniques are used, as a rule, at the beginning of the game. To appoint a new leader during the game, the main criterion is the quality of the execution of movements and rules. For example: “Vova ran to the bench faster than anyone. Now he will catch. Or “Children what Sveta is a good fellow: she easily dodged the wolf, and rescued Valya. Now she will be a wolf ... "

Game control

In general, control over the course of the game is aimed at fulfilling its program content. This determines the choice of specific methods and techniques.

The teacher needs to monitor the movements of preschoolers: encourage successful performance, suggest the best course of action, help by personal example. But a large number of comments about improper performance negatively affects the mood of children. Therefore, comments should be made in a friendly manner.

The same goes for the rules. Overwhelmed by a joyful mood or image, especially in story games, children break the rules. No need to reproach them for this, let alone exclude them from the game. It is better to praise the one who did the right thing. Weakened children especially need the benevolent reactions of the educator. Sometimes, having come up with a convenient excuse, some of them need to be excluded from the game for a while (for example, help the teacher hold the other end of the rope under which the "chickens" crawl).

The repetition and duration of the game for each age is regulated by the program, but the teacher must also be able to assess the actual situation. If children cough while running, it means they are tired and cannot catch their breath. You need to switch to another, more relaxed game.

An important point of leadership is the participation of the educator in the game. In the first junior group, the direct participation of the teacher in the game is mandatory, which most often plays the main role. In the second younger group, in familiar games, the main role is entrusted to children. In the middle and senior groups, leadership is indirect. But sometimes the teacher participates in the game if, for example, according to the conditions of the game, an appropriate number of players is required.

The outcome of the game should be optimistic, short and specific. Kids need to be commended.

Variation and complication of outdoor games

Outdoor games - a school of movements. Therefore, as children accumulate motor experience, games need to be complicated. In addition, the complication makes well-known games interesting.

By varying the game, you cannot change the idea and composition of the game, but you can:

Increase the dosage (repetition and total duration of the game);

Complicate the motor content (sparrows do not run out of the house, but jump out);

Change the placement of players on the court (the trap is not on the side, but in the middle of the court);

Change the signal (instead of a verbal sound or visual);

Play the game in non-standard conditions (it is more difficult to run on the sand);

Complicate the rules (in the older group, those caught can be rescued; increase the number of traps), etc.

The place of play in the pedagogical process

Outdoor games are held daily in all age groups, outdoors and indoors; games are part of physical education classes, are used between classes, as a means of active recreation for children. Games are held at children's matinees, holidays, during leisure hours.

In the morning, during the collection, games of medium mobility are appropriate, which do not excite children (skittles, serso). During walking hours, games are held that are more diverse in content, with greater physical activity.

If before the walk there was a relatively “calm” activity, you can start the walk with a game. If the children are carried away by an interesting creative game, you do not need to interrupt it, but gather the children to play at the end of the walk. It happens that labor processes in the kindergarten area and creative games end quickly, children find it difficult to find something to do, then it is worth playing the game in the middle of a walk.

You can not play outdoor games just before bedtime, as they can excite children.

When choosing games, the physical fitness of the children of the group, the time of year, weather conditions, and the venue are taken into account. In the group room, children play in a limited area (“Guess by the voice”, “Find where it is hidden”, etc.) In cold weather, outdoor games should quickly warm the children, so a lot of physical activity is needed, although you cannot demand from all children the same pace of movement .

It is necessary to keep in mind the sequence, alternation of activities. If the children were sitting in the room, the game should give physical relaxation. If a physical education lesson was held with children, the games should be calm.

Games associated with excessive muscle tension and monotonous slow movements should be excluded. It is very important to select games that require diverse motor activities, so that their motor content is not repeated when performing other exercises. For example, if jumping was taught in the classroom, then there should be no jumps in the game. This is explained by the fact that, on the one hand, children cannot correctly pass the jump, their enthusiasm for the game interferes, on the other hand, such repetition creates the prerequisites for a one-sided, limited effect on the body.

Outdoor games place special demands on children's clothing and footwear. Clothing should be light, loose, shoes - lightweight.

The approximate average duration of the game is in the younger group - 5 - 6 minutes, in the middle - 6 - 8 minutes, in the senior - 6 - 10 minutes, in the preparatory group for school - 8 - 15 minutes (the total duration of the game is the time since the collection children for the game until it ends).

Physical activity in games is regulated by alternating running, jumping with walking. In addition, physical activity can be regulated by reducing the total duration and number of repetitions of the game, increasing or decreasing the playing area, changing the weight or size of inventory, changing the rules of the game, reducing or increasing the number of actions, introducing breaks, organizing a place to rest, changing the roles of players, etc. .